Emergency assignment for the subject Supply Chain Management. Writer Essay

Emergency assignment for the subject Supply Chain Management. Writer MUST be ON TIME. Writer also needs to send me references files which you used. Writer nee - Essay Example Some of the books will be Supply Chain Management: In theory and Practice, by Birgit Dam Jespersen and Tage Skjtt-Larsen, as well as another book called Supply Chain Management: Concepts and Cases, by Rahul V Altekar. While the first book discusses the basics that form the conception of supply chain management, the second book discusses various cases that help demonstrate the elements of this concept in a better way. Further, the journal articles will focus on the work produced by the Supply Chain Management Professionals, so as to gain an insight into this area of operational significance in the organisation. These journal articles will include Coordinated Supply Chain Management by D. J Thomas and P. M Griffin, for the European Journal of Operational Research. Apart from such articles, there will be a strong focus on Internet sources like www.bettermanagement.com which describes various strategies as well as business policies that support systems like supply chain management and knowledge management. Texan Foods is a company founded and based in Texas, near Amarillo. Born in the year 1941, this company has grown from strength to strength to consolidate its standing as one of the best gourmet chain which specialises in grocery products. Their line of products includes croissants, English muffins as well as exotic sandwich breads, buns and other baked goods like tortillas. Besides being a household name by the mid 90s with ample support from a former oil businessman, R.L (Buddy) Howlett, who was its founder and a successful entrepreneur, this company had come to employ a major supplier who went by name of Valley. (Autry, 2005)2 As a big manufacturing company, it has been demonstrated that Texan has a very poor system of supply chain management as far as its model of collaboration, planning, forecasting and replenishment (CPFR), is concerned. To start with, let us describe the exact nuances of supply chain management, in context of the CPFR model. Supply chain management (SCM) may be defined as that sphere of activities that takes place in context of planning, implementing, and controlling the operations. These operations or activities, in turn, are connected with the management of the supply chain so as to effectively cater to the requirements of the customer and gain complete satisfaction of the same through a focus on optimum ulisation of resources. (Atlekar, 2005)3 In this regard, supply chain management deals with all activities pertaining to the mobilisation, storage as well as an account of the semi finished and finished products that are of value to the end user. (Hugos, 2005)4 In this context, various scholars have also refered to this form and area of management as logistics as it connects the quantitative areas of assessment with the qualitative goal achievement progress of the organisation. These areas have been assessed in Texan, through inputs from two officials who are connected with the operational realities of the supply chain management system followed at Texan. Chapter 1.2: Problem Areas In this regard, Texan

The Rape of Lucretia Essay Example for Free

The Rape of Lucretia Essay Roman culture was largely based on the citizens’ honor. Honor was one of the most important aspects of a Roman citizen’s life. Honor was very important to Roman society. Lucretia displayed her honor in two ways, first she served Sextus Tarquinius and his men, and then she killed herself after being raped by Sextus Tarquinius, the son of the king. â€Å"I will absolve myself of blame, and I will not free myself from punishment. No women shall use Lucretia as her example of dishonor. † Conlatinus tried to persuade her saying she did not have to kill herself and she had done no wrong. She could not live with herself because she was violated. â€Å"They promised her that they would pursue him, and they tried to appease her sorrow, saying that it was the soul that did no wrong and not the body, and because she had no intention, she did no wrong.† They tried to tell her she had done nothing wrong, that she had no intention to be raped, but that failed. â€Å"Then she took up the knife which she had hidden beneath her robe, and plunged it through her heart.† Conlatinus, her husband, knelt by her side. She would have died a dishonorable woman if she did not kill herself. Also by killing herself, she could not be used as a source of dishonor and shame for Roman society. Brutus then took the knife and said â€Å"By this blood, which was so pure before the crime of the prince, I swear before you, O gods, to chase the King Lucius Tarquinius Superbus, with his criminal wife and all their offspring, by fire, iron, and all the methods I have at my disposal, and never to tolerate Kings in Rome evermore, whether of that family of any other.† He used this as an example to end the reign of Kings in Rome. This showed vast honor, promising to avenge his friend’s wife by pursuing the king’s entire family for the horrible crime Sextus committed.

Study On The Vocabulary Learning Strategies

Study On The Vocabulary Learning Strategies This chapter deals with the review of the related literature. In the first section, vocabulary learning strategies and its theoretical framework will be reviewed. For the second section the related research both international and national will be presented. 2.2. Vocabulary learning strategies Vocabulary learning strategies can be considered as a part of general learning strategies in second language acquisition. The first development in learning strategies area began in 1970s with research to recognize the characteristics of good language learners (Naiman et al., 1978; Rubin, 1975). OMalley and Chamot define learning strategies as the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information (1990, p.1). This definition can be seen in Schmitts defining vocabulary learning strategies too. Schmitt says learning is the process by which information is obtained, stored, retrieved and used therefore vocabulary learning strategies could be any which affect this broadly defined process (1997, p.203). This definition brings this question to the mind that whether vocabulary learning is incidental or deliberate, a factor which researchers have discussed in the literature a lot. Nation considers vocabulary learning as a deliberate pro cess which possesses intentional character. He established his description on the properties and qualities of a strategy which fulfills teachers aims. Call for helping learners improves the way they go about learning vocabulary have been made on a number of grounds. Sokmen (1997, p. 225) argues in order to help learners learn how to acquire vocabulary by them self, noting that it is not possible for students to learn all the vocabulary they need in the classroom. Cunningsworth (1995, p. 38) gives a name to helping learners make their own vocabulary learning strategies which is a powerful approach, that can be based on being sensitive to vocabulary systems, encouragement of sound dictionary skills and showing reflection to useful learning techniques. By considering the importance of vocabulary learning strategies, it would be very helpful to study about these strategies and find out what they are and examine how these strategies are going to help learners for building their vocabulary and also what strategies would be useful for the learners to be introduced in the textbooks. Brown and Payne (1994) found these five steps in the process of vocabulary learning in a foreign language: (a) having sources for encountering new words, (b) getting a clear image, either visual or auditory or both, of the forms of the new words, (c) learning the meaning of the words, (d) making a strong memory connection between the forms and the meanings of the words, and (e) using the words.(cited in Gani Hamzah et al., 2009, p.42) Following as a result, all vocabulary learning strategies, totally or partially, should be related to these five steps (Fan, 2003, p. 223). Vocabulary learning strategy can be seen from at least three different views. First, a vocabulary learning strategy, very broadly speaking, could be what ever the learners do to help the new vocabulary learning process. Whenever a learner needs to study words, he/she uses strategy/strategies to do it. Second, a vocabulary learning strategy could be related to actions that help vocabulary learning to work well. Hence, learners may use some actions which do not make any improvement in learning process. Third, there might be a relation between a vocabulary learning strategy and conscious actions that learners take to study new words. Ideally, in order to have a free chance to choose consciously the suitable strategy for ones self, learners should be informed of good, efficient strategies. This fact should be considered that, though, a strategy which is suitable and works well for one student may completely fail with another and that for a particular learning situation one strategy happe ns to be better than another. 2.2.1. Importance of Vocabulary Learning Strategies The main advantage obtained from all learning strategies, as well as vocabulary learning strategies, is that learners are able of taking more control of their own learning so that students will fell more responsible for their studies (Nation, 2001; Scharle Szabà ³, 2000). Consequently, the strategies develop learner autonomy, independence, and self-direction (Oxford Nyikos, 1989, p.291). When the students be equipped with different kind of vocabulary learning strategies they can decide how exactly they would like to come up with unknown words. Having a good knowledge of the existing strategies and the ability to make use of them in suitable situations might considerably make the learning process of new vocabulary simpler for students for instance, when the student selects which words to study him/her self they can remember the words better than when the words are chosen by someone else (Ranalli, 2003, p. 9). (cited in Gani Hamzah et al., 2009) In Nation (2001) view learners are able to acquire a large amount of vocabulary with the help of vocabulary learning strategies and that these strategies are truly useful for students of different language levels. As learning strategies are readily teachable (Oxford Nyikos 1989, p. 291), the time that teachers spend in order to introduce different ways of vocabulary learning and practice to students cannot be considered as wasted. Cameron (2001) believes that children may not be able to make use of vocabulary learning strategies themselves in order to make this happen they need to be trained to use the strategies effectively. A number of linguists have long recognized the importance of learner independence in vocabulary acquisition. Gairns and Redman (1986) believe that students must show more responsibility for their learning and give larger attention to individual needs. The reason is that when the learners past their elementary level, it would be very difficult for teachers to choose vocabulary being useful to all students; thus time spent on teaching may be wasted. Schmitt (2000) sees the need for solving such problems by helping learners acquire the strategies necessary to learn words on their own. Oxford and Scarcella (1994) support the preparation of systematic vocabulary instruction to let learner master specific strategies to acquire words even outside their classes. In Nations view (1990; 2001), the most important way that learners learn vocabulary is when they use strategies independently of their teacher. In his recent publication, Nation suggested strategy training be part of a vocabulary development program. According to Schmitt and Schmitt (1995), the best teaching plan may be to let students decide themselves which strategy or strategies they prefer by introducing a variety of learning strategies. This echoes learners need to advance their strategy knowledge. 2.2.2. Types of Vocabulary Learning Strategies As it is made clear by many vocabulary learning strategy classifications proposed by different researchers, there is a wide range of different vocabulary learning strategies. Most studies in the field of vocabulary learning strategies have focused on investigating a small set of VLSs. For example, some studies point at researching memory strategies or mnemonic techniques and what effect they have on retention (Cohen Aphek, 1980; Pressley et al., 1982; Brown Perry, 1991). Some studies put emphasis on exploring the vocabulary strategies used in reading, such as guessing from context (Huckin, Haynes, and Coady, 1993). In the following part we will take a closer look at the most important category of the strategies. The basement of the strategies below is generally organized on Schmitts (1997) taxonomy, i.e. the names of the broad categories of the strategies come from his classification. Schmitts taxonomy of vocabulary learning strategies (cited in Marttinen, 2008) Schmitt (1997, p. 206-208) based his taxonomy of vocabulary learning strategies on Oxfords (1990) taxonomy of learning strategies. Since Oxford (1990) created the taxonomy for describing learning strategies as a whole in the first step Schmitt (1997) had to revise it in order to act as a useful tool especially when categorizing vocabulary learning strategies. According to Schmitts (1997) taxonomy, there are two main groups of strategies: discovery strategies and consolidation strategies. Discovery strategies are those strategies which are used in discovering the meaning of a new word whereas consolidating strategies deal with the consolidation a word once it has been encountered. The former consists of determination strategies and social strategies whereas the latter includes social strategies, memory strategies, cognitive strategies and metacognitive strategies. However, Schmitt (1990, p.204) notes that it is very difficult to draw a border line between different strategies and their variations. For example, some strategies, like interacting with native speakers, can be categorized as both social and metecognitive strategy if it is concidered as a part of overall language learning. When facing an unfamiliar word, learners must find out the meaning of the new word. According to Schmitt (1997, p.208), determination strategies which are a part of discovery strategies, include strategies such as guessing the meaning according to structural knowledge, guessing from L1 cognate, guessing from context or using reference material. Since learners can ask help from someone in discovering the meaning of a new word, social strategies can also function as discovery strategies (Schmitt 1997, p.209). Consolidating strategies include several different types of strategy. In Schmitts (1997) taxonomy they include social strategies, since input acts as a key element in acquiring a language, social strategies are very important in language learning. For example, group learning and team working raises active processing and since in such activities instructor does not interrupt the learners much, they have more time to use the language in the classroom (Schmitt 1997, p.211). Schmitt (1997, p.211-13) mentions that another type of consolidation strategies are memory strategies which were traditionally known as mnemonics. Memory strategies usually make a relation between the word and learners previous knowledge, for example, instead of giving the direct definition or making a kind of relation to some familiar L2 words, pictures of the meaning are shown to learners. Using unrelated words or grouping the words according to some categories such as synonyms or common themes are other examples of memory strategies. In addition, one can study the spelling or pronunciation of the word for helping it to stick into memory. Furthermore, using words affixes, roots and word classes can be useful in consolidating word meaning. (Schmitt 1997, p.214) According to Schmitt (1997, p.215), cognitive and memory strategies of his taxonomy are similar and they concentrate on repetition and mechanical means of studying vocabulary rather than manipulative mental processing. Written and verbal repetitions are the traditional and popular examples of these strategies; writing or repeating a word several times. Word lists, flash cards and note taking as well as using study aids such as language textbooks are also classified as cognitive strategies. As mentioned before, the strategies which learners use in order to control and evaluate their learning are called metacognitive strategies and this is the same in Schmitts (1997) taxonomy. Schmitt (1997, p.216) mentions that effective metacognitive strategies can happen when learners are exposed to L2 as much as possible, for example, by reading books, watching movies and interacting with native speakers. Also using the time effectively and knowing when to actively study a new word are useful metacognitive strategies. Most of the studies in this area tried to investigate a small set of vocabulary learning strategies. For example some of the researchers (Cohen Aphek, 1980; Pressely et al., 1982; Brown Perry, 1991) centered their studies on memory strategies or mnemonic techniques and its effect on retention. Some other studies emphasized on the vocabulary learning strategies which are used in reading such as guessing from the context (Huckin, Haynes Coady, 1993). There are a few studies which elaborated on vocabulary learning strategies as a whole and give a broader perspective from them. The table below summarizes the different classification system of VLS. Source Stoffer (1995) Strategy categories 1. strategies involving authentic language use 2. strategies used for self-motivation 3. strategies used to create mental linkages 4. memory strategies 5. strategies used to organize words 6. strategies involving creative activities 7. visual/auditory strategies 8. strategies involving physical action 9. strategies used to overcome anxiety Gu Johnson (1996) 1. metacognitive regulation 2. guessing strategies 3. dictionary strategies 4. note-taking strategies 5. rehearsal strategies 6.encoding strategies 7. activation strategies Schmitt (1997) 1. discovery strategies 1.1 determination strategies (DET) 1.2 social strategies (SOC) 2. consolidation 2.1 social strategies (SOC) strategies 2.2 memory strategies (MEM) 2.3 cognitive strategies (COG) 2.4 metacognitive strategies (MET) Nation (2001) 1. planning 1.1 choosing words 1.2 choosing the aspect of word knowledge 1.3 choosing strategies 1.4 planning repetition 2. sources 2.1 analyzing the word 2.2 using context 2.3 consulting a reference source in L1oe L2 2.4 using parallels in L1 and L2 3. processes 3.1 noticing 3.2 retrieving 3.3 generating As you have became familiar with Schmitts taxonomy earlier in this section, now lets take a look at the other classifications mentioned in the table. (Cited in nccuir.lib.nccu.edu.tw/bitstream/140.119/33390/7/55007107.pdf, 2005) Stoffer (1995) conducted the first investigation of overall vocabulary learning strategies. She fulfilled a vocabulary strategy survey and developed a Vocabulary Learning Strategy Inventory (VOLSI). Using statistical factor analysis which provide a practical basis for category assignment, Stoffer found the 53VOLSI items go under the nine major groups: 1- authentic language use; 2- self-motivation; 3- crating mental linkages; 4- memory strategies; 5- organizing words; 6- creative activities; 7- visual/auditory strategies; 8- physical action; and 9- overcoming anxiety. Gu and Johnson (1996), developed a vocabulary learning questionnaire based on previous quantitative and qualitative research (Ahmed, 1989; Gu, 1994; Oxford, 1990), that its aim is to gather information on students beliefs about vocabulary learning and the vocabulary learning strategies which they use (91individual strategies in total). The strategies were grouped under two general subdivisions: Metacognitive regulation and Cognitive strategies which consists of six subgroups, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies(encoding), and activation strategies. In this way, in the taxonomy mentioned seven major dimensions exist which each dimension had several categories for it self. For example, guessing strategy was subdivided into two categories: using background knowledge/ wider context and using linguistic cues/ immediate context. Nation (2001) developed a taxonomy which tries to separate aspects of vocabulary knowledge, and learning processes. In his classification scheme Nation (2001) differentiates between three general classes of strategies. The first major category is planning for vocabulary learning which is concerned about how often learners pay attention and where they focus their attention. Strategies such as choosing words, choosing the aspects of word knowledge, choosing strategies, and planning repetition are included in this category. The second major category refers to sources of vocabulary knowledge which is about finding information of unfamiliar words. The strategies in this category include analyzing the word, using context, consulting a reference source in L1 or L2, and using parallels in L1 and L2. The third and last major category is concerned about learning processes which includes the ways learners establish their vocabulary knowledge and make it available for use. Noticing, retrieving, and generating are three types of strategies of this category. 2.3. Research background There are authors such as Nation (2001) and Coxhead (2006) in the vocabulary literature who believe that there is a difference between general, academic, technical, and low frequency vocabulary, mentioning that technical or specialized words have a quite high frequency in a limited range of texts in each academic discipline (Fraser 2005). Scarcella and Zimmerman (1998) make the same difference, and refer to technical words that are used in specific academic fields (p. 28). Carlson (1999) and Coxhead and Nation (2001) have written about specialized vocabulary lists for specific purposes. This is an important issue because Casanaves (1992) study showed that acquiring the culture of a disciplinary community involves learning that communitys specialized language, and Parry (1991, 1993) in his research revealed the challenges of technical, academic vocabulary learning. Fan (1998) found that Chinese EFL learners have difficulty in recoding technical vocabulary and in writing on strategies and long-term recall, Lawson and Hogben (1996) discussed the importance of VLS in a way that is relevant to learning the technical vocabulary of ones academic field: In the early stages of language learning, when the students do the tasks themselves they are more interested, this is a deliberate processing activity rather than automatic (Hasher Zacks 1979). The deliberate procedures, or strategies, conducted during this period are likely preserved; these strategies should be seen in students behavior as they do a vocabulary learning task (p. 104).(Cited in Lessard-Clouston, 2008) Strategies which learners use in dealing with the technical vocabulary learning in their early stage in the disciplines they have chosen may thus influence both their vocabulary acquisition and their academic socialization. Nation (1993, p.124) stated that broad vocabulary growth depends on vocabulary strategies that are independent of subject matter knowledge, and there are a number of related VLS studies from the literature of the last decade or so. (Cited in Lessard-Clouston, 2008) 2.3.1. Related researches on the field of VLS This part tries to give an overview of research focusing on various vocabulary learning strategies. 2.3.1.1. International researches Sanaoui (1995) in a research among both English and French second language students in Canada came to this conclusion that while a learners proficiency level and type of instruction did not affect his or her results on an individualized vocabulary assessment task, the individual approach to vocabulary study, reflected in the structured use of VLS, did contribute significantly to lexical learning. Sanaoui used a detailed questionnaire to find out which strategies participants use for learning vocabulary, that distinguished two distinct approaches to vocabulary acquisition, structured and unstructured, which are different in five key aspects: a) learners opportunities for learning vocabulary (i.e., independent study vs. reliance on their language course); b) their range of self-initiated vocabulary learning (i.e., extensive vs. restricted); c) their records of the lexical items they were learning (i.e., extensive/systematic vs. minimal/ad hoc); d) how much learners reviewed such words/ records (i.e., extensively vs. little or not at all); and e) whether they practiced such lexical items (i.e., by creating opportunities in and out of class vs. relying on class opportunities alone) (Sanaoui, 1995). (Cited in, Ruutmets, 2005) In a research with 14 ESL students preparing for academic study in Canada, however, Lessard-Clouston (1996) also followed Sanaouis model and used a questionnaire and an individualized vocabulary test. Despite replicating the most important aspects of Sanaouis (1995) research, his results showed that membership in a group, based on a participants VLS, did not predict language proficiency, nor performance on the individualized vocabulary knowledge test. Lessard-Clouston (1996) thus concluded that such findings raise questions about the usefulness of categorizing students in groups according to structured, semi-structured, or unstructured approaches to lexical learning (p. 114).(cited in, Lessard-Clouston, 2008) A study conducted by Gu and Johnson (1996) among 850 non-English major Chinese students in China, a questionnaire and multiple regression analysis revealed two VLS, self-initiation and selective attention, as positive predictors of their participants proficiency, measured by their college English test scores. They also found that the strategies of contextual guessing, skillful dictionary use, paying attention to word formation, contextual encoding, and using newly learnt words had a positive correlation with participants test scores. Using cluster analysis Gu and Johnson found five key approaches to vocabulary learning (encoders, readers, active strategy users, non-encoders, and passive strategy users), and came to this point that strategy combinations, rather than individual VLS, may have a positive effect on their participants learning.(cited in, Xhaferi, 2008) Schmitt (1997) prepared a VLS taxonomy using Oxfords (1990) work, distinguishing two broad types: discovery strategies (for initially learning a words meaning) and consolidation strategies (for remembering and using a word once it has been encountered), there may be some VLS in common for both. Schmitt asked 600 Japanese EFL learners using a survey to say how often they use different VLS, what they fell about the helpfulness of those strategies, and to mention the most helpful ones. Six strategies were common among the VLS rated most used and most helpful, which includes: using a bilingual dictionary, written repetition, verbal repetition, saying a new word aloud, studying a words spelling, and taking notes in class. Evaluating the results of the survey of strategies reported by groups of middle school, high school, university and adult EFL learners, Schmitt (1997) also noted that for some VLS the patterns of strategy use appeared to change over time (p. 224).(cited in, Xhaferi, 2008 ) Kojic-Sabo and Lightbown (1999) have done their research using a questionnaire adapted from Sanaouis work, a Yes/No test of academic vocabulary, and a cloze test for collecting data on the vocabulary learning approaches of 47 EFL and 43 ESL students in Yugoslavia and Canada. Their main findings strongly supported Sanaouis conclusions, which is more frequent and elaborate strategy use is linked to success in language learning, whereas lack of effort on the learners part relates to poor achievement (p. 190). In addition, time and learner independence were found to be the two measures that are closely related to success in vocabulary learning and higher overall English proficiency (p. 176). (cited in, Ruutmets, 2005 ) Fan (2003) conducted a large scale research, studying Chinese EFL learners in Hong Kong, evaluating the vocabulary tests and strategy questionnaires completed by more than 1,000 university students. Fan discovered that the most proficient participants of her study used several different strategies (notably using more sources, dictionaries, guessing, and known word strategies) significantly more often than the less proficient ones (p. 233), and she echoed Sanaouis (1995) view on the importance of review and consolidation in vocabulary learning (p. 234). Fan also noticed that strategy use are very complex and various noticeable differences existed between frequency of use and the reported, perceived usefulness of particular VLS of participants of her study. Fan (2003) thus concluded by emphasizing on the importance of helping EFL students understand the significance of VLS and encouraging them to develop effective strategies of their own.(cited in, Fan, 2003) In contrast with the large-scale studies mentioned earlier, which emphasize learners reported strategy use, Gu (2003) conducted a detailed case studies on the VLS of two successful Chinese EFL students (who were not English majors) using reading tasks, think-aloud protocols, and interviews to document their observed use of VLS. Building on their preferred learning styles (auditory and visual), Gus participants were highly motivated and employed a range of cognitive and metacognitive strategies and approaches in their EFL vocabulary learning. Gu (2003) concluded that the combination of these strategies and approaches created a vocabulary-learning art in which each participant exhibited the flexible and skillful analysis, choice, deployment, execution, and orchestration of all strategies at their disposal in accordance with their own preferred style of learning (p. 99). Gus (2003) study also revealed the value of interviews and case studies for VLS research. (cited in, Lessard-Clouston , 2008) There are some other notable researches. Peacock and Ho (2003) surveyed 1,006 Hong Kong EAP students in eight different disciplines and found that students in different fields use different language learning strategies, some of which correlated more highly with their participants English proficiency. Cognitive and metacognetive were the most frequent strategies used by students, and follow up interviews with 48 participants revealed that students outside of the humanities tended to use fewer strategies and viewed studying English to be of less importance than their disciplines.(cited in, Peacock Ho, 2003) Parks and Reymond (2004) have done a research with 28 Chinese NNES students studying MBA in Canada, they reported that the strategies their participants use varied significantly and changed over time, especially when later in the program for their study NNES students interacted with NES students in regular classes. Parks and Raymond thus concluded: In contrast to the rather simplistic notion evoked in certain portrayals of the good language learner, strategy use as reported herein emerges as a complex, socially situated phenomenon, bound up with issues related to personal identityà ¢Ã¢â€š ¬Ã‚ ¦ (p. 374). (cited in Park Reymond, 2004 ) In a recent, short term study Atay and Ozbulgan (2007) examined the VLS of 50 military ESP learners in Turkey, which its participants took part in a three week period study in two separated classes that each class was held for six hours a day. For comparing the two English Air Traffic Terminology classes Atay and Ozbulgan used a multiple-choice vocabulary test and a strategies questionnaire (p. 42). In their study they had two groups: a control group with no special training and an experimental group which was introduced to VLS and spent one of the six hours in class each day on focused memory strategy instruction (p. 44). On the vocabulary knowledge post-test, learners in the experimental group gained significant higher test scores than the control group (p. 45). The results of the strategies questionnaire among learners in the experimental group also indicated a major increase in the percentage of use and variety of strategies in the post-test (p. 46). (Cited in Atay Ozbulgan, 200 7 ) 2.3.1.2. National researches Eslami Rakhsh and Ranjbary (2003) investigated the metacognitive strategy training effects on the lexical knowledge development of 53 male and female Iranian students taking part in an intensive course of English in Tehran Institute of Technology aged 19 to 25. The results showed no significant difference in the vocabulary knowledge between two groups. However, the result of the post-test showed something different. At the end of the experience the experimental group showed progress in terms of lexical knowledge comparing to control group. Thus, the findings of this study indicate that explicit metacognitive strategies instruction has a positive impact on the lexical knowledge development of EFL students.(cited in, Kafipour et al., 2011 ) Marefat and Ahmadi (2003) studied on 60 Iranian female English language learner between the age of 15 and 17,in this study they wanted to examine the effect of teaching direct learning strategies (memory, cognitive, and compensation) and their subcategories on the vocabulary short term and long term retention. In fact, they are not concern about vocabulary learning strategies in this study; rather they want to examine the impact of learning strategies on vocabulary retention. As the result of the questionnaire showed, memory and cognitive strategies were used more than other strategies; moreover, learners strategy use in short-term retention vocabulary was more effective than in long-term retention. The results also revealed the superiority of memory strategy use both in short and long term retention.(cited in, Kafipour et al., 2011 ) Alavi (2006) in a research with 231 TEFL and non-TEFL undergraduate university students tried to investigate the frequency of use of cognitive and metacognitive vocabulary learning strategies. In order to do this three questionnaires were used, Oxfords (1990) classification of language learning strategies, Wendens (1987) classification of strategies, and Gu and Johnsons (1996) vocabulary learning questionnaire (VLQ). The results indicated that Iranian university students prefer cognitive strategies and they use it more frequently in their vocabulary learning process. The results also revealed that there is a significant relation between students major and their choice of strategies, their major significantly affects their choice. (cited in Alavi, 2006) Akbarys and Tahririans (2009) study can be regarded as one of the recent studies in vocabulary learning strategy area. They investigated vocabulary learning strategies use for specialized and non-specialized learning vocabulary among ESP students in different field of studies. 103medical and paramedical undergraduate Isfahan University of Medical Sciences students from 8 majors participated in this study all of which were passing their ESP course. For data elicitation three different methods were used; observation, interview and questionnaire. The finding of the questionnaire showed that the most frequent strategy was using bilingual dictionaries and the most commonly used learning strategy was oral and written repetition.(cited in, Akbary Tahririan, 2009) Gani Hamzah, Kafipour and Abdullah (2009) conducted a study in order to evaluate undergraduate EFL learners vocabulary learning strategies and its relation to the learners vocabulary size. 125 Iranian TEFL undergraduate students took part in this study. Two instruments were used to collect the data; Nations standardized vocabulary size test and Schmitts vocabulary learning strategy questionnaire adopted from Bennet (2006). The collected data were analyzed by descriptive statistics and multiple regression. The results indicate that Iranian undergraduate EFL learners are medium strategy users and determination strategy

Essay on Appearance vs Reality in Othello and Twelfth Night

Appearance versus Reality in Othello and Twelfth Night      Ã‚  Ã‚   Shakespeare cleverly uses the art of disguise, in both his tragedies and his comedies, in order to employ a literary device known as dramatic irony, where the audience members are aware of something (in this case the true identity of characters) that characters in the play are not. This, of course, creates tension in a play and excites the audience; actions take place on the stage, of which the audience knows the import, but characters on the stage do not. It also creates a setting for a great deal of irony where characters make comments that take on a double meaning.    Two examples of characters who utilize such disguise are Iago, from Othello, and Viola, from Twelfth Night. The purposes for which Iago chooses to disguise his motives are to gain an office which he feels he deserves and to get revenge on Othello for allegedly committing adultery with his wife.    Most of the irony in Othello stems not from what Iago says, but rather from what the other characters say about him, such as the references to him as "honest Iago," "the bold Iago," and "a very valiant fellow." Iago's disguise makes the audience fearful for the other characters, and causes them to pity those who suffer... ... self-serving officer are both lessons in trust. In Twelfth Night, Olivia's readiness to fall in love with appearances is a lesson about love.   Sometimes it seems disguise tells more than candor.    Works Cited and Consulted: Jorgensen, Paul A. Appearance versus Reality in Shakespeare. Boston: Twayne Publishers, 1985. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos. Shakespeare, William. The Norton Shakespeare. Edited Stephen Greenblatt et al. New York: W. W. Norton & Company, 1997.

Foundation’s Edge CHAPTER SIX EARTH

EARTH Trevize was hot and annoyed. He and Pelorat were sitting in the small dining area, having just completed their midday meal. Pelorat said, â€Å"We've only been in space two days and I find myself quite comfortable, although I miss fresh air, nature, and all that. Strange! Never seemed to notice all that sort of thing when it was all round me. Still between my wafer and that remarkable computer of yours, I have my entire library with me – or all that matters, at any rate. And I don't feel the least bit frightened of being out in space now. Astonishing!† Trevize made a noncommittal sound. His eyes were inwardly focused. Pelorat said gently, â€Å"I don't mean to intrude, Golan, but I don't really think you're listening. Not that I'm a particularly interesting person always been a hit of a bore, you know. Still, you seem preoccupied in another way. – Are we in trouble? Needn't be afraid to tell me, you know. Not much I could do, I suppose, but I won't go into panic, dear fellow.† â€Å"In trouble?† Trevize seemed to come to his senses, frowning slightly. â€Å"I mean the ship. It's a new model, so I suppose there could be something wrong:† Pelorat allowed himself a small, uncertain smile. Trevize shook his head vigorously. â€Å"Stupid of me to leave you in such uncertainty, Janov. There's nothing wrong at all with the ship. It's working perfectly. It's just that I've been looking for a hyper-relay.† â€Å"Ah, I see. – Except that I don't. What is a hyper-relay?† â€Å"Well, let me explain, Janov. I am in communication with Terminus. At least, I can be anytime I wish and Terminus can, in reverse, be in communication with us. They know the ship's location, having observed its trajectory. Even if they had not, they could locate us by scanning near-space for mass, which would warn them of the presence of a ship or, possibly, a meteoroid. But they could further detect an energy pattern, which would not only distinguish a ship from a meteoroid but would identify a particular ship, for no two ships make use of energy in quite the same way. In some way, our pattern remains characteristic, no matter what appliances or instruments we turn on and off. The ship may be unknown, of course, but if it is a ship whose energy pattern is on record in Terminus – as ours is – it can be identified as soon as detected.† Pelorat said, â€Å"It seems to me, Golan, that the advance of civilization is nothing but an exercise in the limiting of privacy.† â€Å"You may be right. Sooner or later, however, we must move through hyperspace or we will be condemned to remain within a parsec or two of Terminus for the rest of our lives. We will then be unable to engage in interstellar travel to any but the slightest degree. In passing through hyperspace, on the other hand, we undergo a discontinuity in ordinary space. We pass from here to there – and I mean across a gap of hundreds of parsecs sometimes – in an instant of experienced time. We are suddenly enormously far away in a direction that is very difficult to predict and, in a practical sense, we can no longer be detected.† â€Å"I see that. Yes.† â€Å"Unless, of course, they have planted a hyper-relay on board. A hyperrelay sends out a signal through hyperspace – a signal characteristic of this ship – and the authorities on Terminus would know where we are at all times. That answers your question, you see. There would be nowhere in the Galaxy we could hide and no combination of jumps through hyperspace would make it possible for us to evade their instruments:† â€Å"But, Golan,† bald Pelorat softly, â€Å"don't we want Foundation protection?† â€Å"Yes, Janov, but only when we ask for it. You said the advance of civilization meant the continuing restriction of privacy. – Well. I don't want to be that advanced. I want freedom to move undetected as I wish – unless and until I want protection So I would feel better, a great deal better, if there weren't a hyper-relay on board.† â€Å"Have you found one, Golan?† â€Å"No, I have not. If I had, I might be able to render it inoperative somehow.† â€Å"Would you know one if you saw it?† â€Å"That's one of the difficulties. I might not be able to recognize it. I know what a hyper-relay looks like generally and I know ways of testing a suspicious object – but this is a late-model ship, designed for special tasks. A hyper-relay may have been incorporated into its design in such a way as to show no signs of its presence.† â€Å"On the other hand, maybe there is no hyper-relay present and that's why you haven't found it.† â€Å"I don't dare assume that and I don't like the thought of making a jump until I know.† Pelorat looked enlightened. â€Å"That's why we've just been drifting through space. I've been wondering why we haven't jumped. I've heard about jumps, you know. Been a little nervous about it, actually – been wandering when you'd order me to strap myself in or take a pill or something like that.† Trevize managed a smile. â€Å"No need for apprehension. These aren't ancient times. On a ship like this, you just leave it all to the computer. You give it your instructions and it does the rest. You won't know that anything has happened at all, except that the view of space will suddenly change. If you've ever seen a slide show, you'll know what happens when one slide is suddenly projected in place of another. Well, that's what the jump will seem like.† â€Å"Dear me. One won't feel anything? Odd! I find that somewhat disappointing.† â€Å"I've never felt anything and the ships I've been in haven't been as advanced as this baby of ours. – But it's not because of the hyperrelay that we haven't jumped. We have to get a bit further away from Terminus – and from the sun, too. The farther we are from any massive abject, the easier to control the jump, to make re-emergence into space at exactly desired co-ordinates. In an emergency, you might risk a jump when you're only two hundred kilometers off she surface of a planet and just trust to luck that you'll end up safely. Since there is much mete safe than unsafe volume in the Galaxy, you can reasonably count on safety. Still, there's always the possibility that random factors will cause you to re-emerge within a few million kilometers of a large star or in the Galactic core – and you will find yourself fried before you can blink. The further away you are from mass, the smaller those factors and the less likely it is that anything untoward will happ en.† â€Å"In that case, I commend your caution. We're not in a tearing hurry,† â€Å"Exactly. – Especially since I would dearly love to find the hyperrelay before I make a move. – Or find a way of convincing myself there is no hyper-relay.† Trevize seemed to drift off again into his private concentration and Pelorat said, raising his voice a little to surmount the preoccupation barrier, â€Å"How much longer do we have?† â€Å"What?† â€Å"I mean, when would you make the jump if you had no concerns over the hyper-relay, my dear chap?† â€Å"At our present speed and trajectory, I should say on our fourth day out. I'll work out the proper time on the computer.† â€Å"Well, then, you still have two days for your search. May I make a suggestion?† â€Å"Go ahead.† â€Å"I have always found in my own work – quite different from yours, of course, but possibly we may generalize – that zeroing in tightly on a particular problem is self-defeating. Why not relax and talk about something else, and your unconscious mind – not laboring under the weight of concentrated thought – may solve the problem for you.† Trevize looked momentarily annoyed and then laughed. â€Å"Well, why not? – Tell me, Professor, what got you interested in Earth? What brought up this odd notion of a particular planet from which we all started?† â€Å"Ah!† Pelorat nodded his head reminiscently. â€Å"That's going back a while. Over thirty years. I planned to be a biologist when I was going to college. I was particularly interested in the variation of species on different worlds. The variation, as you know – well, maybe you don't know, so you won't mind if I tell you – is very small. All forms of life throughout the Galaxy – at least all that we have yet encountered – share a water-based protein/nucleic acid chemistry.† Trevize said, â€Å"I went to military college, which emphasized nucleonics and gravities, but I'm not exactly a narrow specialist. I know a bit about the chemical basis of life. We were taught that water, proteins, and nucleic acids are the only possible basis for life.† â€Å"That, I think, is an unwarranted conclusion. It is safer to say that no other form of life has yet been found – or, at any rate, been recognized – and let it go at that. What is more surprising is that indigenous species – that is, species found on only a single planet and no other – are few in number. Most of the species that exist, including Homo sapiens in particular, are distributed through all or most of the inhabited worlds of the Galaxy and are closely related biochemically, physiologically, and morphologically. The indigenous species, on the other hand, are widely separated in characteristics from both the widespread forms and from each other.† â€Å"Well, what of that?† â€Å"The conclusion is that one world in the Galaxy – one world – is different from the rest. Tens of millions of worlds in the Galaxy – no one knows exactly how many – have developed life. It was simple life, sparse life, feeble life – not very variegated, not easily maintained, and not easily spread. One world, one world alone, developed life in millions of species – easily millions – some of it very specialized, highly developed, very prone to multiplication and to spreading, and including us. We were intelligent enough to form a civilization, to develop hyperspatial flight, and to colonize the Galaxy – and, in spreading through the Galaxy, we took many other forms of lifeforms related to each other and to ourselves – along with us.† â€Å"If you stop to think of it,† said Trevize rather indifferently, â€Å"I suppose that stands to reason. I mean, here we are in a human Galaxy. If we assume that it all started on some one world, then that one world would have to be different. But why not? The chances of life developing in that riotous fashion must be very slim indeed – perhaps one in a hundred million – so the chances are that it happened in one life-bearing world out of a hundred million. It had to be one.† â€Å"But what is it that made that particular one world so different from the others?† said Pelorat excitedly. â€Å"What were the conditions that made it unique?† â€Å"Merely chance, perhaps. After all, human beings and the lifeforms they brought with them now exist on tens of millions of planets, all of which can support life, so all those worlds must be good enough.† â€Å"No! Once the human species had evolved, once it had developed a technology, once it had toughened itself in the hard struggle for survival, it could then adapt to life on any world that is in the least hospitable – on Terminus, for instance. But can you imagine intelligent life having developed on Terminus? When Terminus was first occupied by human beings in the days of the EncycIopedists, the highest form of plant life it produced was a mosslike growth on rocks; the highest forms of animal life were small coral-like growths in the ocean and insectlike flying organisms on land. We just about wiped them out and stocked sea and land with fish and rabbits and goats and grass and grain and trees and so on. We have nothing left of the indigenous life, except for what exists in zoos and aquaria.† â€Å"Hmm,† said Trevize. Pelorat stared at him for a full minute, then sighed and said, â€Å"You don't really care, do you? Remarkable! I find no one who does, somehow. My fault, I think. I cannot make it interesting, even though it interests me so much.† Trevize said, â€Å"It's interesting. It is. But – but – so what?† â€Å"It doesn't strike you that it might be interesting scientifically to study a world that gave rise to the only really flourishing indigenous ecological balance the Galaxy has ever seen?† â€Å"Maybe, if you're a biologist. – I'm not, you see. You must forgive me.† â€Å"Of course, dear fellow. It's just that I never found any biologists who were interested, either. I told you I was a biology major. I took it up with my professor and he wasn't interested. He told me to turn to some practical problem. That so disgusted me I took up history instead – which had been rather a hobby of mine from my teenage years, in any case – and tackled the ‘Origin Question' from that angle.† Trevize said, â€Å"But at least it has given you a lifework, so you must be pleased that your professor was so unenlightened.† â€Å"Yes, I suppose one might look at it that way. And the lifework is an interesting one, of which I have never tired. – But I do wish it interested you. I hate this feeling of forever talking to myself.† Trevize leaned his bead back and laughed heartily. Pelorat's quiet face took or: a trace of hurt. â€Å"Why are you laughing at me?† â€Å"Not you, Janov,† said Trevize. â€Å"I was laughing at my own stupidity, Where you're concered, I am completely grateful. You were perfectly right, you know,† â€Å"To take up the importance of human origins?† â€Å"No, no. – Well, yes, that too. – But I meant you were right to tell me to stop consciously thinking of my problem and to turn my mind elsewhere. It worked. When you were talking about the manner in which life evolved, it finally occurred to me that I knew how to find that hyperrelay – if it existed.† â€Å"Oh, that!† â€Å"Yes, that! That's my monomania at the moment. I've been looking for that hyper-relay as though I were on my old scow of a training ship, studying every part of the ship by eye, looking for something that stood out from the rest. I had forgotten that this ship is a developed product of thousands of years of technological evolution. Don't you see?† â€Å"No, Golan.† â€Å"We have a computer aboard. How could I have forgotten?† He waved his hand and passed into his own room, urging Pelorat along with him. â€Å"I need only try to communicate,† he said, placing his hands onto the computer contact. It was a matter of trying to reach Terminus, which was now some thousands of kilometers behind. Reach! Speak! It was as though nerve endings sprouted and extended, reaching outward with bewildering speed – the speed of light, of course – to make contact. Trevize felt himself touching – well, not quite touching, but sensing – well, not quite sensing, but – it didn't matter, for there wasn't a word for it. He was aware of Terminus within reach and, although the distance between himself and it was lengthening by some twenty kilometers per second, contact persisted as though planet and ship were motionless and separated by a few meters. He said nothing. He clamped shut. He was merely testing the principle of communication; he was not actively communicating. Out beyond, eight parsecs away, was Anacreon, the nearest large planet in their backyard, by Galactic standards. To send a message by the same light-speed system that had just worked for Terminus – and to receive an answer as well – would take fifty-two years. Reach for Anacreon! Think Anacreon! Think it as clearly as you can. You know its position relative to Terminus and the Galactic core; you've studied its planetography and history; you've solved military problems where it was necessary to recapture Anacreon (in the impossible case – these days – that it was taken by an enemy). Space! You've been on Anacreon. Picture it! Picture it! You will sense being on it via hyper-relay. Nothing! His nerve endings quivered and came to rest nowhere. Trevize pulled loose. â€Å"There's no hyper-relay on board the Far Star, Janov. I'm positive. – And if I hadn't followed your suggestion, I wonder how long it would have taken me to reach this point.† Pelorat, without moving a facial muscle, positively glowed. â€Å"I'm so pleased to have been of help. Does this mean we jump?† â€Å"No, we still wait two more days, to be safe. We have to get away from mass, remember? – Ordinarily, considering that I have a new and untried ship with which I am thoroughly unacquainted, it would probably take me two days to calculate the exact procedure – the proper hyperthrust for the first jump, in particular. I have a feeling, though, the computer will do it all.† â€Å"Dear me! That leaves us facing a rather boring stretch of time, it seems to me.† â€Å"Boring?† Trevize smiled broadly. â€Å"Anything but! You and I, Janov, are going to talk about Earth.† Pelorat said, â€Å"Indeed? You are trying to please an old man? That is kind of you. Really it is.† â€Å"Nonsense! I'm trying to please myself. Janov, you have made a convert. As a result of what you have told me, I realize that Earth is the most important and the most devouringly interesting object in the Universe.† It must surely have struck Trevize at the moment that Pelorat had presented his view of Earth. It was only because his mind was reverberating with the problem of the hyper-relay that he hadn't responded at once. And the instant the problem had gone, he had responded. Perhaps the one statement of Hari Seldon's that was most often repeated was his remark concerning the Second Foundation being â€Å"at the other end of the Galaxy† from Terminus. Seldon had even named the spot. It was to be â€Å"at Star's End.† This had been included in Gaal Dornick's account of the day of the trial before the Imperial court. â€Å"The other end of the Galaxy† – those were the words Seldon had used to Dornick and ever since that day their significance had been debated. What was it that connected one end of the Galaxy with â€Å"the other end†? Was it a straight line, a spiral, a circle, or what? And now, luminously, it was suddenly clear to Trevize that it was no line and no curve that should – or could – be drawn on the map of the Galaxy. It was more subtle than that. It was perfectly clear that the one end of the Galaxy was Terminus. It was at the edge of the Galaxy, yes – our Foundation's edge – which gave the word â€Å"end† a literal meaning. It was, however, also the newest world of the Galaxy at the time Seldon was speaking, a world that was about to be founded, that had not as yet been in existence for a single moment. What would be the other end of the Galaxy, in that light? The other Foundation's edge? Why, the oldest world of the Galaxy? And according to the argument Pelorat had presented – without knowing what he was presenting – that could only be Earth. The Second Foundation might well be on Earth. Yet Seldon had said the other end of the Galaxy was â€Å"at Star's End.† Who could say he was not speaking metaphorically? Trace the history of humanity backward as Pelorat did and the line would stretch back from each planetary system, each star that shone down on an inhabited planet, to some other planetary system, some other star from which the first migrants had come, then back to a star before that – until finally, all the lines stretched back to the planet on which humanity had originated. It was the star that shone upon Earth that was â€Å"Star's End:† Trevize smiled and said almost lovingly, â€Å"Tell me more about Earth, Janov.† Pelorat shook his head. â€Å"I have told you all there is, really. We will find out more on Trantor.† Trevize said, â€Å"No, we won't, Janov. We'll find out nothing there. Why? Because we're not going to Trantor. I control this ship and I assure you we're not.† Pelorat's mouth fell open. He struggled for breath for a moment and then said, woebegone, â€Å"Oh, my dear fellow!† Trevize said, â€Å"Come an, Janov. Don't look like that. We're going to find Earth.† â€Å"But it's only on Trantor that – â€Å" â€Å"No, it's not. Trantor is just someplace you can study brittle films and dusty documents and turn brittle and dusty yourself.† â€Å"For decades, I've dreamed†¦Ã¢â‚¬  â€Å"You've dreamed of finding Earth.† â€Å"But it's only†¦Ã¢â‚¬  Trevize stood up, leaned over, caught the slack of Pelorat's tunic, and said, â€Å"Don't repeat that, Professor. Don't repeat it. When you first told me we were going to look for Earth, before ever we got onto this ship, you said we were sure to find it because, and I quote your own words, ‘I have an excellent possibility in mind' Now I don't ever want to hear you say ‘Trantor' again. I just want you to tell me about this excellent possibility.† â€Å"But it must be confirmed. So far, it's only a thought, a hope, a vague possibility.† â€Å"Good! Tell me about it!† â€Å"You don't understand. You simply don't understand. It is not a field in which anyone but myself has done research. There is nothing historical, nothing firm, nothing real. People talk about Earth as though it's a fact, and also as though it's a myth. There are a million contradictory tales†¦Ã¢â‚¬  â€Å"Well then, what has your research consisted of?† â€Å"I've been forced to collect every tale, every bit of supposed history, every legend, every misty myth. Even fiction. Anything that includes the name of Earth or the idea of a planet of origin. For over thirty years, I've been collecting everything I could find from every planet of the Galaxy. Now if I could only get something more reliable than all of these from the Galactic Library at†¦ – But you don't want me to say the word.† â€Å"That's right. Don't say it. Tell me instead that one of these items has caught your attention, and tell me your reasons for thinking why it, of them all, should be legitimate.† Pelorat shook his head. â€Å"There, Golan, if you will excuse my saying so, you talk like a soldier or a politician. That is not the way history works.† Trevize took a deep breath and kept his temper. â€Å"Tell me how it works, Janov. We've got two days. Educate me.† â€Å"You can't rely on any one myth or even on any one group. I've had to gather them all, analyze them, organize them, set up symbols to represent different aspects of their content – tales of impossible weather, astronomic details of planetary systems at variance with what actually exists, place of origin of culture heroes specifically stated not to be native, quite literally hundreds of other items. No use going through the entire list. Even two days wouldn't be enough. I spent over thirty years, I tell you. â€Å"I then worked up a computer program that searched through all these myths for common components and sought a transformation that would eliminate the true impossibilities. Gradually I worked up a model of what Earth must have been like. After all, if human beings all originated on a single planet, that single planet must represent the one fact that all origin myths, all culture – hero tales, have in common. – Well, do you want me to go into mathematical detail?† Trevize said, â€Å"Not at the moment, thank you, but how do you know you won't be misled by your mathematics? We know for a fact that Terminus was founded only five centuries ago and that the first human beings arrived as a colony from Trantor but had been assembled from dozens – if not hundreds – of other worlds. Yet someone who did not know this could assume that Hari Seldon and Salvor Hardin, neither of whom were born on Terminus, came from Earth and that Trantor was really a name that stood for Earth. Certainly, if the Trantor as described in Seldon's time were searched for – a world with all its land surface coated with metal – it would not be found and it might be considered an impossible myth.† Pelorat looked pleased. â€Å"I withdraw my earlier remark about soldiers and politicians, my dear fellow. You have a remarkable intuitive sense. Of course, I had to set up controls. I invented a hundred falsities based on distortions of actual history and imitating myths of the type I had collected. I then attempted to incorporate my inventions into the model. One of my inventions was even based on Terminus's early history. The computer rejected them all. Every one. To be sure, that might have meant I simply lacked the fictional talents to make up something reasonable, but I did my best† â€Å"I'm sure you did, Janov. And what did your model tell you about Earth?† â€Å"A number of things of varying degrees of likelihood. A kind of profile. For instance, about 90 percent of the inhabited planets in the Galaxy have rotation periods of between twenty-two and twenty-six Galactic Standard Hours. Well – † â€Å" Trevize cut in. â€Å"I hope you didn't pay any attention to that, Janov. There's no mystery there. For a planet to be habitable, you don't want it to rotate so quickly that air circulation patterns produce impossibly stormy conditions or so slowly that temperature variation patterns are extreme. It's a property that's self-selective. Human beings prefer to live on planets with suitable characteristics, and then when all habitable planets resemble each other in these characteristics, some say, ‘What an amazing coincidence,' when it's not amazing at all and not even a coincidence.† â€Å"As a matter of fact,† said Pelorat calmly, â€Å"that's a well-known phenomenon in social science. In physics, too, I believe – but I'm not a physicist and I'm not certain about that. In any case, it is called the ‘anthropic principle': The observer influences the events he observes by the mere act of observing them or by being there to observe them. But the question is: Where is the planet that served as a model? Which planet rotates in precisely one Galactic Standard Day of twenty-four Galactic Standard Hours?† Trevize looked thoughtful and thrust out his lower lip. â€Å"You think that might be Earth? Surely Galactic Standard could have been based on the local characteristics of any world, might it not?† â€Å"Not likely. It's not the human way. Trantor was the capital world of the Galaxy for twelve thousand years – the most populous world for twenty thousand years – yet it did not impose its rotation period of 1.08 Galactic Standard Days on all the Galaxy. And Terminus's rotation period is 0.91 GSD and we don't enforce ours on the planets dominated by us. Every planet makes use of its own private calculations in its own Local Planetary Day system, and for matters of interplanetary importance converts – with the help of computers – back and forth between LPD and GSD. The Galactic Standard Day must come from Earth]† â€Å"Why is it a must?† â€Å"For one thing, Earth was once the only inhabited world, so naturally its day and year would be standard and would very likely remain standard out of social inertia as other worlds were populated. Then, too, the model I produced was that of an Earth that rotated on its axis in just twenty-four Galactic Standard Hours and that revolved about its sun in just one Galactic Standard Year.† â€Å"Might that not be coincidence?† Pelorat laughed. â€Å"Now it is you who are talking coincidence. Would you care to lay a wager on such a thing happening by coincidence?† â€Å"Well well,† muttered Trevize. â€Å"In fact, there's more to it. There's an archaic measure of time that's called the month†¦Ã¢â‚¬  â€Å"I've heard of it.† â€Å"It, apparently, about fits the period of revolution of Earth's satellite about Earth. However – â€Å" â€Å"Yes?† â€Å"Well, one rather astonishing factor of the model is that the satellite I just mentioned is huge – over one quarter the diameter of the Earth itself.† â€Å"Never heard of such a thing, Janov. There isn't a populated planet in the Galaxy with a satellite like that.† â€Å"But that's good,† said Pelorat with animation. â€Å"If Earth is a unique world in its production of variegated species and the evolution of intelligence, then we want some physical uniqueness.† â€Å"But what could a large satellite have to do with variegated species, intelligence, and all that?† â€Å"Well now, there you hit a difficulty. I don't really know. But it's worth examination, don't you think?† Trevize rose to his feet and folded his arms across his chest. â€Å"But what's the problem, then? Look up the statistics on inhabited planets and find one that has a period of rotation and of revolution that are exactly one Galactic Standard Day and one Galactic Standard Year in length, respectively. And if it also has a gigantic satellite, you'd have what you want. I presume, from your statement that you ‘have an excellent possibility in mind,' that you've done just this, and that you have your world.† Pelorat looked disconcerted. â€Å"Well, now, that's not exactly what happened. I did look through the statistics, or at least I had it done by the astronomy department and – well, to put it bluntly, there's no such world.† Trevize sat down again abruptly. â€Å"But that means your whole argument falls to the ground.† â€Å"Not quite, it seems to me.† â€Å"What do you mean, not quite? You produce a model with all sorts of detailed descriptions and you can't find anything that fits. Your model is useless, then. You must start from the beginning.† â€Å"No. It just means that the statistics on populated planets are incomplete. After all, there are tens of millions of them and some are very obscure worlds. For instance, there is no good data on the population of nearly half. And concerning six hundred and forty thousand populated worlds there is almost no information other than their names and sometimes the location. Some galactographers have estimated that there may be up to ten thousand inhabited planets that aren't listed at all. The worlds prefer it that way, presumably. During the Imperial Era, it might have helped them avoid taxation.† â€Å"And in the centuries that followed,† said Trevize cynically. â€Å"It might have helped them serve as home bases for pirates, and that might have, on occasion, proved more enriching than ordinary trade.† â€Å"I ‘wouldn't know about that,† said Pelorat doubtfully. Trevize said, â€Å"Just the same, it seems to me that Earth would have to be on the list of inhabited planets, whatever its own desires. It would be the oldest of them all, by definition, and it could not have been overlooked in the early centuries of Galactic civilization. And once on the list, it would stay on. Surely we could count on social inertia there.† Pelorat hesitated and looked anguished. â€Å"Actually, there – there is a planet named Earth on the list of inhabited planets.† Trevize stared. â€Å"I'm under the impression that you told me a while ago that Earth was not on the list?† â€Å"As Earth, it is not. There is, however, a planet named Gaia.† â€Å"What has that got to do with it? Gahyah?† â€Å"It's spelled G-A-I-A. It means ‘Earth.'† â€Å"Why should it mean Earth, Janov, any more than anything else? The name is meaningless to me.† Pelorat's ordinarily expressionless face came close to a grimace. â€Å"I'm not sure you'll believe this. – If I go by my analysis of the myths, there were several different, mutually unintelligible, languages on Earth.† â€Å"What?† â€Å"Yes. After all, we have a thousand different ways of speaking across the Galaxy†¦Ã¢â‚¬  â€Å"Across the Galaxy, there are certainly dialectical variations, but these are not mutually unintelligible. And even if understanding some of them is a matter of difficulty, we all share Galactic Standard.† â€Å"Certainly, but there is constant interstellar travel. What if some world was in isolation for a prolonged period?† â€Å"But you're talking of Earth. A single planet. Where's the isolation?† â€Å"Earth is the planet of origin, don't forget, where humanity must at one time have been primitive beyond imagining. Without interstellar travel, without computers, without technology at all, struggling up from nonhuman ancestors.† â€Å"This is so ridiculous.† Pelorat hung his head in embarrassment at that. â€Å"There is perhaps no use discussing this, old chap. I never have managed to make it convincing to anyone. My own fault, I'm sure.† Trevize was at once contrite. â€Å"Janov, I apologize. I spoke without thinking. These are views, after all, to which I am not accustomed. You have been developing your theories for over thirty years, while I've been introduced to them all at once. You must make allowances. – Look, I'll imagine that we have primitive people on Earth who speak two completely different, mutually unintelligible, languages. â€Å"‘ â€Å"Half a dozen, perhaps,† said Pelorat diffidently. â€Å"Earth may have been divided into several large land masses and it may be that there were, at first, no communications among them. The inhabitants of each land mass might have developed an individual language.† Trevize said with careful gravity, â€Å"And on each of these land masses, once they grew cognizant of one another, they might have argued an ‘origin Question' and wondered on which one human beings had first arisen from other animals.† â€Å"They might very well, Golan. It would be a very natural attitude for them to have.† â€Å"And in one of those languages, Gaia means Earth. And the word ‘Earth' itself is derived from another one of those languages.† â€Å"Yes, yes: ‘ â€Å"And while Galactic Standard is the language that descended from the particular language in which ‘Earth' means ‘Earth,' the people of Earth for some reason call their planet ‘Gala' from another of their languages.† â€Å"Exactly! You are indeed quick, Golan.† â€Å"But it seems to me that there's no need to make a mystery of this. If Gaia is really Earth, despite the difference in names, then Gala, by your previous argument, ought to have a period of rotation of just one Galactic Day, a period of revolution of just one Galactic Year, and a giant satellite that revolves about it in just one month.† â€Å"Yes, it would have to be so.† â€Å"Well then, does it or doesn't it fulfill these requirements?† â€Å"Actually I can't say. The information isn't given in the tables.† â€Å"Indeed? Well, then, Janov, shall we go to Gaia and time its periods and stare at its satellite?† â€Å"I would like to, Golan,† Pelorat hesitated. â€Å"The trouble is that the location isn't given exactly, either.† â€Å"You mean, all you have is the name and nothing more, and that is your excellent possibility?† â€Å"But that is just why I want to visit the Galactic Library!† â€Å"Well, wait. You say the table doesn't give the location exactly. Does it give any information at all?† â€Å"It lists it in the Sayshell Sector – and adds a question mark.† â€Å"Well, then – Janov, don't be downcast. We will go to the Sayshell Sector and somehow we will find Gaia!†

Definition and Examples of a Transition in Composition

Definition and Examples of a Transition in Composition In English grammar, a transition is a connection (a word, phrase, clause, sentence, or entire paragraph) between two parts of a piece of writing, contributing to cohesion. Transitional devices include pronouns, repetition, and transitional expressions, all of which are illustrated below. Pronunciation: trans-ZISH-en EtymologyFrom the Latin, to go across Examples and Observations Example:  At first  a toy,  then  a mode of transportation for the rich, the automobile was designed as mans mechanical servant.  Later  it became part of the pattern of living. Here are some examples and insights from other writers: A transition should be short, direct, and almost invisible.Gary Provost, Beyond Style: Mastering the Finer Points of Writing. Writers Digest Books, 1988)A transition is anything that links one sentence- or paragraph- to another. Nearly every sentence, therefore, is transitional. (In that sentence, for example, the linking or transitional words are sentence, therefore, and transitional.) Coherent writing, I suggest, is a constant process of transitioning.(Bill Stott, Write to the Point: And Feel Better About Your Writing, 2nd ed. Columbia University Press, 1991) Repetition and Transitions   In this example, transitions are repeated in the prose: The way I write is who I am, or have become, yet this is a case in which I wish I had instead of words and their rhythms a cutting room, equipped with an Avid, a digital editing system on which I could touch a key and collapse the sequence of time, show you simultaneously all the frames of memory that come to me now, let you pick the takes, the marginally different expressions, the variant readings of the same lines. This is a case in which I need more than words to find the meaning. This is a case in which I need whatever it is I think or believe to be penetrable, if only for myself. (Joan Didion, The Year of Magical Thinking, 2006) Pronouns and Repeated Sentence Structures Grief turns out to be a place none of us know until we reach it. We anticipate (we know) that someone close to us could die, but we do not look beyond the few days or weeks that immediately follow such an imagined death. We misconstrue the nature of even those few days or weeks. We might expect if the death is sudden to feel shock. We do not expect this shock to be obliterative, dislocating to both body and mind. We might expect that we will be prostrate, inconsolable, crazy with loss. We do not expect to be literally crazy, cool customers who believe that their husband is about to return. (Joan Didion, The Year of Magical Thinking, 2006)When you find yourself having difficulty moving from one section of an article to the next, the problem might be due to the fact that you are leaving out information. Rather than trying to force an awkward transition, take another look at what you have written and ask yourself what you need to explain in order to move on to your next section.(Gary Pr ovost, 100 Ways to Improve Your Writing. Mentor, 1972) Tips on Using Transitions After you have developed your essay into something like its final shape, you will want to pay careful attention to your transitions. Moving from paragraph to paragraph, from idea to idea, you will want to use transitions that are very clear- you should leave no doubt in your readers mind how you are getting from one idea to another. Yet your transitions should not be hard and monotonous: though your essay will be so well-organized you may easily use such indications of transitions as one, two, three or first, second, and third, such words have the connotation of the scholarly or technical article and are usually to be avoided, or at least supplemented or varied, in the formal composition. Use one, two, first, second, if you wish, in certain areas of your essay, but also manage to use prepositional phrases and conjunctive adverbs and subordinate clauses and brief transitional paragraphs to achieve your momentum and continuity. Clarity and variety together are what you want. (Winston W eathers and Otis Winchester, The New Strategy of Style. McGraw-Hill, 1978) Space Breaks as Transitions Transitions are usually not that interesting. I use space breaks instead, and a lot of them. A space break makes a clean segue whereas some segues you try to write sound convenient, contrived. The white space sets off, underscores, the writing presented, and you have to be sure it deserves to be highlighted this way. If used honestly and not as a gimmick, these spaces can signify the way the mind really works, noting moments and assembling them in such a way that a kind of logic or pattern comes forward, until the accretion of moments forms a whole experience, observation, state of being. The connective tissue of a story is often the white space, which is not empty. There’s nothing new here, but what you don’t say can be as important as what you do say. (Amy Hempel, interviewed by Paul Winner. The Paris Review, Summer 2003)

AIDS Symptoms essays

AIDS Symptoms essays The symptoms of AIDS are primarily the result of infections that do not normally develop in people with healthy immune systems. These infections are termed "opportunistic infections." Patients with AIDS have had their immune system destroyed by HIV and are susceptible to such opportunistic infections. The general symptoms are fevers, sweats, chills, weakness, and weight loss. Some other ones are loss of energy, weight loss, a thick, whitish coating of the tongue or mouth that is caused by a yeast infection and sometimes accompanied by a sore throat. There is also an easier chance of bruising, a continuos deep dry cough, and an increase in loss of breathe. These symptoms however may not necessarily mean that you have AIDS. The best way to fully be sure that you have AIDS would be to go see a doctor. It may just be that you have a very bad cold. Yet people normally will have HIV for years before they fully develop AIDS at which point they should be aware of it. There are however for main stages of HIV/AIDS. This is how people normally develop AIDS: This is when people first contract HIV/AIDS. This stage may last about three (3) months and in some rare cases, as long as a year. Now a process to produce anti-bodies symptoms of infection. This stage may last for years. At this stage, people show signs and symptoms of infection. This stage may last for years as well. Immune system cells are severely depleted. Now the body enters full blown AIDS. At this point the bodys Immune System is completely destroyed. So now more diseases easily spread to the victim. However children get more symptoms which are also complications within them selves. Some of these symptoms are: ...

Qu hacer cuando la ESTA para viajar a USA es rechazada

Qu hacer cuando la ESTA para viajar a USA es rechazada Los espaà ±oles y los chilenos, entre otras nacionalidades, pueden viajar sin visa a EEUU. Si llegan por aire o mar deben solicitar previamente por internet la autorizacià ³n que se conoce como ESTA, por sus siglas en inglà ©s. Pero puede suceder que la ESTA no sea aprobada o que sea revocada. En este artà ­culo se explica quà © hacer si el viaje no es autorizado a embarcar. Quà © es la ESTA La ESTA  es una autorizacià ³n electrà ³nica que permite a los ciudadanos de ciertos paà ­ses a viajar sin visa a Estados Unidos por un mximo de 90 dà ­as no que no se pueden alargar y cuando el objeto del viaje es hacer turismo, negocios o recibir atencià ³n mà ©dica. Este es el listado completo de paà ­ses cuyos ciudadanos pueden viajar sin visa. Verificar ese enlace para informarse sobre las nuevas reglas que afectan a los ciudadanos de esos paà ­ses con doble nacionalidad con ciertos estados y tambià ©n a los que han viajado a paà ­ses considerados problemticos. Adems tener en cuenta que podrà ­an viajar con la ESTA los ciudadanos de otro paà ­s en el que viven habitualmente pero que por la razà ³n que fuera, como por ejemplo por herencia de sus padres, tienen tambià ©n el pasaporte de uno de esos paà ­ses. Resultados que se pueden obtener al llenar el formulario de  la ESTA La ESTA se rellena por internet  en la pgina official del gobierno americano. Generalmente el resultado se conoce al momento y puede ser de tres tipos: Viaje autorizado. En este caso ya se puede viajar por aire o mar. Hay que tener un billete de ida y vuelta y se recomienda imprimir la autorizacià ³n porque contiene el nà ºmero de solicitud, que puede hacer falta posteriormente. Aunque la  aerolà ­nea no lo necesita, ya que el Departamento de Estado es la que se encarga de notificarla de que una determinada persona est autorizada a embarcar hacia Estados Unidos, algunas insisten en pedirlo.Autorizacià ³n pendiente. En este caso, volver a entrar en la pgina web pasadas 72 horas y se ver el resultado definitivo.Viaje no autorizado. Esto le puede pasar incluso a las celebridades de fama internacional, cuya causa ms comà ºn para no aprobase su ESTA o su visa es el consumo de drogas. Quà © hacer si la ESTA seà ±ala que el viaje no es autorizado Llenar un formulario para iniciar el proceso para solicitar una  visa de turista que se tramitar en la embajada o consulado correspondiente. El  oficial a cargo tendr la à ºltima palabra para decidir  si la concede o rechaza la peticià ³n. En este à ºltimo caso, y dependiendo de la razà ³n, ser posible solicitar un perdà ³n o waiver para los casos de inadmisibilidad. Sin embargo, para las razones que convierten a una persona en inelegible no hay posibilidad de pedir perdà ³n. Cules son las razones por las que la ESTA no autoriza el viaje Las razones pueden ser varias, como haber estado previamente en Estados Unidos y no salir a tiempo, aunque el retraso sea de sà ³lo unas horas. Tambià ©n puede haberse dado el caso de que se hubiera impedido el ingreso en una fecha anterior, por razones varias, como por ejemplo, por estar ingresando con demasiada frecuencia.   Tambià ©n puede ser porque previamente se ha denegado una visa, esto es relativamente comà ºn en el caso de personas con doble nacionalidad, que piden un visado con un pasaporte y cuando es rechazado intentan viajar a EEUU con el pasaporte espaà ±ol y la ESTA. Otra causa puede ser la condena por determinado tipo de delitos u otras muchas causas que hacen a una persona inadmisible para entrar a USA.   Por à ºltimo la ESTA puede negarse o el ingreso a Estados Unidos cuando se viaja con dicha autorizacià ³n cuando la intencià ³n de su titular es casarse en el paà ­s con un ciudadano americano o con un residente permanente legal y quedarse mientras se arreglan los papeles mediante el denominado ajuste de estatus. Y es que la intencià ³n con la ESTA no puede ser casarse. Y si bien es cierto que actualmente se permite un camino para que puedan arreglar los papeles las personas que se casan en Estados Unidos con estatus de turista, no es menos cierto que hay muchos problemas si no se respetan ciertos plazos. A tener muy en cuenta El fin de viajar a EEUU sin visa es turismo, negocios o atencià ³n mà ©dica. Por lo tanto, las personas que la utilizan para estudiar inglà ©s a tiempo completo por unas semanas tienen que saber que se arriesgan a tener problemas migratorios, porque no estn cumpliendo con la ley. Les corresponde una visa de estudiante.Asimismo, los periodistas, artistas, actores y atletas que desean viajar a EEUU por motivos profesionales deben pedir sus visas correspondientes.  Por supuesto que si se ingresa a Estados Unidos con una ESTA no se puede trabajar. Si se hace, se est cometiendo una violacià ³n migratoria que, si se descubre o se sospecha, puede tener consecuencias graves.En realidad, tampoco se puede ingresar al paà ­s con una ESTA cuando la intencià ³n es buscar trabajo. La intencià ³n es, afectos de leyes migratorias, muy importante ya que si las autoridades creen que existà ­a esa intencià ³n puede haber problemas.Tener una ESTA no garantiza la entrada en Estados Unidos. Al llegar a las Aduanas y Fronteras el oficial de inmigracià ³n tiene la à ºltima palabra para decidir quià ©n entra. Es importante saber que en la actualidad una de las causas principales  por la que se deniega la entrada en las aduanas es que van a estudiar y para eso necesitan una visa que no tienen. Recomendacià ³n para aprender jugando Toma este test de respuestas mà ºltiples para asegurarte de que sabes lo fundamental sobre viajar sin Visa. Porque el conocimiento es la mejor forma de evitar problemas. Este es un artà ­culo informativo. No es asesorà ­a legal.

Production Plan for Riordan Manufacturing Essay

Production Plan for Riordan Manufacturing - Essay Example A production function is a unit which represents the relationship between output variables with respect to input constraints. In mathematical terms, an effective production function is a demonstration of input-output relationship. Just as the equation shows Y= f (c1, c2, c3, c4†¦) the production output Y depends on production quantities c1, c2, c3, and c4 respectively (Khanna, 1980). To settle this relationship Riordan manufacturing will have to design an integrated production plan. Process modeling is the very first stage of an effective production plan which is done by dividing production phase in three major phases, planning phase, action phase and control phase. In the planning phase, Riordan manufacturing should include product design and order writing activities. Similarly, in the action phase the firm should include process routing, material handling, tool control, loading and scheduling as the action operations (Patil, 2008). In the last, the firm should include expediti ng and re-planning as control activities. On establishing the three production phases, an integrated relationship will be settled in the Riordan production system. Once it is settled, the relationship of production output and input will be assured. But before designing the process stage it is necessary that Riordan manufacturing set initial production objectives. Just as lowering production, inventory and shipment costs to maximize profits or improving employee skill to maximize productivity.... In the planning phase, Riordan manufacturing should include product design and order writing activities. Similarly, in the action phase the firm should include process routing, material handling, tool control, loading and scheduling as action operations (Patil, 2008). In the last, the firm should include expediting and re-planning as control activities. On establishing the three production phases, an integrated relationship will be settled in the Riordan production system. Once it is settled, the relationship of production output and input will be assured. But before designing the process stage it is necessary that Riordan manufacturing set initial production objectives. Just as lowering production, inventory and shipment costs to maximize profits or improving employee skill to maximize productivity can be set as production goals. In this forecast is also very important like forecasting sales or turnover will determine how much efficiently the new production plan is working (Patil, 2 008, pp. 242). Strategic Capacity Planning for the New Process Design For international business firms especially those which believe in supply chain principles, capacity planning is vibrantly important for such firms. Riordan, which is specializing in integrated production management must adopt the approach of integrated capacity management (Jacobs, 2006). Planning the capacities of production facilities, workmen, machinery, equipment, distribution or inventory will bring proficient results for Riordan. Once the capacity management approach is there in all sections of the firm (procurement, production, inventory, and transportation) it will have stability to control supply and demand

People working in teams always achieve their goals more efficiently Research Paper

People working in teams always achieve their goals more efficiently and effectively than people working alone - Research Paper Example To increase the success rate of teamwork, the corporate manager should use effective leadership approach, establish organizational culture that promotes open communication, and create organizational culture that easily accepts work diversity and organizational change among others. Table of Contents Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Table of Contents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 I. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 II. Literature Review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 a. Advantages of Teamwork over Employees who prefe r to Work Alone †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 b. Strategic Ways on how Managers could Effectively Promote Teamwork †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 b.1 Leadership †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 b.2 Communication †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 b.3 Organizational Culture †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 III. Practical Implications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 IV. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ... In fact, the act of working with other employees is necessary especially when there is a strong need to perform shared tasks. Through teamwork, complex business situations can easily be resolved within the shortest possible time. This report will focus on discussing why people who works in team has a higher chance of being able to achieve goals better in terms of being efficient and effective as compared to employees who prefer to work alone. As part of going through the main discussion, various existing theories related to teamwork will be tackled in details. Eventually, strategic ways on how managers could effectively promote teamwork within the business organization will be provided followed by discussing the significance of leadership, communication and organizational culture in the promotion of teamwork. Literature Review Advantages of Teamwork over Employees who prefer to Work Alone As a common knowledge, each person is a social being that is capable of developing a set of uniq ue talent, knowledge and skills. Because of these limitations, man is required to constantly interact with other people. In fact, social interaction is the only way wherein each individual could continuously enhance their acquired skills and knowledge. The word ‘team’ has different meanings to people. With this in mind, a team can be composed of a man and a wife as a couple. Furthermore, it is a myth to believe that all teams are effective in terms of achieving a single organizational goal. For this reason, this report will purposely define ‘team’ as â€Å"a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable† (Katzenbach and Smith, 1993, p.

The Artificial Nigger Essay Example | Topics and Well Written Essays - 1000 words

The Artificial Nigger - Essay Example Their trip was filled with conversations, with each grandfather and grandson asserting his wisdom. One point in particular that the child said is, the trip is his second, the first being when he was still a baby. Moreover, he insisted that he would know what a nigger looked like once he saw one because he was born in a city where they abound. The old man said he could not have known any of what he was talking about because he did not have the intelligence then and the boy got his first test on the train when Mr. Head asked what kind of man was the one who passed them by. When he did not get the answer he was expecting, he pointed out to the boy what he previously said, that he would be able to know a nigger when he sees one but then he proved not to be able to do so. When they got off the train, the old man who looked at himself as a sage who is supposed to fill the mind of the young boy with learning soon discovered he also had a lot to learn. Nelson in turn learned the lessons his grandfather authored for him and more and therefore decided not to go back to the city. The aforementioned circumstances came about due to an instance wherein the boy was placed in a dilemma when he hurt a woman who was carrying some groceries when he went frantic looking for his grandfather who left him at a distance, trying â€Å"to teach him a lesson†. When Mr. Head was threatened by the women who were trying to seek justice from the accident his grandson caused, he denied that he knew the boy. Nelson, who looked up to him as a savior at such a dire situation was angry that his own grandfather would disown him. When the two continued to find their way to train station, the old man learned how it felt to need mercy and forgiveness because this was still the first time he had ever failed his grandson. Nelson in turn learned how he needed his grandfather. The story is meant to show how an educator needs to be educated as well. The grandfather does not just represent old age b ut also wisdom which should be gained through years of experience. Mr. Head knows that his grandson should learn many things about his birthplace and decides to make him experience how it is to live in the city. His intention is to make Nelson see that there is nothing to boast about in being born in the city so just as he gained wisdom through experience he contemplates that the best way to open the eyes of the young boy is to let him experience a day in the city. Although Mr. Head only meant the trip for the learning of the boy, he is to find out that there is also a lesson waiting for him. The grandfather, being an old man, always thought he is better than his grandson and when they got lost, he still was too prideful to admit his mistakes. He insists on concentrating in teaching Nelson that the place they are in is where he was born and that there is nothing good about it that he should be proud of. When the two realize that they left their lunch at the train, the boy blames his grandfather of getting them lost and leaving their food. However, instead of admitting his lack of judgment, the old man tried to blame things back to the young boy. The old man is too proud to stoop down and admit his mistakes to his young grandson. On the other hand, the young boy learns little by little

Strict Liability Essay Example | Topics and Well Written Essays - 2500 words

Strict Liability - Essay Example The present study would focus on a strict liability offence is defined as one where â€Å"no mens rea need[s] be proved as to a single element in the actus reus†. Strict liability is also apparent when it has at least one element in the actus reus, even without the related mens rea. Strict liability lacks the mens rea element in relation to one of more elements related to actus reus. One of the classic examples of this case was seen in the R v Prince case where the conviction was based on the fact that the Offences against the Person Act 1861 were violated. In this case, Section 55 stated that whoever was to take an unmarried girl, one below the age of 16 years, out of the possession and against the will of her father or mother would be strictly considered liable for a misdemeanour. Strict liability is sometimes used interchangeably with absolute liability. As such, confusion is often seen between these two terms. Nevertheless, it must be understood that absolute liability ref ers to the liability without mens rea in conjunction with actus reus and without any defence like duress or compulsion â€Å"other than the fact that the defendant is under 10†. Strict liability is the liability imposed regardless of mens rea (in relation to actus reus); on the other hand absolute liability is liability even with the lack of mens rea (in conjunction with actus reus) â€Å"without the availability of any defence other than the defendant is under 10†. ... 141). Strict liability is the liability imposed regardless of mens rea (in relation to actus reus); on the other hand absolute liability is liability even with the lack of mens rea (in conjunction with actus reus) â€Å"without the availability of any defence other than the defendant is under 10† (Oxford University, n.d, p. 141). In instances when a state has favourable reasons for wanting to reduce certain acts and incidents, the reasons behind such prohibition may be associated with the harm principle, where incidents which would cause harm are being prevented. An example of an act which may be regulated by the state is driving. This is an act which can be defined without having to refer to a mental element (University of Pennsylvania, 2003). There may however be instrumental reasons which can be used to define the prohibition and regulation of the act as a strict liability act. In reviewing the benefits of imposing strict liability, a benefit may be seen in terms of cost. B ased on administrative assessments, costs before and during the adjudication of a case would likely be reduced with the application of strict liability policies (Oswald, 1993). The elements which have to be proved and tried in court would be reduced and issues encountered also largely minimized. The element of cost is significant because criminal justice often racks up significant costs (Page, 1986). If states would require proof for the commission of any offence in compliance with the elements of actus reus, the implementation of criminal justice would be largely unaffordable and significantly challenging for both the offended parties and the state. Strict