George Gray Essay

Have you felt you wanted to get somewhere but are too afraid to do it. In George Gray he is reaching to find meaning in his life but is too afraid to find something. He is too scared that he will be hurt by the outcome or defeated by life in some way that he will not reach out. Now in his poem he is telling how he wants to find the meaning of life by saying he will set the sails to and find it. The mood of this poem is depressing, and demoralizing. The author has no meaning in life and it is horrible as he puts it. The mood is set in this poem by some of the words like sorrow, dreaded, madness, and torture. These are used to show how it is like during and before the journey towards a meaning. The first literary device is the personification, â€Å"Sorrow knocked at my door.† What this is saying is that he felt so depressed that sorrow was right next to him. Like the saying death came knocking at my door this means that he was taken over by sorrow just like someone is taken over by death. The second literary device is â€Å"Ambition called to me.† This is another personification. What it is trying to say is that he had a chance to do something great but he was too fearful of the outcome that he did not do it. What the poem is leading up to is that he has had so many chances to have a purpose in life but always shuts them out. In conclusion what this poem was trying to do, was show the reader about the authors life, and how he had shut out every good thing that had come his way. The personification in this poem emphasized the multiple opportunities he had to help himself.

A Chinese Cinderella – Autobiographi

In the autobiographical book â€Å"Chinese Cinderella†, the author, Adeline Yen Mah, goes through a lot of hardships and difficulties with her family and life in general. She is not treated as part of her Fathers family and is sent away to live in a boarding school away from them. Adeline’s relationship with her family is very distant and cold, she is unloved and unwanted. No one acknowledges her or shows any heed and sympathy towards her. This relationship is shown in line 28 when she asks ‘Where is everyone? As no one comes to greet her when she arrives home, showing how they are uncaring towards her and do not regard her as family, not even welcoming her arrival or asked if she would like anything. It is almost as if she is a stranger, even to her biological father and siblings who continue to play ‘by the swimming pool’, no one caring about her coming back home. In addition, she is not informed about her family moving home when she asks her Father ’s chauffeur in line 23 ‘Where are we? Her questions show her confusion and little knowledge on what has been happening at home pointing out that her family have not even bothered to write to her. Her other siblings and stepmother are ignorant to her arrival as if she is a stranger and worthless. Being sent to boarding school points out even more that they do not want anything to do with her and would rather not see her because to them she is nothing.Adeline knows this herself as when Ma-mien Valentino calls her to tell her that her ‘chauffeur is waiting to take her home’ she thinks that someone has died because the last time she was called home it was only due to this reason and she begins to fear what might have happened. When she arrives the servants use a rude tone and do not care for her as much as they would for her stepsiblings showing the unfairness, even her father using a commanding tone when he meets his daughter after so long not even welcoming her but orders her to ‘Sit down’ instead.Her father does not regard her as his own daughter but uses her to improve his status with her achievements so when her father speaks to her she becomes timid and afraid, not trusting him when he shows her a little kindness, pointing out the distant relationship between Adeline and her family. Adeline’s character is somewhat cautious she doesn’t trust people too quickly, especially when it comes to the kindness from her family members as she is wary that they are playing a trick on her to make her feel miserable like they did all her life. Although she is not treated well by her family, she s clearly educated and this is shown when she wins a competition and quotes a poem to show her happiness. However, she is modest and keeps her happiness and excitement hidden, showing her timid and humble personality when she comes across her father and hiding what she feels even though it proved to be difficult but because she i s clever and knows her father too well she did not want to miss the one chance she would have in a life time. She respects her father’s wishes as she would do anything to leave the place where she is unwanted though her strong personality keeps her distress that she suffered for years at bay.

Reducing mongoose evaluation Essay Example | Topics and Well Written Essays - 250 words

Reducing mongoose evaluation - Essay Example With introduction of modern technology each day, the use of a microchip will be substantially of great importance. The microchip will be inserted into the specimen’s skin and will be used to electronically submit data on the location of the specimen. Famous reseachers of the moongose family,have done a lot of research to control and improve the population genetics. The have suceeded in bringing into existence a breed of the moongose known as the yellow mongoose that is more adaptable to its habitat. The method of genetic control they use is time consuming. To change the genetics of a mongoose using their method, it requires studying at least 70% of its entire lifetime. (Suckow, Douglas & Weichbrod , 2002) Animal laboratory technology has improved significantly. Instead of using the whose animal to study its population genetics, alleles and genes from the specimen can be taken and monitored in specialized equipment in the laboratory This method reduces the risk of restarting the experiment and is quicker and less expensive. Results that are more accurate will be achieved. However, this method will require hiring of new personnel with the required

Are children with Attention Deficit Disorder being overmedicated Research Paper

Are children with Attention Deficit Disorder being overmedicated - Research Paper Example However, due increased research and concerns, treatment providers have embraced the use of behavioral interventions for treatment. This paper will examine the patterns of medication of children with this disorder to establish whether there is overmedication. It will first provide a general introduction of the disorder, explaining its prevalence, and history. It will also discuss the standard diagnosis criteria for the disorder as well as its effects and treatment options. Introduction Attention Deficit disorder (ADD) is a neuropsychiatric syndrome linked with major functional impairment, including patient and family distress, comorbid psychiatric and developmental conditions, and poor academic outcomes. The prevalence of ADD according to population-based studies estimate is about 4%. The diagnosis and identification of Attention- deficit disorder in children is usually during their early elementary school years making it one of the most frequent behavioral or psychological disorders of childhood (Rappley et al, 1999). Bedard et al (2003) asserts that Attention deficit disorder is among the most widespread developmental psychiatric disorders detected in childhood. One of the recent theory claims that the crucial impairment in this disorder is a deficit concerning response inhibition. He explains, â€Å"Response inhibition is part of the multidimensional construct of inhibition and is a self-generated, higher-order executive function that refers to the ability to stop a planned course of action.† According to prevalence studies carried out, boys are 2 times more prevalent to ADD than girls are. In addition, these studies have also reported on a positive link between ADD and academic problem. However, across studies there was a great variation on the degree of co morbidity ranging from 10% to 90%. Although research have not confirmed, there is an assumed link of ADD prevalence and the children’s background being more prevalent among children from min ority and low-income populations (LeFever et al, 1999). It is in the late 1960s in the United States that the construction of ADD occurred with the acceptance that a variety of behavioral characteristics defined the medical disorder without a specific requirement to ascertain evidence of neurological or biological dysfunction. The rapid increase in the use of the diagnosis and treatment with medication globally occurred in the 1990s. In the United States and Australia, there is a significant increase in diagnosis although there has been an evident increase in other countries worldwide (Kean, 2004). Effects of the disorder and diagnosis Among the signs experienced by quite a numbers of children with ADD during the adolescent years

Development of International Business Essay Example | Topics and Well Written Essays - 1250 words

Development of International Business - Essay Example Also known as the Global Value Chain (GVC), it is a sophisticated model that shows how a firm retrieves raw materials, imbibes value to them through different processes and techniques and sell the final goods to consumers. There is slight distinction between GCC and GVC. GCC focuses on effective role of powerful retailers and branded merchandisers and GVC provides approaches to expand firm level research on the dynamics and strategies of global industries. Dicken (2015) observed that the Global Production Network (GPN) associates concentrated diffusion of the value chains beyond firms and nations with the process of accumulation of stratified layers of participants of the network. It is also known as Value Network, Input- Output Matrix. It is basically a collection of two or more value chains in which at least one network linkage is shared. According to Ernest and Kim (2001), the chief firm or flagships can be of two types; the first type of flagships constitutes the part of brand leaders that permits suppliers to be self-reliant but demand powerful performance from them. The second type consists of contract manufacturers which built their own production channels and create unified supply chain which are accessible to brand leaders. A GPN lead by firms can participate in different value chains. Hence, a global value chain can have two or more production networks. Solectron, a renowned international electronics manufacturing company, i s an example of GPN (Fleischmann and Koberstein, 2014). There is a wide difference in the terms of the two concepts. ‘Chain’ identifies the vertical arrangement of acts that leads to maintenance, delivery and consumption of a distinct goods or services. ‘Network’, on the other hand, designs both the horizontal and vertical linkages between economics factors, i.e., identifying the common economics factors in the value chains which are effective. Gereffi and Korzeniewicz (1994)

Business Plan for Indian Restaurant - Pearls Valley Restaurant Case Study

Business Plan for Indian Restaurant - Pearls Valley Restaurant - Case Study Example Considering the overall nature of the business, our new proposed business will be a sole propertiership and as such the business, as well as the owner, will remain the same person. A sole proper internship is also called sole trader in which all assets and liabilities of the business are the personal liabilities of the owners. A sole proprietorship will be easier to formulate with lesser legal complications as well as fewer regulations to follow. This makes the sole proprietorship a better and more manageable option to exercise for the achievement of overall intended objectives. It is also important to understand that a sole proprietorship is relatively easier to manage and the owner can take charge of many important issues himself with fewer expenses. The proposed name of our new business is Pearls Valley Restaurant which will be an Indian restaurant catering to the needs of Indian and Pakistani customers. Starting a new business is always a challenging task and requires considerable effort and investment to successful start the business. This, therefore, means that the entrepreneurs must not only put in their skills and efforts but also invest the required funds to initiate a successful business. What is also, however, critical to understand that in order to open the new business, it is important that a comprehensive preparation must be done so as to cover as much as ground as possible in order to cover the risks. The proposed name of our new business is Pearls Valley Restaurant which will be an Indian restaurant catering to the needs of Indian and Pakistani customers. This will be a small restaurant and as such the overall organizational structure of the proposed will be simple with owners managing the affairs of the business with relatively smaller input/help from employees involved in managerial activities.

Learning Styles Essay Example | Topics and Well Written Essays - 1000 words - 1

Learning Styles - Essay Example In this model there are five ways that our brain processes: Visual, Auditory, Kinesthetic, Gustatory, and Olfactory. According to Ellerton (2003), "these modalities are the primary ways we represent, code, store and give meaning or language (linguistic) to our experiences". (par. 1). However, we work with the Visual, Auditory and Kinesthetic (VAK) areas most of the time, according to this model. The model states that we use more than one of these VAKS, depending on what we are doing. For instance, when we listen to music, we are feeling the music (kinesthetic), listening to it (auditory) and some picture is coming to mind (visual). Usually one of these is a "preferred" mode for a learner to use. Individuals have the ability to move from one to the other easily. According to this model Visual learners tend to be neat because they want to "look good." Their decision making tends to use visualization and they have insights that they share. They remember faces more than names and they want to see the big picture (Ellerton, 2003, par. 8). The auditory learner falls into two categories, either the Auditory Tonal or the Auditory Digital learner. The Auditory Tonal spends time listening to the tone of a persons voice and are paying attention to the total voice inflection. They are verbal processors and like to think out loud as they are working through a problem (Ellerton, 2003, par. 9). Auditory Digital learners usually are more thinkers and tend to work things out in their mind rather than on paper. It is more important for them to memorize "steps, procedures and sequences" (Ellerton, 2003, par. 11). Kinesthetic learners will use their senses of feeling to get in touch with their learning. They learn best by moving, touching and feeling. They also make decisions based on their feelings (Ellerton, 2003, par. 12). The Myers Briggs Type Indicator (MBTI) is a personality test

Conferences and conventions Essay Example | Topics and Well Written Essays - 2250 words

Conferences and conventions - Essay Example Recently conferences and conventions have started extended facilities to delegate families and there is not a single economy which would say that it did not get benefited by conferences. "THE economic contribution of conferences to the Welsh economy is underscored in the financial results of the Cardiff Conference Bureau. This council initiative has won business for the city worth 1.7m during 2006" http://icwales.icnetwork.co.uk/0300business/0100news/tm_headline=conference-business-boosts-cardiff-by--pound-1-7m&method=full&objectid=18363801&siteid=50082-name_page.html Another face of conferences is the advantage being gained by tourism industry. By placing conferences in far away venues of cultural, naturalistic and historical backdrops, many countries and business have given enormous facelift to the tourism industry. This has given way to business tourism, considered today as a major branch of tourism. Britain is an important country that has been benefited by business tourism, mainly because it is reachable from all directions and has well developed, affordable venues. are rumoured to be affordable. One of the UK advertisements says: "Vibrant, dynamic cities, elegant spa towns combining tradition with state-of-the-art facilities and cosmopolitan seaside resorts... Britain has it all" http://www.visitbritain.com/VB3-nb-NO/businesstourism/conferencesconventions/conferences_conventions.aspx Indian cities with luxurious five star hotels and much cheaper economy have provided some more major business tourism destinations, where many international conferences and conventions are held today. The wildlife sanctuaries, historical monuments, natural wonders, religious temples have all... Conferences and conventions have created a global industry of their own. The origins of the conference industry are quite recent and it has been connected with business tourism and leisure tourism throughout. New trend of winning through partnerships has started in the business world. Business touring workshops are setting the trend. There are many direct expenditure benefits of conferences to the local area. In United Kingdom, conferences, meetings, conventions have created tourism benefit. Many conference venues and their neighbouring towns and cities usually become tourist centres for the convention representatives. According to a study conducted by UK National Tourist Board, with detailed figures of conference spending in the year 2001, total cost direct expenditure of one conference was  £1,092,960/-. Conferences and conventions also bring benefits to human resources, and employees. â€Å"Conferences are about communication†¦.An industry has developed to facilitate the satisfaction of the objectives of face to face communication: the conference industry. Suppliers to the industry are as diverse as their clients: Conference centres, hotels, specialist intermediaries, convention bureaux, caterers, production companies, and many others – all cooperate to create the right atmosphere and infrastructure, conducive to communication†

Methodology Essay Example | Topics and Well Written Essays - 4750 words

Methodology - Essay Example In the training step, the characteristics will be derived from a recognized speaker sound then stored in a database that has a model or an outline like Password or Name. The stored information is then extracted by means of the model given by an unidentified speaker. The recovered data is then compared with characteristics extracted from the unidentified speaker sound. If the evaluation result is positive, then the unidentified speaker will be validated. The figure above 3.2.2 demonstrates two things: how the word will be accepted from the speakers voice as well as how to distinguish the personality of the speaker. The speech identification will need from the speaker to record the word. The classifier will be employed so as to extract the characteristics of the voice of the speaker and then the representation will be made and saved in the catalog. Just for the speaker identification the speakers voice will be recorded then features will be taken out and will be evaluated against the other speakers models so as to accept or reject the personality of a speaker. The figure above 3.2.3 demonstrates the enrollment along with verification phases, in the previous stage the speakers voice will be recorded so as to extract the attribute from his/her voice. After that, the replica will be created for every speaker word and will be stored it in the database. During the verification stage, the speaker’s voice will be recorded, and then the traits will be extorted from the speakers voice. After that, the choice will be made so as to accept or reject the speaker depending on the assessment of the extracted characteristic from a speaker along with the other recognized speaker models that were stored in the database. For this project, I employed Hidden Markov Model (HMM) for recognition of speech. 3.1 Hardware depiction: The software will be executed by means of some devices such as Microphone in addition to the computer, the microphone should

Similaries of Ancient Worlds - China India Egypt Mesopotamia Essay Example for Free

Similaries of Ancient Worlds China India Egypt Mesopotamia Essay There are many major civilizations in the world today. The first four major civilizations all formed in river valleys. These civilizations are Egypt on the Nile River, China on the Huang He River, India on the Indus River, and Mesopotamia on the Tigris and Euphrates rivers. River valleys were a necessity in Early civilizations. The Nile, a river that runs through Egypt played an important role in the creation of the civilization. The river was used for irrigation of their crops. The river made a good soil with a lot of silt. Egypt was called the breadbasket because it produced an incredible amount of grain and crops. The people of Egypt also new exact His code consisted of 282 sections dealing with most aspects of daily life, for example, Eye for an Eye and a Tooth for a Tooth. For example the river provided an irrigation system for the crops along the Fertile Crescent, the negative impact was that the people of Mesopotamia didnt know when the rivers would flood, so the flood ruined their crops and homes. They made a calendar of twelve months, and they were advanced in mortuary science or mummification. ly when it would flood, therefore the people were prepared for the dangerous floods. They needed a legal system and also needed a military. The Tigris and Euphrates, two rivers that ran along the Mesopotamia civilization gave positive and negative impacts on the civilization. Architects were needed to build monuments and farmers to produce food. Another important feature that led to the development of these early civilization was they needed to organize people, they made a government with government officials and a system of writing that helped keep records and scribes to write them. In conclusion the early civilizations had an advanced form of human culture, had some form of writing and were skilled in science and technology. Mesopotamia was mostly made up of citystates that were usually governed by representatives such as a council of nobles and an assembly of citizens. Many civilizations if not all of them were polytheistic, or believe in more than one god. Their king was not only a military official but a high priest as well. They had many achievements, A system of writing hieroglyphics; pyramids and monuments made for pharaohs. A major achievement in Mesopotamia was Hammurabis law code.

The Life Of Wolfgang Amadeus Mozart History Essay

The Life Of Wolfgang Amadeus Mozart History Essay One of historys most tragic figures, Wolfgang Amadeus Mozart begun his performing career as a child prodigy. He played the piano, harpsichord, organ, and violin beautifully and was taken by his father on a number of concert tours through several European countries. The young performer delighted his noble audiences, who rewarded him, however, with flattery and pretty girls rather than with fees. (Copied straight from the book and should be in quotes.) Mozart was fun loving, sociable, and generous to a fault, but he never learned the art of getting along with others. Fiercely independent, he insisted on managing his own affairs, apparently without great success: though recent scholarship reveals that he earned substantial sums, he was chronically short of money. (Quotation marks?)(Ferris, 2010) Mozart was born in Salzburg, Austria; Wolfgang Amadeus Mozart was a multi-instrumentalist who started playing in public at the age of six. Over the years, Mozart aligned himself with a variety of European venues and patrons, composing hundreds of works that included sonatas, symphonies, masses, concertos, and operas, marked by vivid emotion and sophisticated textures. (Quotation marks?) (Wolfgang Mozart. Biography) In the summer of 1781, it was rumored that Mozart was contemplating marriage to Fridolin Webers daughter, Constanze. Knowing his father would disapprove of the marriage and the interruption in his career, young Mozart quickly wrote his father denying any idea of the marriage. By December, he was asking for his fathers blessing. Wolfgang Amadeus Mozart married Constanze on August 4, 1782. Mozart and Constanze had six children, though only two survived infancy, Karl Thomas and Franz Xavier. (Copied from page 3 of website: Wolfgang Mozart. Biography) Karl Thomas Mozart (1784 1858), a skillful pianist, did not perform professionally. He became an Austrian government official and never married. With his death, the direct Mozart lineage ended. The youngest child, Franz Xavier Wolfgang Mozart (1791 1844), was known as Wolfgang Amadeus, Jr. Born only five months before his fathers death, he remembered nothing of him. In a classic case of a fathers fame intimidating a gifted child, the son showed early promise as a composer of depth and originality, but the image of the father he never knew loomed over his career with a stifling effect. (Copied from the indicated source.)(Famous family history) Mozarts father Leopold (1719 1787) was one of Europes leading musical teachers. His influential textbook Versuch Einer Grundlichen Violin Schule, was published in 1756, the year of Mozarts birth. He was deputy Kapellmeister to the court orchestra of the Archbishop of Salzburg, and a profile and successful composer of instrumental music. Leopold gave up composing of instrumental music. Leopold gave up composing when his sons outstanding musical talents became evident. They first came to light when Wolfgang was about three years old, and Leopold, proud of Wolfgangs achievements, gave him intensive musical training, including instruction in clavier, violin, and organ. Leopold was Wolfgangs only teacher in his earliest years. A note by Leopold in Nannerls music book, the Nannerl Notenbuch records that little Wolfgang had learned several small Andante and Allegro, written in 1761, when he was five years old. (Copied from Indicated source). (Wolfgang. Biography) Mozart firmly believed that supreme element of opera was music, which the text must always serve; never the other way around. He wrote serious as well as comic operas, and some of his works are a curious combination of styles. The Magic Flute, for example, is a German opera with both serious and comic implications, and Don Giovanni is a serious Italian opera that includes several comic episodes. The Marriage of Figaro is a delightful romp that nevertheless addresses serious political concerns of the emerging middle-class audience of late eighteenth-century Vienna. (Copied from Indicated source). (Ferris, 2010) Mozarts operas teem with love and anger, with humor, wit, pathos, and revenge. Yet Mozarts emotional expression is always under firm control for no matter how unlikely the plots or improbable the resolutions of his operas, he never abandoned classical restraint. Soaring melodies and attractive harmonies, presented in a wide range of orchestral and vocal timbres and effects, provide unfailing entertainment in these masterpieces of Music Theater. Although primarily a secular age, the Classical period was still strongly influenced by the church in some areas of Europe, and many eighteenth-century composers contributed to the repertoire of sacred-Catholic or Protestant-music. (Copied from Indicated source). (Ferris, 2010) Haydn and Mozart, both Catholics, continued the well-established tradition of writing Masses, oratorios, and other religious compositions for church and for concert performance. Haydn, profoundly moved by Handels Messiah, in his last years wrote two beautiful oratorios of his own, The Creation and the Seasons. Both Mozarts and Haydens Masses contain passages for solo voice and for small vocal ensembles, alternating with magnificent choruses all accompanied by organ and orchestra. The solo passages are sometimes quite operatic, but the emphasis in these religious works is on the choral sections. The irrepressible Haydn, criticized for writing religious is on the choral sections. The irrepressible Haydn, criticized for writing religious music that was too happy, replied that he did not believe the Lord minded cheerful music. (Copied from Indicated source). (Ferris, 2010) Mozarts years in Vienna, from age twenty-five to his death at thirty-five, cover one of the greatest developments in a short span in the history of music. In these ten years Mozarts music grew rapidly beyond the realm of many of his contemporaries; it exhibited both ideas and methods of elaboration that few could follow, and to many the late Mozart seemed a difficult composer. (Wolfgang. Biography) In the years 1763 1766, Mozart, along with his father Leopold, a composer and musician, and sister Nannerl, also a musically talented child, toured London, Paris and other parts of Europe, giving many successful concerts and performing before royalty. The Mozart family returned to Salzburg in November 1766. The following year young Wolfgang composed his first opera, Apollo ET Hyacinthus. Keyboard concertos and other major works were also coming from his pen now. (Mozart Biography) In 1769, Mozart was appointed Konzertmeister at the Salzburg Court by the Archbishop. Beginning that same year, the Mozart made three tours of Italy, where the young composer studied Italian opera and produced two successful efforts, Mitridate and Lucio Silla. In 1773, Mozart was back in Austria, where he spent most of the next few years composing. He wrote all his violin concertos between 1774 and 1777, as well as Masses, symphonies, and chamber works. Toward the end of the 1780s Wolfgang Amadeus Mozarts fortunes began to grow worse. He was performing less and his income shrank. Austria was a war and both the affluence of the nation and the ability of the aristocracy to support the arts had declined. By mid 1788, Mozart moved his family from Central Vienna to the suburb of Alsergrund, for what would seem to be a way reducing living costs. But in reality, his family expenses remained high and the new dwelling only provided more room. Mozart began to borrow money from friends, though he was almost always able to promptly repay when a commission or concert came his way. During this time he wrote his last three symphonies and the last of the three Da Ponte operas, cosi fan tutte, which premiered in 1790. During this time, Mozart ventured long distances from Vienna to Leipzig, Berlin, and Frankfurt, and other German cities hoping to revive his once great success and the familys financial situation, but he did neither. 1788 1789 was low point for Mozart, experiencing in his own words black thoughts and deep depression. Historians believe he may have had a cyclothymiacs personality with manic depressive tendencies, which might explain the periods of hysteria coupled with spells of hectic creativity. Between 1790 and 1791, now in his mid thirties, Wolfgang Amadeus Mozart went through a period of great music productivity and personal healing. Some of his most admired works. The opera, The Magic Flute, The final piano concerto in B-flat, the clarinet concerto in A minor, and the unfinished Requiem to name a few were written during the time. Mozart was beginning to revive much of his public notoriety with repeated performances of his works. His financial situation begun to improve as wealthy patrons in Hungary and Amsterdam pledged annuities in return for occasional compositions. From this turn of fortune, Mozart was able to pay off many of his debts. However, during this time both Wolfgang Amadeus Mozarts mental and physical health was deteriorating. In September, 1791, he was in Prague for the premier of the opera La clemeza di Ti to, which he was commissioned to produce for the coronation of Leopold II as King Bohemia. Mozart recovered briefly to conduct the Prague premier of The Magic Flute. Mozart fell deeper into illness in November and was confined to bed. Constanze and her sister Sophie came to his side to help nurse him back to health, but Mozart was mentally preoccupied with finishing Requiem, and their efforts were in vain. Wolfgang Amadeus Mozart died on December 5, 1791 at age 35. The cause of death was uncertain, due to the limits of postmortem diagnosis. Officially, the record lists the cause as severe miliary fever, referring to a skin rash that looks like millet seeds. It was reported that his funeral drew few mourners and he was buried in a common grave. Because he was buried in an unmarked grave, it has been popular assumed that Mozart was penniless and forgotten when he died. In fact, though he was no longer as fashionable in Vienna as before, he continued to have a well paid job at court and receive substantial commissions from more distant parts of Europe, Prague in particular. He earned about 10,000 florins per year equivalent to at least 42,000 US dollars in 2006. Wolfgang Amadeus Mozart death came at a young age, even for the time period. Yet his meteoric rise to fame and accomplishment at a very early age is reminiscent of more contemporary musical artists whose star had burned out way too soon. Constanze sold many of his unpublished manuscripts to undoubtedly pay off the familys large debts. She was able to obtain a pension from the Emperor and organize several profitable memorial concerts in Mozarts honor. From these efforts, Constanze was able to gain some financial security for herself and allowing her to send her children to private schools. At the time of his death, Mozart was considered one of the greatest composers of all time. His music presented a bold expression, of ten times complex and dissonant, and required high technical mastery from the musicians who performed it. His works remained secure and popular throughout the 19th century, as biographies were written and his music enjoyed constant performances and renditions by other musicians. His work influenced many composers that followed most notably Beethoven in its complexity and depth. Along with his friend Joseph Haydn, Mozart conceived and perfected the grand forms of symphony, opera, string ensemble, and concerto that marked the classical period. His seven year old son, Karl, noted that a few days before Mozart died his entire body became so swollen that the smallest movement was almost impossible. He also noted that there was an awful stench, which after death made an autopsy impossible. It was also observed that upon death the corpse did not become stiff and limbs were able to be bent, which is often the case when someone is poisoned. So was Mozart poisoned or was it disease that killed him? The poisoning theory is interesting in the Mozart himself started these rumors by telling his wife, I am only too conscious that my end will not be long in coming, for sure, someone has poisoned me! For a long time poisoning had been suspected. Who could have done it? The first suspect was his rival Antonio Sallieri, chief composer to the court of Emperor Joseph II. Mozarts wife blamed Salieri, and in his later years, suffering from dementia, Salieri, himself took credit for poisoning Mozart. This has been discredited as Salieri had no reason to murder Mozart. Salieri was in a position of power and esteem with a handsome stipend, and Mozart was of little threat to him. Some maintained that Mozart poisoned himself by treating his syphilis with mercury and using larger than recommended doses. Others felt the Freemasons did him in because his Magic Flute challenged their doctrines and revealed their secret rituals. An early 20th century German neuropsychiatrist, Mathilde Ludendorff, put forward one of the most bizarre theories that the Jews, Masons, and Catholics collaborated together to poison Mozart. Mozart was a studiously hard worker, and by his own admission his extensive knowledge and abilities developed out of many years close study of the European musical tradition. In particular, his operas display an uncanny psychological insight, unique to music at the time, and contuie to exert a particular fascination for musicians and music lovers today.

Machine Translation Essay -- Computer Programs Programming Natural Lan

Machine Translation Abstract In this paper, the overview of machine translation (MT) is presented. The original idea of MT has been investigated since 1950s by many research groups and at present many MT systems have been created and developed around the world. Three approaches of MT systems: direct translation, transfer and interlingual approaches are common systems. The main idea of direct translation approach is word-by-word replacement before the transformation of the structure from source language (SL) to target language (TL). The translation is finished in only one step. The transfer approach transforms the SL to the TL through several stages with different kind of temporarily structural language. Finally, the interlingual approach stands on the idea of transform the SL to the TL through a neutral language or interlingual language (IL). Introduction Language is a tool for communication about the world. Two categories of language are programming language (PL) and natural language (NL). Programming language is a tool for communication between human and computer, whereas natural language is a tool for communication among people. In this paper, we will focus on natural language. Different nations (or regions) use different languages as a way to communicate to each other. Communication between two people who know two different languages needs an interpreter who understands both languages. Even though most people have an ability to study and understand several languages, it takes time to do so, and so far, nobody is able to understand all the languages in this world. Therefore, the idea of translating languages by a machine, so-called machine translation (MT), was promised in mid-20 century and defined as follows: "M... ... represents only the overview of MT systems and survey of MT researches. In the next paper, the details of process in MT system will be presented. References [1] W.J. Hutchins, Machine Translation: past, present and future, Ellis Horwood Limited, 1986. [2] Bonnie Dorr, Lecture note on CMSC 723: Natural Language Processing, University of Maryland, College Park, Spring 1996. [3] W. J. Hutchins and H. L. Somers, An Introduction to Machine Translation, Academic Press. [4] http://www.lti.cs.cmu.edu/Research/CMT-home.html [5] http://www.isi.edu/natural-language/nlp-at-isi.html [6] http://www.umiacs.umd.edu/labs/CLIP/mt.html [7] http://clwww.essex.ac.uk/group/ [8] http://www.ttt.org/ [9] http://www.paho.org/english/machine.htm [10] http://www.iss.nus.sg/RND/MLP/Projects/MT/mt.html [11] http://www.kmitt.ac.th/organization/Research/resp2.htm

OCeans :: essays research papers

Two-thirds of our planet is covered with oceans. The Pacific, the Atlantic, the Indian, and the Artic are the world's major oceans. They were formed by a series of geological processes that continue to affect the Earth. Seven main parts, called lithospheric plates, make up the Earth's mantle layer and crust. The plates fit together millions of years ago, and are constantly moving (at a slow pace-like a fingernail grows) over a layer of squishy, soft rock called asthenosphere that lies beneath the crust. Magma rises to fill the space when the two plates move away from each other to form an ocean. This is the way the ocean grows over millions of years. The ocean floor has an amazing landscape similar to dry land with huge mountains and deep valleys, slopes and plains, trenches and ridges. Through today's technology advances we are able to study the ocean deep and learn about it. The ocean is consistently moving. Its surface can change from calm and mirror like to wild and treacherous. Most waves at sea are caused by wind. The waves created the gales that blow during a tropical cyclone are 46ft and higher. The largest wave known to have been caused by the wind was 112ft high. Waves can also be created by volcanic eruptions. These waves are known at tsunamis. They are wide columns of water that reach down to the sea floor and can travel for great distances, at the speed of a jet plane. Colliding currents can also change the surface of the ocean. When the tide turns, the opposing currents meet and may create a whirlpool. Ocean currents are massive bodies of water that travel long distances around the world. Wind is the major force that creates currents. There are seven main ocean currents that move in large, circular streams at a walking pace. In the Northern Hemisphere currents move in a clockwise direction; in the Southern Hemisphere they are counterclockwise. Warm or cold water currents are carried by winds along the shorelines. This affects the climate of the various continents on the way. The current that carries warm water from the Caribbean Sea, up the east coast of the United Stated and then to the west coasts of Britain and Northern Europe is called the Gulf Stream. These areas would be much colder without the Gulf Stream. The "pull" of the moon and the sun also affect the ocean by causing the tides.

A Trace of James Fenimore Cooper :: Biography Biographies Essays

A Trace of James Fenimore Cooper      In 1828 James Fenimore Cooper spent three months in England, chiefly to conduct business with his British publisher, Richard Bentley, and for most of that time he lived in London at 33 St. James Place. This is the way he described it in Gleanings in Europe: England:    We finally took a small house in St. James's Place, a narrow inlet that    communicates with the street of the same name, and which is quite near the    palace and the parks. We had a tiny drawing-room, quite plainly furnished, a    dining-room, and three bed-rooms, with the use of the offices, &c. for a    guinea a-day. The people of the house cooked for us, went to market, and    attended to the rooms, while our own man and maid did the personal service. I    paid a shilling extra for each fire, and as we kept three, it came to another    guinea weekly. (20)    As Donald Ringe and Kenneth Skaggs point out in their "Historical Introduction" to England, St. James Place represented "a most desirable location" (xvii). It is close to the centers of political power in England--St. James Palace, Buckingham Palace, and #10 Downing Street are not far away. Cooper's neighbors on the street included William Wilberforce and Samuel Rogers, a genial and well-connected writer; Lord Spencer and Sir James Mackintosh lived nearby as well.    The 33 St. James Place of Cooper's time no longer exists, but I wanted to visit the site anyway, to try to get a feel for what it meant for him to live there. If you walk from Trafalger Square to St. James Street, you can go along The Mall or Pall Mall, wide streets flanked by the gigantic architecture of Imperial Britain. St. James Place opens across St. James Street from the Pall Mall; Christie's, the famous auction house, is on the corner opposite. At the south end of St. James Street stands St. James Palace, an imposing brick castle with

English Language and Students

1: Introduction At present, speaking a foreign language represents one of the essential requirements of today? s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Based on my work experience, I can confirm that knowing a foreign language is a necessity for everyone in general, mainly for my students – soldiers. These people are required to reach a sufficient level in a foreign language in order to accomplish military assignments in missions abroad.Teaching foreign languages, mainly English, for these military purposes is provided by the Defence Language Institute in Vyskov where I have been working as an English teacher for almost three years. My principal goal is to provide the soldiers with as efficient English lessons as possible because it will be them who will have to deal with international relationsh ips and take measures for solving various situations. The main reason for choosing this topic for my bachelor thesis was realizing how important speaking is in everyday situations.No matter where we are, either in the Philippine Republic or in a foreign country, English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. It means school teachers need English to communicate with their colleagues – native speakers.. Even if they come from America, England or Australia and their accents differ, it is just a question of time for teachers and also students to adjust to their speech and distinguish differences in pronunciation.Being able to keep a fluent conversation with a native speaker is viewed as the main goal of students, which underlines the importance of speaking skills in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for Englis h teachers and enhance their students? communicative skills. 1. 1: Statement of the problem This research would â€Å"What is the effectiveness of implementing speaking zone at the University campus? † 1. 2: Objective of the studyThe objectives of my studies are: 1. To review the concept and importance of speaking skill. 2. To analyze the factors that are effective in speaking skill. 3. To explore the new ways of speaking skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2: Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication.English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active k nowledge of the foreign language, not just theory about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.Nevertheless, speaking in a foreign language has often been viewed as the most demanding of the four skills. â€Å"While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and are referred to as productive skills. † (Harmer 1995, 16) Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why.The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practise â€Å"real† communication with our students ithin the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. This is natural and adjures patience while learning to speak or communicate in a foreign language.As I already mentioned, native speakers are a great support and the opportunity to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the best way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms â€Å"speaking† and â€Å"conversation† may seem clear, they often get misunderstood.Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter. Speaking practice, which is usually based on storytelling, giving speech or presentation, is the necessity for later successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, especially by realizing the need of everyday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our le ssons.Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad. For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners.Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is such a natural part of our lives that many people are not conscious of what happens within it. However, conversation follows certain rules which should be obey ed in order for participants to feel relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of information among people.While communicating, our students may find themselves in different social situations playing various social roles and the main task for language teachers is to prepare them for these real situations they might participate in. This also includes leading students to develop the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students’ motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), but then they find out that they cannot actually use this language to communicate when they want to.Scrivener (2005, 147) claims that there seems to be some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, lea rners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting things wrong they may want to avoid teacher’s comments or correction and so on. It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say.One of the best ways of helping learners to activate their knowledge is to put them in â€Å"safe† situations in class where they are inspired and encouraged to try to speak a foreign language. Teachers should try to create such activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students’ success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distingui shes extrinsic and intrinsic motivation.He claims that students? attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her personality. Considering these, teachers should realize how important role they play in encouraging the students to learn to speak a foreign language. Students’ personalities also play an important role in determining how quickly and correctly they will manage a sp eaking task. Those students who are risk-takers, unafraid of making mistakes, are generally more talkative but usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors.The aim of both types of students is the same, indeed – to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the students speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the whole class, students may be offered the opportunity to work in groups or pairs, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students.Children’s and adolescents’ motivation to speak a foreign language is irrele vant for the purpose of my thesis because, as mentioned above, I deal with adult English learners and their motivational needs for a foreign language communication are substantially different from the others. I concentrate on intermediate students who represent the majority in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a more advanced level of the language. They already know a lot and are able to have a conversation about every day matters but sometimes there might occur some problems.One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on building up the knowledge students already have and assure them they can speak the language well enough to understand and be understood. Ur (1991, 274-280) declares that â€Å"motivation is very strongly related to achievement in language learning. † This statement r esults from teaching practice showing that eager learners willing to invest effort in speaking activities are likely to make greater progress.On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking activity, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the interest in communicative activities. Ur (1991, 281) describes some strategies to enhance students’ motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teacher’s choice fails in the class, there should be no panic or embarrassment.The possible solution to this situation may be asking the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and efficient speaking lesson as well as using visuals to enhance stu dents’ motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and current news items concerning today’s world and society.To satisfy students’ expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teacher’s goal is achieved as well – getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluencyAccuracy and fluency are terms characteristic for a successful and fecu nd conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teacher's correction within a speaking activity is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity. Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on students? mistakes and devote time to their correction. However important speaking w ithout mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations.Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students’ mistakes Fluency Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding.Scrivener (2005, 162) states that â€Å"it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. † In practice it means to encourage the weaker one by nodding, eye contact, repeating the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following: ) writing the sentences used during the activity on the board and discussing them with the whole class b) writing incorrect sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out two lists A and B – each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in two groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy ActivitiesIn an accuracy based activity the tea cher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two important language learning needs.They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work Pair work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative ac tivity depending on what is going to be practised – either fluency or accuracy – and organize the students into pairs or groups.In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following discussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group workThere are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few peop le is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other.This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confidence for further conversations. The advantages of pair and group work can be noticeable not only from the learner? s but also the teacher’s point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate.Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has proved to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to Doff (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons.Usually the students themselves are not disturbed by the noise, it is more noticeable to the teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teacher’s approach. Another fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity.To stop activity getting out of contr ol, it is important to give the students clear instructions, define the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know exactly what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. Freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up activities that promote communication.During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and check if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointle ss if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher.Considering the facts mentioned above we can conclude that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skills to be able to cope with the real-life situations. * 3: CONCLUSION In my thesis I tried to deal with speaking as one of four basic skills and highlight its importance in everyday situations.My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essenti al factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process.I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a „safe environmentâ€Å". This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students? concern about speaking. Due to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class.I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasan t atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization : information gap activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use.In connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them due to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons.The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the learning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers.I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? communicative skills. 4: Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a sound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?.It is not uncommon to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short ti me he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning.It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contexts and situations. 3. The proper plan is to adopt new sounds, words and structure patterns into well designed course which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5: References 1. Harmer, J. (1991). The practice of english language teaching. Essex:Longman, 296p. , ISBN:0-582- 046564 1. Scrivener, J. (2005).Learning t eaching. Oxford:Macmillan Publishers Lim, 431p. , ISBN:1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. Cambridge:Cambridge University Press, 375p. , ISBN:0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. Essex:Pearson Education Limited, 156p. , ISBN:0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. Cambridge:Cambridge University Press, 108p. , ISBN:0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. Boston:Heinle;Heinle, 584p. , ISBN:0-8384-1992-5 6. Ladousse, G. (1987). Role play.Oxford: Oxford University Press, 182p. , ISBN: 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge: Cambridge University Press, 286p. , ISBN: 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press, 142p. , ISBN: 0-1943-4133 9. Nolasco, R ; Arthur, L. (1987). Conversation. Oxford : Oxford University Press, 150p. , ISBN: 0-19-437096-8 10. Hadfield, J. ( 1990). Intermediate communication games. Essex: Jill Hadfield, 105p. , ISBN: 0-17-555872-8

McGregor’s Theory X and Y Essay

The foundation of McGregor’s theory has direct links to Taylor’s study of scientific management: a study of scientific management as a link between human beings and their jobs which in turn need to be re-constructed to maximise efficiency (Waddell et al. 2007, p. 43). Many researchers and scholars have developed theories based on the work of F.W. Taylor. McGregor, Maslow and others who assisted to improve the view of human relation tried to prove that there is another side to the traditional perspective of workers (Bartol and Martin 1998, p. 52).This literature review will be focusing on the evolution of McGregor’s Theory X and Theory Y in relation to the development of management theory. Moreover will be explaining the definition of X and Y theory and its relevance to 21st century. McGregor proposed two contrasting sets of managerial assumptions about the workers. He further examined taking Taylor’s traditional view of workers and Mayo’s human relation approach into consideration, which he labelled Taylor’s view as ‘Theory X’ and as Mayo’s view as ‘Theory Y’ (Montana and Charnov 2000, p. 25). [ (Stephen P.Robbins) ] However, ‘both these theories have the common definition of functions of manager: management is responsible for organising the elements of productive enterprise- money, materials, equipment, and people- in the best interest of economic ends’. Main differences in these two theories are the assumptions (Urwick 1970, p .1). McGregor with his experience as a manager and as a psychologist, observed the behaviour and attitude of the workers (Daft.2003, p. 47). According to Kopelman, Prottas and Davis (2008, p 1) Theory X represents that workers generally dislike work, are irresponsible, ar e lethargic and require close supervision. In contrast, Theory Y denotes that individuals are generally creative, innovative, accept responsibility and believe work is a natural activity. Furthermore, his observations on the classical and the behavioural approaches to understanding workers were found different. He paired up his theories to the work of Abraham Maslow, where he compared the higher needs put forward by Abraham Maslow such as self-actualization, to a Theory Y leadership style, and lower needs such as physiological and safety, to the Theory X leadership style (Bartol and Martin 1998, p. 51). Theory X is referred to as optimistic and Theory Y as pessimistic (Montana and Charnov 2000, p 26), others labeled Theory X as negative and Theory Y as positive (Robbins et al.1998, p 202) and according Schein (1970, p.5) McGregor called Theory X as â€Å"hard approach† and Theory Y as â€Å"soft approach†. According to McGregor (1960, p. 33-35), the assumptions of Theory X are that individuals by nature do not like to work and will avoid it if possible. Furthermore, human beings do not want responsibility and desire precise guidance. Additionally, the workers put their own concerns above that of the organization and by nature they are resistant to changes. Finally, human beings are taken for granted to be easily manipulated and controlled. According to Boddy and Paton (1998, p. 201) it is of practice with Theory X philosophy to include time registration, supervision, quality checked by a superior as assigned in job description. The main focus of Theory X is that of external control, by systems, procedures or supervision. They believed that managers who accepted Theory X view would be inconsiderate in accepting aptitude of a normal human being (Boddy and Paton 1998, p. 200). Managers who assign to Theory X are expected to practice authoritarian style (Lewis, Goodman and Fandt 1998, p. 56). By contrast, Theory Y has assumptions which is completely opposite of Theory X. As per Theory Y, work is natural, and tries to occupy them actively and enjoy too. Furthermore, workers do not require detailed supervision and they are self-motivated. Additionally, it assumes that they work innovatively and creatively. If people are given a chance to prove their competency they are ambitious to solve problems and help their organizations meet their goals (McGregor 1960, p. 47-48). Managers who hold the belief in Theory Y are likely to exercise a participatory style, discussing with their subordinate voicing their opinion, and encouraging them to take part in decision making (Lewis, Goodman and Fandt 1998, p. 56). Management’s main aim is to structure a proper working environment in order to achieve their higher-order personal goals by achieving organizational objectives (Bloisi, Cook and Hunsaker 2007, p. 205). The organizations of 21st century are in a more dynamic world where technology, education and research and better economic conditions are vastly improving. It becomes gradually more important for managers to hold the set of assumptions about human behaviour that McGregor has proposed in his Theory If an individual holds Theory X assumptions then he will not be logical and responsive to data, therefore, will have limited choice of managerial style. In regard to Theory Y, he can wisely choose from variety of options (Schein 1975, p. 7). Having worked for 15 years in many types of organization, Schein (1975, p. 3) believes that organizations need more Theory Y managers at all levels especially at higher levels. However, few companies still practice Theory X management (Daft 2003, p.48), but many are applying Theory Y concept of management such as Hewllet Packard (Waddell et al. 2007, p. 56) and SOL cleaning service, and it has proved to be a success. They consider everyone equal and value each employee’s contribution (Daft 2003, p.48). According to Kochan, Orlikowski and Gershenfeld (2002, p.4) assumptions characterizing twentieth century refers to Theory X and twenty first century organization’s characteristics refer to Theory Y were explained using people, work, technology leadership and goals. Many organizations have realised the importance of the human capital and are currently try to adopt to change themselves as they recognize. McGregor argued that modern organizations do not take into account the innovativeness of workers. In order to utilize these valuable assets, managers need to provide employees to use their expertise. Thus, provide and create conditions that integrate individual and organisational goals (Boddy and Paton 1998, p. 200-201). McGregor believed that people in twenty first century are more educated and affluent and they are more self controlled (Hersey, Blanchard and Johnson 2001, p. 60). Hence, most of the modern organisations strongly practices management by delegating authority, job enlargement, making work more interesting, with increased level of responsibilities and their share of information and innovations regarding the work content, work design and results (Montana and Charnov 2000, p. 25). Finally, in order to measure the performance of the individual, the organisations have appraisal system which evaluates their performances annually or semi-annually. For example, companies such as General Mills, Ansul Chemicals, and General Electric have been experimenting with performance appraisal approaches (Ott, Parkes and Simpson 2003, p. 168). These managerial propositions are associated best with the Theory Y management style. According Lorshe and Morse (cited in David and Robert 2000, p. 202) in their research of four companies and concluded that successful company in the normal business used a consistent Theory X style and the other in the creative business used theory Y .These theories may be applicable to some organizations and to some cultures. In article, peoples Republic of China, being a communist country has practiced Theory X in the past and has adopted to practice Theory Y style with a productive result (Oh 1976, p. 1). In summary, Theory X and Theory Y have significant impact on modern management styles. The assumptions of these two theories hold the extreme ends and McGregor assumed that people’s behaviour is strongly influenced by their beliefs. His theories have been labelled relating to Taylor and Mayo’s work. As in my opinion there is no one best theory which may fit all organizations. However, more in depth research need to be undertaken to identify and prove which theory does best fits. According to Boddy and Paton (1998, p. 202) many argue that both these theories may be inappropriate in some situations. â€Å"Theory Y is a theory of human motivation, not a theory of how to manage or run an organization† (Schein 1975, p. 1). References Waddell, D, Devine, J, Jones, GR & George, JM 2007, Contemporary Management, McGraw-Hill Irwin, North Ryde. Bartol, KM & Martin, DC, Management, 3rd edn, McGraw-Hill Co, Boston Montana, P & Charnov, B 2000, Barron’s Management, 3rd edn, Hauppauge, N.Y Daft, RL 2000, Management, 6th edn, Thomson learning, Ohio Robbins, SP, Millett, B, Cacioppe, R & Marsh TW 1998, Organizational behaviour: Learning and managing in Australia and New Zealand, 2nd edn, Prentice Hall, Sydney McGregor, D 1960, The human side of enterprise, McGraw-Hill book company, New York Boddy, D & Paton, R 1998, Management: an introduction, Prentice Hall Europe, London Lewis, PS, Goodman, SH & Fandt, PM 1998, Management: Challenges in the 21st century, 2nd edn, South-Western College Pub, Cincinnati Bloisi, W, Cook, CW & Hunsaker, PL 2007, Management and organisational behaviour, 2nd edn, McGraw-Hill, Berkshire Hersey, P, Blanchard, KH & Johnson, DE 2001, Management and organizational behaviour : leading human resources, 8th edn, Prentice Hall, Upper Saddle River Kopelman, RE, Prottas, DJ & Davis, AL 2008, ‘Douglas McGregor’s Theory X and Y: toward a construct†valid measure’, Journal of Managerial Issues, vol. 20, no. 2, 255†271, retrieved 22nd March 2011, Ebsco Host Ott, JS, Parkes, SJ & Simpson RB 2003, Classical reading in organizational behaviour, 3rd edn, Thomson/Wadsworth, Belmont Schein, EH 1975, ‘In defence of Theory Y’, Organizational Dynamics, Vol. 4, Issue 1, p17-30, retrieved 22nd March 2011, Ebsco Host Oh, TK 1976, ‘Theory Y in People’s Republic of China’, California Management Review, Vol. 19, Issue 2, p77-84, retrieved 22nd March 2011, Ebsco Host Urwick, LF 1970, ‘Theory Z’, SAM Advanced Management Journal, Vol. 35, Issue 1, p14, retrieved 28th March 2011, Ebsco Host Kochan, T, Orlikowski,W & Gershenfeld JC 2002, ‘Beyond McGregor’s Theory Y:Human Capital and Knowledge-Based Work in the 21st Century Organization’, retrieved 24th March 2011, http://mitsloan.mit.edu/50th/pdf/beyondtheorypaper.pdf

Alon Together

Yuqin Ge Prof. Joshua November Final Draft 4 4. 8. 2013 Imagination and Reality Individuals live with both imagination and reality. Often, imagination is based on reality and rooted reality. They utilize their imagination to image something they have never seen to fulfill their curiosity or something they are eager to realize. In â€Å"The World and Other Places,† Jeanette Winterson depicts a boy, a fictional character, who imaged flying to many places in his childhood. When he grew up, he joined the Air Force and realized the reality was not as fantastic as he had imagined.In â€Å"Bumping into Mr. Ravioli,† Gopnik uses his daughter Olivia and her imaginary playmate Charlie Ravioli, who is always too busy to play with her, to reveal a deeper truth about New York. Gopnik explains how imagination can be beneficial in understanding reality. Gopnik and Winterson both confirm that imagination is beneficial because it can help individuals to develop their identity and to hav e fun. One the contrary Gopnik contradicts Winterson, suggesting that imagination can also let individuals feel disappointed when imagination can not match reality.Individuals can develop their identity with imagination. Gopnik confirms Winterson on people can develop their identity through an imaginary sense. In Winterson’s story, the narrator was disappointed because reality was so different than his fantasies in his childhood. He supposed the real places and the people would be like fantasy as he imaged; however, his reality let him down. He lost himself and tried to find a specific answer to his identity, â€Å"How shall I live? † (287) Until one day, the narrator met an old woman in the park, he realized he could develop his identity through his imagination.Although the old woman was in poverty, she was happy, â€Å"Happy. The kind of happiness that comes from a steadiness inside. This was genuine. This was not someone who had turned away from the bolted door. It was open. She was on the other side. † (288) The narrator imaged there was a bolted door and the old woman was on the other side from him, because the old woman knew her identity and her expectation clearly. Here, the narrator learned he could not find his identity because he was not satisfied with his expectation from the old woman who was on the other side.He realized and developed his identity due to the usage of imagination. Gopnik confirms Winterson that Gopnik develops his identity through his daughter’s imaginary friend Charlie Ravioli who is always too busy to play with her. Olivia creates an imaginary friend based on the real world where she lives. There is a big difference between children like Olivia and children from out of New York. Olivia lives in New York which is busy, tight and huge, and the children who live outside of the cities live in a world where they can be free to play and do as much as they want to.Charlie Ravioli is a typical New Yorker, â₠¬Å"fit, opinionated, and trying to break into show business. † Gopnik notices that almost every single person in New York is as busy, or may pretend as Charlie Ravioli. Gopnik is also a New Yorker, and he realizes, â€Å"Busyness is our art form, our civic ritual, our way of being us. Many friends have said to me that they love New York now in a way they never did before, and their love, I’ve noticed, takes for its object all the things that used exasperate them—the curious combination of freedom, self-made fences, and paralyzing preoccupation that the city provides. (160) He realizes that the busyness in New York is more different than before. Gopnik realizes himself as a New Yorker like Charlie Ravioli, and then he develops his identity. Winterson’s developed his identity, and then he continued to seek the answer â€Å"How shall I live? † much deeper through his imagination. Gopnik also develops his identity and he knows himself and New Yorkers w ell. Both Winterson and Gopnik confirm that individuals can develop their identity with imagination. Gopnik confirms Winterson’s that individuals can have fun with their imagination.In Winterson’s story, when the narrator was a child, he and his family were too poor to travel anywhere, but they spent time on an imaginary trip in their living room. They used their imagination to fly away to better places such as â€Å"Bombay, Cairo, Paris, New York† and escape the reality of poverty that they faced (283). When they reached destination, they enjoyed themselves in their trip. The narrator stated, â€Å"When we reached our destination, we were glad to stand up and stretch our legs. Then my sister gave us each a blindfold.We put it on, and sat quietly, dreaming, imagining, while one of us started talking about the strange place we were visiting. † (284) Although they had never been to these places and didn’t know the appearance of these places, they con sidered these locations as amazing places to travel to. The narrator had so much fun flying an aeroplane with his imagination. Likewise, in Gopnik’s essay, his daughter Olivia has fun with her imaginary friend, Ravioli. A paracosm is an extension of imaginary friend, it is an imaginary world.He mentions about his daughter that â€Å"The existence of an imaginary friend had liberated her into a paracosm, but it was a curiously New York paracosm† (160) Author Gopnik uses the word paracosm in his essay which describes a detailed imaginary world which his daughter creates. His daughter has made herself her own little world with her imagination, kind of a mini New York. In this world she lives the life of a New Yorker with a busy life and with friends who have no free time to sit down and play with her.Although she is unlike the other children who play, have a nap and pay a visit to the Central Park Zoo, â€Å"she is too hurried to share them, that she dose have an indepen dence social life, by virtue of being to busy to have one. † (154) Olivia enjoys herself in her imaginary world, so she is too hurried to share them. Olivia’s childhood is different from other children’s. She creates her own world which based on reality. She enjoys herself with her imaginary friend in her own world. In her site, she regards this imaginary game as fun and she has fun with this creating world.The narrator had fun in his fantastic travel and Olivia enjoys herself and has fun with their imaginary world and friend. Therefore, Gopnik confirms Winterson’s on individuals can have fun with their imagination. Imagination is a double-edged sword. It can benefit individuals but can also make individuals disappointed. This depends on if it is based on reality or not, Gopnik complicates Winterson’s negative stance on reality. In Winterson’s story, when the narrator was a child, he and his family would spend time in their living room on tra veling with their imagination.They used their imagination to fly over better places, such as â€Å"Bombay, Cairo, Paris, New York† and escape the reality of poverty that they faced (283). After years of dreaming of these places, the narrator joined the Air Force and physically traveled to these places he imaged traveling to in his childhood. After all his traveling, he stated, â€Å"Bombay. Cairo. Paris. New York. We have invented them so many times that to tell the truth will be a disappointment† (289). After traveling to all these â€Å"amazing places,† he was disappointed because he was unable to tell his amily the truth that these places were not as amazing as they had imaged them to be. He was disappointed because he had imaged these places in his childhood with his imagination, and they didn’t match his expectations. Unlike the narrator, imagination benefits Gopnik’s daughter, due to the fact that her imaginary world is based on reality. In G opnik’s essay, he illustrates how beneficial the imagination is. Gopnik’s daughter, Olivia, has an imaginary friend Mr. Ravioli, who is too busy to play with her.Gopnik’s sister certifies that children create an imaginary playmate â€Å"not out of trauma but out of a serene sense of the possibilities of fiction-sometimes as figures of pure fantasy, sometimes, as Olivia had done, as observations of grown-up manners, assembled in tranquility and given a name. †(155) This means imagination is not a trauma, is beneficial to help Olivia cognize the reality. Olivia begins to understand how to organize her experience into stories through her imagination.She created an imaginary friend based on her observation of the adults living in New York. This creation of the imagination is rooted in reality because her imagination can match the reality where she lives. Gopnik’s daughter creates an imaginary friend who benefits her to cognize the reality; however, in Winterson’s, the narrator disappointed because the reality didn’t match his expectation. Gopnik contradicts Winterson on imagination can benefits individual when imagination depends on reality. Imagination is a double-edged sword.If individuals are able to connect imagination with reality, they will be able to develop their identity and have fun with their own world. But if individuals cannot match imagination with reality, they would be disappointed, just like the narrator in Winterson’s. In Gopnik’s essay, because Gopnik match reality with his daughter’s imaginary playmate, he develops his identity in New York. Winterson confirms Gopnik, because the narrator developed his identity through his an imaginary bolted door. Both Winterson and Gopnik confirm that individuals can have fun with their imagination.

To Kill a Mockingbird Chapter Questions 1-8

Chapter 1: #1 a) â€Å"Tired old town† (pg. 5) b) â€Å"Maycomb County had recently been told that it had nothing fear but fear itself† (pg. 6) c) â€Å"nothing to buy and no money to buy with it† (pg. 6) d) â€Å"nothing to see outside the boundaries of Maycomb County† (pg. 10) #2 The setting of the story take place in Maycomb County, Alabama, during the 1930's. #3 Scout was telling the story about Boo Radley, she said Radley was locked up in a basement as a teenager for once getting in trouble with police. Boo has been locked up in the house ever since and people think he goes out at night. 4 The children find Boo fascinating because he was so mysterious, they thought he was dead and there were many stories about him.Chapter 2: #1 one- the teacher found out that Scout already can read, so she make Scout promise not to read to with her father. second- the teacher found out Scout was writing a letter to Dill, the teacher stop her from writing it and told S cout that in Grade 1, you only learn printing. third- Scout was trying to explain the ways of the Cunninghams and that they were proud farmers who refuse charity because they couldn’t afford it. 2 The professional people is poor at that time because their learning system is so limited, student have no chance to learn things other than what the teacher have taught. #3 WPA stand for Works Progress Administration. He won’t work for it because he is to proud of himself, he doesn’t want help and charity and he only takes what he works for. Chapter 3: #1 The point of view from Cal and Atticus is very different. Cal will give lecture to the children if they did something wrong, but Atticus will try to impact the important message to the children. 2 Walter's family is respectable, but Burris’ family is meaner and keeps to themselves.Burris doesn’t try to look nice for school, follow rules, or even come back to school again after the first day. But as for W alter, he attends school in a clean shirt and tries to be polite. #3 Scout have begin to realize things can be interpreted both ways, and she can't judge something or someone from what she has see/heard. #4 I think Atticus meant that â€Å"common folk† know and understand the laws so they aren’t exempted, but the Ewells live by a different way of life so some of the laws are bent for them so they can still co-exist. 5 Atticus compromise to Scout is that Scout can keep on reading at home with him, but she can’t tell her teacher that she is. Chapter 4: #1 Scout doesn’t like the teacher because she tells her that she’s not allowed to read or right in first grade and Scout doesn’t like her fellow classmates. #2 I think the gum and pennies are coming from either Boo or a mocking bird. I think Boo because its his house and a mocking bird because its in the title of a story. #3 She doesn’t want to get in trouble with Atticus and because she afraid of one she heard someone laughing in the Radley house.Chapter 5: 1 Miss Maudie is a very friendly and warmth person. She hated staying at her house, she is widow, loved flowers and plants, likes baking, gold filling in her teeth and Baptist. She is very nice and friendly to Scout and Jem. #2 Miss Maudie was putting down a specific baptist point of view in which they person takes everything from the bible literally and believe that gods rules are the only rules. #3 Sometimes when someone has a Bible they use the power of it for the wrong reasons. #4 Atticus policy is basically tell the children everyone has their right, if Boo wanted to come out he would do so, and if he chooses not to, that is his right.I agree with Atticus, but I still think its strange. Chapters 6: #1 They went to Radley’s window that night because they knew Atticus wouldn’t notice them leave and it was the last day of summer, so if they died at least they would miss school. #2 He suggests tha t Scout is too much of a girl to handle this type of thing. #3 This have show us that Jem and Atticus have a very good relationship, where Jem would not want to get Atticus angry and dis-trust Jem. That also show us he care about the relationship. Chapter 7: #1 Jem’s pants were poorly sewn and neatly folded when he went back to get them.This scared him because he that Radley knew that he’d come back for his pants. #2 It represented Boo's friendly connection with the Finch children. Everyone thought Boo was a fearsome, crazy ‘phantom' and awful rumors were spread around about him. In actual fact, Boo was a nice person, except he didn't have any contact with the outside world. He left gifts in the knothole for Jem and Scout to find, because he wanted to express his friendship. #3 Jem had asked Mr. Nathan why he filled the hold with cement, and his reply is that the tree is dying, and cement will prevent from growing.But Jem afterward have consult Atticus, and Attic us that the tree look heathy. And now Jem realize Mr. Nathan are trying to prevent his brother Boo from pursuing the friendship. Chapter 8: #1 Jem and Scout make a snowman of Mr. Avery because they thinks he looks a lot like one. #2 Atticus keeps it a secret because he doesn’t want Boo to be gossiped about and doesn’t want Boo to get in trouble with his brother Nathan. #3 Miss Maudie is happy that her house burnt down. This tells us that she is an extremely positive person and doesn’t like to dwell on the past.

Fictional hospitality operation -wedding event company- Essay

Fictional hospitality operation -wedding event company- - Essay Example Everything is designed with you, making certain your wedding day is truly individual. Our chefs are talented, unique, flexible and happy to meet the growing and personalized demands of each client. In 5 years, B & G will have a large network of customers in the neighboring regions with high exposure through a number of advertising techniques and through customer referrals. B & G will be a recognised events venue with a large clientele base and more function halls to accommodate for increasing customers. We make full custom packages for any budget - we even offer free wedding advertising through web or through media such as billboards, flyers, television, newspaper ads and radio. Advertising campaigns and websites for B & G have been made to assist the owner in becoming a known and distinguished wedding reception business. We evaluated the strengths, weaknesses, opportunities and threats involved in our wedding planning venture. A SWOT analysis can help establish a current position, and helps analyze reasons for the position of the firm. The prime function of the business is providing great service for own clients. Putting a smile on people’s faces is definitely important to our business, as gaining consumer loyalty and trust is very important, which is exactly outlined in the firm mission statement. These include: improve rostering and scheduling processes of arranging staff; use latest technology to help business perform different functions; finance; improve management accounting and reports for simple decision making; strategic goals; etc. The third objective that B & D wishs to complete relates to the staff members and keeping all employees happy and motivated. To keep all employees motivated, loyal to the firm and to keep working to the best of ones ability our company must provide the staff with monetary and non-monetary benefits. This strategy will work by using these benefits to ensure that the workplace is