Cutting Dividend and Ploughing it Back to the Firm

Question: Examine about the Report for Cutting Dividend and Plowing it Back to the Firm. Answer: Presentation An engaged business supervisory crew has a job of guaranteeing that the productivity of a business ascends in future through endeavor different activities. For example extensions and item improvement by using the capital it has (Carnevale 2016). Benefits that a firm makes could be managed in two significant manners. The first is that the benefit could be scattered as a profit to the investors of the firm. The other way is that the firm ought to consent to retain the benefit made and utilize the cash to subsidize its development or whatever other task that could produce salary for the firm. A higher extent of the raised net benefit could be intentionally be saved by the organization (National Information Center 2016). At the point when some portion of benefits are retained and not scattered as profits, they are alluded to as held benefits. This undistributed benefits or reinvestment gives a business a decent wellspring of account. A profit cut is a type of inner financing, and it is v iewed as possession assets as it has a place with the organizations investors (Chad 2014). There are a few points of interest and inconveniences of relinquishing profits for reinvestment in the firm. A portion of the points of interest are as per the following. As a wellspring of money, the held benefits are advantageous and conservative in that, the expenses of publicizing or for giving some other outline is disposed of. Costs and some legitimate customs related with some other fund sources are totally dismissed. Second, the companys resources are not exposed to any charge or home loan. Thus, the organization in future can utilize its resources for raise advances if important. Third, the organization isn't obliged to reimburse this cash; it doesnt fix to reimburse this profit to the investors later on. This held benefit has a place with the organization. Fourth, weakening of the organizations control isn't exposed to any dangers as held benefits don't add to the option of investors into the firm (Sontakke 2016). The administration is exposed to no limitations and conseque ntly it stays free. Fifth, as far as altruism, the gaining limit, money related quality and validity of the organization are raised by held benefits. This makes a business qualified for being progressed with credits. 6th, contrasted with outer wellsprings of account, the constancy of utilizing held benefit as an inner wellspring of money is higher. For example The inclination of financial specialists and economic situations doesn't impact the measure of assets. As to and development, held benefits are basic in encouraging business extension and in the financing of new tasks. New items advancement and improvement is additionally attainable using held income. Since the measure of profit this year is adequate to finance the new product offering, the organization ought to recognize its investors of the new thought. The investors will concur with this thought since the new product offering will gain more benefits of which will add to their future profits. Each activity that is profitable has its restrictions. A portion of the impediments of cutting the profit and utilizing the assets for reinvestment are as per the following. Initially, the pace of profit this year will be significantly diminished. To be increasingly explicit it will be decreased to zero with the end goal that no profit will be paid. A few investors may not be fulfilled without getting their standard expected profit rate. In light of the way that speculators utilizes the profit rate paid to measure the productivity of a business, the slice will leave numerous inquiries to the financial specialists and it may take care of some of them. Second, the costs of a companys offers might be guessed by its executives attributable to the accessibility of immense stores (Chad 2014). The executives in support of themselves may make a value change through changing of the profit rate. Such offer value variances may make the investors make misfortunes. There is a hazard that there might be an abuse of the assets by the executives for their own advantages. The administration doles out a minimal effort to held benefits and may put the assets in non-productive undertakings (Sontakke 2016). In the event that the class of investors to a great extent include the resigned, widows and the individuals who are more fragile monetarily, cutting of profit may get troublesome as they want most extreme profit installment (Dhaval 2016). Suggestions The procedure of a profit cut is just conceivable if the financial specialists are wealthy. It is, in this way, significant for the administration to think about the structure of its investors before settling on any cut choice. It should gather all the data on the proposed line of new items, do some cost and advantages examination, and afterward present it as a business thought to the investors. In the event that the venture opportunity demonstrates to boost their riches in future, they will concede to the profit cut for this period. Regardless of whether the activity could fend off certain financial specialists, the past solidness on profit rate would even now help in keeping up the speculators. Moreover, the profit cut is just for a solitary period, the financial specialists will hold back to watch the following time frame execution of which will be better. After the four years, more speculators will be pulled in to the business attributable to the shooting of the profit rate. Reference index Carnevale, Chuck. Profits' True Contribution To Total Return May Surprise You. Yippee Finance. 2016. https://finance.yahoo.com/news/profits genuine commitment all out return-204309083.html. Chad, Smriti. Held Profits or Plowing of Profits: Its Advantage and Disadvantage. Yourarticlelibrary.Com: 2014. The Next Generation Library. https://www.yourarticlelibrary.com/money related administration/held benefits or-furrowing of-benefits its-bit of leeway and-disservice/27975/. Dhaval, S. Furrowing Back Of Profits| Financial Management. Business Management Ideas. 2016. https://www.businessmanagementideas.com/monetary administration/furrowing back-of-benefits budgetary administration/3956. National Information Center,. Business Portal of India: Growing a Business: Financial Support: Plowing Back Of Profits. Archive.India.Gov.In. 2016. Gotten to July 9. https://www.archive.india.gov.in/business/growing_business/ploughing_profits.php. Prasad, Kumar. Dynamic Tutorials and Services: Retained Earnings or Plowing Back of Profits: Meaning, Need, Advantages, Limitations and Factors Affecting It. Dynamictutorial.Blogspot.Co.Ke. 2015. https://dynamictutorial.blogspot.co.ke/2015/10/held profit or-furrowing back-of.html. Sontakke, Kaustubh A. Wellsprings of Finance. Drsontakke.Com. 2016. https://www.drsontakke.com/wp-content/transfers/2014/12/Chapter-04-Sources-of-Finance.pdf.

Garry Winogrand Essay -- Essays Papers

Garry Winogrand Gary Winogrand’s photography profession started when a companion acquainted him with it in 1948 while taking work of art classes at Columbia University. After Winogrand’s first presentation to the darkroom, he deserted artistic creation and â€Å"never looked back.† Winogrand turned out to be amazingly developed in photography and felt that nothing else in life made a difference. He dropped out of school to seek after his enthusiasm. Gaining a normal of ninety pennies for every week, he had a troublesome yet decided start. Winogrand didn't worry about issues that were influencing society and along these lines didn't generally speak to the mass open. Winogrand’s long and effectively far from being obviously true vocation experienced numerous turns and impediment that eventually driven him to get one of the most noted picture takers of the late twentieth century. Winogrand found photography at a point in time when offbeat photographs were simply starting to develop. In spite of the fact that it was imagined that photojournalism had offered the most chance, this new and eccentric course of photography was liked. Craftsmen were presently ready to shoot what they wanted not what they were advised to shoot. This progressive type of photography depended on feeling and instinct instead of accuracy and depiction. Investigating genuine turned out to be a greater amount of the center, rather than determined or arranged out pictures. In the mid fifties, Winogrand endeavored to turn into an independent picture taker, however the cash he was making was not adequate enough to help his new spouse and kids. He had to invest the majority of his energy working for magazines, for example, Colliers, Redbook, and Sports Illustrated. As of now Winogrand’s photo’s had no differentiation from some other photojournalist, however he generally felt extra ordinary and hung tight for the opportunity to demonstrate it. He once stated, â€Å" The best stories were those that had no story line†¦on entertainers†¦or athletic challenges, where the picture taker could overlook account and focus on development, tissue, signal, show, and human faces†(Szarkowski, p17). By the mid sixties, Winogrand’s marriage was starting to come up short. He got disappointed with his better half Adrienne in light of the fact that she would not dismiss her enthusiasm for turning into an artist and go to work to help his longing to turn into a picture taker. It was during time that Gary turned out to be amazingly engrossed with capturing ladies in the city of N... ...ich sort of shoes, purses, shades, and hairdos were generally famous. The activities, signals, and considerations of these individuals both state and suggest numerous things. The dark man and white lady on the left appear to be occupied with a discussion. The white lady sitting close to her strength be murmuring regarding the way that the other lady is conversing with a dark man, which could additionally infer that this activity of chatting outside of one’s race was not regularly acknowledged. The more seasoned man on the privilege may not be keen on modern thoughts, inclining toward progressively moderate things, for example, a paper. Albeit each figure is associated with something else, their activities appear to have an association with each other. Winogrand shot a wide perspective on this scene, yet at the same time figured out how to catch a private depiction of every individual. There are various potential stories and inquiries regarding every individual sitting on the seat. Winogrand causes the watchers to contemplate over every articulat ion and connection, making them wish they were perched on the seat, listening stealthily regarding the matters. Book reference Szarkowski, John. Winogrand: Figments From The Real World. New York: The Museum of Modern Art, 1988.

Paralanguage, proxemics, haptics, chronemics sample

Paralanguage, proxemics, haptics, chronemics sample Whats non-verbal communication? Each day we communicate with people; we solve problems, express our emotions, ask others to do something, etc. But we communicate not only by the language; our body also participates in the process. The scientist A. Mehrabian came to the point that our voice messages without any intonation have an impact of just 7%. Another 93% are voice intonation (38%) and non-verbal signals (55%). There are 7 classes of non-verbal language: Paralanguage studies vocal qualities of our voice. We can say about the emotional condition of person through their voice tempo, pitch and rhythm. Its very easy to define if the person is angry, glad or sad just by listening to their voice. Proxemics is a studying that defines how human organize their home, space, and workplaces. This science has 3 main areas: territory, space and distance. Haptics uses touching instead of talking. This is a sort of tactile communication which is called as the most primeval method of communication between people. In our world there are many cultures that support touching when some dont. Chronemics explains how people feel the concept and the value of time. According to this tool, we can organize our time and have reactions when needed. Different people perceive tome differently; for some people it could be measured, wasted, planned, saved and bought, but for other cultures its impossible to plan things so far because they believe God will always lead them to the right place. Artefacts can bring us information about peoples personality. We can recognize the human culture by clothes they wear, for example, we can be sure that if a man wears kimono, hes Japanese, and if we see a woman with hijab, shes Muslim. Kinesics include such non-verbal signals (we can send them through gestures, posture, facial expressions, and eye gaze). With the help of our body we send signals to others people, mostly with moving our hands and facial expressions. The environment also contains information about people, we need only to look thoroughly and decrypt this signals correctly. The way how we decorate our flat, such things as colors, things, materials, temperature, and light have an impact on people. We know that a lot of stores use some environment strategies to put products on the shelves. They place childrens products lower so our kids can see and take them easily, and tons of products like chocolate bars and chewing gums are always placed close to exits where bored people stay in line, so theyd definitely grab something. The main functions of the non-verbal communication Accenting â€" with our gestures, we try to emphasize the feeling we express during communication. Moderating â€" this function acts vice versa of accenting. When we reduce people attention to the message we said, so as a result, other person may feel hard to understand. Complementing â€" duplicates the accenting and helps us to emphasize our message with gestures. Substituting â€" according to this function, people replace words with non-verbal signals, like facial expression and gestures. Contradicting â€" its when things we tell disagree with our non-verbal signals. It may happen if the person wants to confuse listeners or when they try to hide a lie. Regulating â€" when you listen another person, you send to them non-verbal messages that force to talk faster, slowly, or stop. Repeating â€" when you need to strengthen your message. When you said something at start and there was no response, you use facial expressions or gestures to repeat the message we said in non-verbal way. Deceiving â€" when people lie, their facial emotions can inform us about it. Its very hard to control facial muscles if you want to deceive people, especially those who are familiar with the language of gestures.

Cloning and Identity - Free Essay Example

Sample details Pages: 2 Words: 534 Downloads: 7 Date added: 2019/08/08 Category Science Essay Level High school Tags: Cloning Essay Did you like this example? Can you imagine another identical of you? Well considering that there is no law against it, scientist has done experiments relating to this issue, its called cloning. Reasoning why scientist want to do cloning is because they want to save the endangered species. Some back-ground knowledge to know what cloning is, a clone is producing asexually, meaning it is the exact replica of the parent. Don’t waste time! Our writers will create an original "Cloning and Identity" essay for you Create order Dolly the sheep was the first cloned mammal. And finally, the only endangered animals so far, they have cloned was cows, oxen, sheeps, and wolves. Two unfortunate things that occurred as a result in this experiment is there is no genetic diversity and the cloned animals may have health problems. However, knowing the back-ground knowledge there two types of cloning, therapeutic and reproductive. Therapeutic cloning is the used of cloning for medical purposes, it is stem cells that can help cells generate new body parts. It can also supply to treat human diseases. And the last type of cloning is Reproductive cloning, is the use of one embryo into multiple identical people. That being said cloned animals can expressed different features during their development. It is also used to produced animals with desirable traits, including agriculture products, therapeutic agents and restoring endangered animals. Two ethical reasoning that why people would want to clone is because it saves the extinction of the universe reasoning why people would want to argue this matter is because there is so many theories going around on how this earth is dying and their will be no future for humans. However, if they can solve this with sending clones to other planets that can still take the same requirements that we need to live, I believe that it is a saver for mankind. Second reasoning, cloning can treat or cure multiple diseases. Can you imagine those survivors that survived an excruciating event and was able to genetically regenerate their loss limbs? Or the diseases that younger and younger children are obtaining can be treated in an early age due to reproductive cloning. Categorical imperative, an ethical theory that came from Kant. Which means to invite us to act as if golden rule of treating others as you wish to be treated. This ethical theory relates to the ethical standpoint of the pros of why people would want to clone because it tells you if you see someone mentally and physically damage you would want them to be treat the best possible way, just like if you were in the same predicament. The second ethical theory is Justice as Fairness by John Rawls. This theory stated that in order for something to be morally correct it had to a lot the most amount of justness in terms of being fair to all. In other words, being able to think as a whole, to care for more than just yourself and to not be ignorant. Everyone should have the right to have what other people has. This relates to the people who want cloning because it passes on the method of fairness, just because you have two arms and the other person has one. Shouldnt the other person have the sam e opportunity to function with two arms.

The Contributions Of Women In The American Civil War .

The Contributions of Women in the American Civil War The Civil War was a divisive time in American history that tore the country in half for five long years (1861-1865). After the election of Abraham Lincoln, the southern states seceded from the north and formed the Confederate States of America because they saw their way of life being threatened. They wanted to fight for their right to have slaves and for states to have more power. The North (Union) fought because secession wasn t an option and they needed to preserve the country as a union. Lincoln called on the men in the North to fight this war, but there was also an estimated 400 to 750 women who were also soldiers. (civilwar.org) Many women stayed home and worked to maintain their†¦show more content†¦With her organizational skills, she was quick to acquire the medical supplies and train the nurses needed to assist the Union in winning the war. Another woman who was influential in providing the Union with medical support was nurse Clara Barton. She was one of the main volunteers to first show up at the Washington clinic to watch over injured Union officers. After her dad’s passing, Barton left the city clinics to go among the officers in the field. She was able to bring three wagons full of medical supplies to the Union soldiers at the Battle of Antietam which is known as the â€Å"bloodiest single-day battle in American History.† Through that battle she gathered men and directed them to get water, prepare food, and perform any first aid necessary for the injured soldiers. Many of the supplies and transportation need for the Union was provided by Barton herself or donations she was able to get. These are just two of the thousands of women nurses who aided the Union to succeed in critical battles of the American Civil War. Women were often underestimated which made them perfect to act as spies and gather information that benefited the Union. One of the best was spy Elizabeth Van Lew, an important figure in Richmond, Virginia. She was brought up in the North and could not support slavery. She didn t reveal her trueShow MoreRelatedA Brief Note On The American Civil War1521 Words   |  7 Pages101 19 April 2017 Civil War The American Civil War, that took place from 1861 to 1865, marked one of the most important changes in American history, it was fought between the Union and the Confederate States of America. A total of even southern states that left the Union to form their own country in order to protect the institution of slavery. The Civil War transformed the country’s economy, politics, women, African Americans, along with major breakthroughs in technology. 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Hockey Sticks Free Essays

The hockey stick, the most basic piece of equipment, is also the most confounding. While other pieces of gear either fit or don’t fit, the stick defies such a simple categorization. It’s more like buying a pizza. We will write a custom essay sample on Hockey Sticks or any similar topic only for you Order Now Size is the easy part—options are where things get tricky. Stick technology has come along way from the days when players found a nice piece of hickory and started whittling. Sticks today come in a number of materials that in themselves can be overwhelming. These range from wooden shafts with ABS plastic blades, to traditional wood and fiberglass, to full Kevlar and Carbon Fiber. Prices can vary by a factor of ten, with a very simple stick costing around $20 and top end exotics surpassing the $200 mark. Today’s stick market has as much variety as the grocery store’s breakfast isle. The three main kinds of sticks are: Wooden Sticks, Two-piece sticks and blades, One-piece composite sticks The Wooden Stick The wooden stick has been around since the inception of hockey. Despite the many improvements in this most basic piece of hockey gear, there are still a few NHL pros using wood sticks. Still the numbers are dwindling from about half the league using wood several years ago, to just a handful now. Another reason some players still prefer wood might be feel. One thing that technology hasn’t improved is the feel. If you cannot catch a pass, or stickhandle through the defense, there isn’t much point in being able to shoot an extra ten miles per hour. Many Pros are now using a composite shaft with a wood blade as a compromise between the best of both worlds. Beyond the obvious issue of having the plainest stick in the locker room, the negative of a wood stick is simple durability. Even if you are like me and don’t break many sticks, wood will wear out. Shooting the puck hard requires flexing the shaft and getting a good pop, almost like a bow releasing an arrow. The fibers in wooden sticks break down fairly quickly and the spring that you need in releasing a shot gets weaker. Wooden sticks are the smartest choice for beginning players. The cost of a composite stick balanced against the minimal gain a beginner might get doesn’t make sense. Until beginners learn to shoot, poke check and stick handle and stand up on skates adequately; there isn’t much point in spending big bucks on a composite stick. Trust me; no one looks any less silly falling down with a $200 stick than they do with a $20 stick. Two-piece Shafts and Blades Two-piece sticks have been around for a while. The blade and shaft, sold separately, are hot-glued together with a heat gun. Originally making its debut in the medium of aluminum, the two-piece shaft is now available in such exotic materials as Carbon Fiber, Graphite and Kevlar. Some lower priced shafts are pure fiberglass making them heavier and more prone to breakage. Aluminum shafts lasted almost forever and are still a favorite of many players who own one, but they are almost impossible to find. The advantages in a two-piece stick are lighter weight, more consistent performance and longevity. The type of a blade selected can change the weight somewhat, but it will generally weigh less than a wooden stick. This translates into slightly quicker stick handling for the player. One downside to buying a two-piece is the cost. Even an inexpensive shaft and blade will cost twice what a wooden stick goes for. Realistically, the cheapest shaft on the market will cost about $40 and a low-end blade for it about $25. More likely you will spend over $150 to get a two-piece stick of decent quality. However, since the largest numbers of breakages in sticks occur at the blade, the two-piece is an attractive option after the initial investment. Two-piece shafts and blades are interchangeable between brands. Junior and Senior are the two basic blade sizes. The shafts come in Junior, Senior and Intermediate sizes with intermediate shafts accepting senior blades. Tapered two-piece sticks are typically the top performing two-piece sticks and priced accordingly. The Modern One Piece Sticks The term one-piece stick used to simply refer to a wooden stick that wasn’t broken. Now it refers to the expensive, featherweight, composite jobs that would make NASA proud. (The price tags are starting to get into the NASA range too). The one-piece stick is the newest of stick options. Easton’s very popular Synergy started the craze and remains among the most popular choices today. The one-piece is the lightest of the three basic choices available, and widely considered the top performer as well. A one-piece stick will have a very nice, almost weightless feel to it when even the casual player picks it up. The one-piece is made of carbon fiber or Kevlar. One-piece sticks are probably the most hyped up piece of hockey equipment today. Every brand seems to have their own unique design, from holes in the shaft, to a spine on the blade like a two-piece; the one piece is a durable, high performance choice. The one-piece will give most players many months of quality play. There is little argument that a good player will notice a more powerful shot with a one-piece stick. So perhaps the biggest downside to the one-piece stick is their position as the most expensive option. The price of a one-piece is generally comparable to that of a two-piece initially but does top out much higher. Not only is the initial investment sometimes higher, but in order to keep that same high level of performance, players will need to buy a new stick every time they break one. As you can see there are a variety of sticks to choose from and not every person will like the same stick. Even with all this information I just gave to you, it still might be hard for you to choose one that you will like. It’s not something your friend can help you pick out because it’s more of your opinion and how it feels in your hands. Hockey is a sport where the gear and theme of the game are both independent, the help of others is useful but at the end of the day, it’s on your shoulders; it’s your choice that makes the final decision. How to cite Hockey Sticks, Papers

NAFTA Argumentative Essay Example For Students

NAFTA Argumentative Essay Effective on January 1, 1994, the North American Free Trade Agreement(NAFTA) was enacted as a new dream, one designed to enhance the economiesand production of goods for the United States, Canada, and Mexico. Since itsconception, it was, and still remains today a controversy over the potentialgreatness and predictive results vs. the actual facts and figures that have beenwitnessed. Now, only some five years later, many would agree that this dreamhas developed into a nightmare for those on all sides of the border. Thisagreements far-reaching and damaging effects have been feltin the United States mostly by the small business owners, and the individual middle-to-lower classworker. I will expand on these points, however, I must also mention the plight ofour nations neighbors, who share in the consequences of this pact. NAFTA is onits way to marking a decline in the American economy, an increase inunemployment, and a general deterioration in the morale of the workforce inThe glorious the ory of NAFTA sure sounded innocent enough. In fact, itpainted the beautiful picture of North American countries holding hands in aunion bound for excellence. Together, they would strive for a common wealthand to each, a revival of imports and exports; thus improving the economictraditions of all. Free trade (eliminating tariffs) between countries andexpansion of sales across the border were the main objectives in the agreement,and each side had something to gain through the process(Online, 1). Canada, whoimports vast amounts of agricultural products, appreciated the elimination oftariffs on the goods that are brought into their country. For the United States,the opportunities were many. The expansion of trade meant more productneeded, therefore more jobs would be created to employ the people. It alsoallowed for the establishment of manufacturers anywhere in North Americawithout any exchange penalties. This is what made it possible to abuse thecheaper labor in Mexico to make American products and then sell these back tothe Americans at the same price. Mexico had bright hopes for the future, also. Itseemed they had been granted a more respectable position in internationalcommerce. In addition, it could also provide more jobs for their poverty-strickenpublic(Creations, 1-5). Collectively, these merits looked great on paper andachieved much support from both democrats and republicans, providing for itspassing in both the Senate and House of Representatives. In its only opposition,were mostly labor unions, knowing the effects of the cheaper Mexican labor; andhuman rights groups, fearing the rights of the Hispanic laborers would beIn Mexico, NAFTA has not lived up to any of its expectations. The salarythat the workers accrued has remained the same, and in many cases hasdecreased, because of competitiveness. However, their average production hasincreased 36.4% since NAFTAs implementation. In turn, since they are workingmore and earning less, these employees have expe rienced a definite decline ofpurchasing power. In 1997 alone, over 7.7 million Hispanic employees were beingpaid less than the legal minimum wage of $3.40.. A DAY!! Overall, the middleclass of Mexico is disappearing. Since NAFTAs birth, the country has been forcedto watch as at least eight million would be middle class Hispanics were being castout into poverty. These results can be directly attributed to NAFTA because, inthe ten years before the plan, the poverty rate maintained a constant figure of34%; yet from 1994 to 1997 the rate went to 60%, almost doubling in threeyears(*Watch, 1-93). The working conditions of these laborers have not improvedeither. These substandard facilities are often much more dangerous anduncomfortable than the label sweatshop implies. America has not fared much better than Mexico. Actually, I should sayAmerican people are not any better off.. The scales are tipped heavily by thestories of NAFTA victims, with not much recoil from success stories. In a stu dyconducted by the Public Citizens Global Trade Watch, some 60 of 67 companies,who had specifically promised to produce jobs, had failed to meet their goal oreven expand their business in Mexico. In fact, these companies had documentedlayoffs due to NAFTA. According to the U.S. Department of Labor, approximately214,902 American workers have been classified .as being laid off due to NAFTA. Furthermore, the Commerce Department canceled a survey program of U.S. .u17e4c1c25d20c07c1cdafec7ea51cd6f , .u17e4c1c25d20c07c1cdafec7ea51cd6f .postImageUrl , .u17e4c1c25d20c07c1cdafec7ea51cd6f .centered-text-area { min-height: 80px; position: relative; } .u17e4c1c25d20c07c1cdafec7ea51cd6f , .u17e4c1c25d20c07c1cdafec7ea51cd6f:hover , .u17e4c1c25d20c07c1cdafec7ea51cd6f:visited , .u17e4c1c25d20c07c1cdafec7ea51cd6f:active { border:0!important; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .clearfix:after { content: ""; display: table; clear: both; } .u17e4c1c25d20c07c1cdafec7ea51cd6f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u17e4c1c25d20c07c1cdafec7ea51cd6f:active , .u17e4c1c25d20c07c1cdafec7ea51cd6f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .centered-text-area { width: 100%; position: relative ; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u17e4c1c25d20c07c1cdafec7ea51cd6f:hover .ctaButton { background-color: #34495E!important; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u17e4c1c25d20c07c1cdafec7ea51cd6f .u17e4c1c25d20c07c1cdafec7ea51cd6f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u17e4c1c25d20c07c1cdafec7ea51cd6f:after { content: ""; display: block; clear: both; } READ: In this paper I will show my knowledge of many dif Essay companies to prove NAFTAs job creation, because the results were soembarrassingless than 1,500 jobs could be accounted for (*Watch, 1-93). Thereare many reasons for the loss of jobs. The most obvious and the most disgracefulis that of the big corporations moving their factories to Mexico. This is insultingto the American working class and an exploitation of the workers south of theborder. Some may only argue this is capitalism, but whatever the argument, it isharmful for everyone but the company owner. A vast sector of the jobs beingdestroyed by NAFTA, are those in either automobiles or electronics; jobs that areconsistently paying above average wages. Those who are not losing their jobs, aregetting paid less for doing them. By threatening that their jobs will be moved toMexico, workers are forced to accept lower wages and benefits to do the exactsame work that they have always been doing. This also disables the unions andtherefore gives the people absolutely no say so in the matters (Teamsters, 3). What choice do they really have when competing for their jobs, with those whowill work for less in one entire day than the Americans will in an hour Thisaccounts for the drop in morale of employees. Workers are not the onlyindividuals who are hurt by the agreement. Small business owners are being runout of their venture, with the competitions ability to reduce prices (by payingworkers less or relocating). This cycle is only widening a gap between the upperand lower classes, making the rich, richer and the poor, poorer. Nonetheless, thepeople know exactly whom to blame for these troubles they are having. Inrecent opinion surveys, the results show that most Americans are mindful of66% of Americans believe that free trade agreements. 66% of Americans believe that NAFTA has helped only the73% of Americans believe that NAFTA has directly hurt thesmall businesses of the United States. 58% of Americans agree that foreign trade has been bad forour economy and cheap imports have cost jobs and wages. 81% of Americans say that Congress should not acceptanymore trade agreements concerning consumer safety,labor, or the environment(Watch, 1-59). It appears that I am in agreement with the given American prospective, inthat NAFTAs disappointments are rampant. The information and statistics thatare provided for us are astounding. Every set of data seems to pinpoint the sameconclusion time and again, yet I cannot see as anything is being done to curb thedamages. Those same ones who said that NAFTA would work are still claimingthat it is working now, and those who opposed in the first place, are still opposing. It seems as though our NAFTA politics are at a standstill, while unemploymentand the economy are not. But something must be done about this situation now,before it develops into a disaster for all parties concerned. I firmly believe thatNAFTA has the potential to damage our nations economy, drastically increase ourunemployment, and to stunt the pride and nationalism that is felt for ourcountry. That is, of course, if it hasnt done that alreadyBibliography:Bibliography Berner, Bernhard, Kutler. eds. Firsthand America: A His tory of the UnitedStates. 4th edition. Vol. 2. Chapter 29. Brandywine Press. St. James,New York. 1996Creations, Spider Byte Web. The North American Free Trade Agreement: AnOverview. Background. 1997. 7 paragraphs. Online. InternetExplorer. (25 May 1999). Online, FAS. The North American Free Trade Agreement. 2 June 1998. 4paragraphs. Online. Internet Explorer. (25 May 1999). .u4517ecac6b50b423e10f4092be997729 , .u4517ecac6b50b423e10f4092be997729 .postImageUrl , .u4517ecac6b50b423e10f4092be997729 .centered-text-area { min-height: 80px; position: relative; } .u4517ecac6b50b423e10f4092be997729 , .u4517ecac6b50b423e10f4092be997729:hover , .u4517ecac6b50b423e10f4092be997729:visited , .u4517ecac6b50b423e10f4092be997729:active { border:0!important; } .u4517ecac6b50b423e10f4092be997729 .clearfix:after { content: ""; display: table; clear: both; } .u4517ecac6b50b423e10f4092be997729 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4517ecac6b50b423e10f4092be997729:active , .u4517ecac6b50b423e10f4092be997729:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4517ecac6b50b423e10f4092be997729 .centered-text-area { width: 100%; position: relative ; } .u4517ecac6b50b423e10f4092be997729 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4517ecac6b50b423e10f4092be997729 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4517ecac6b50b423e10f4092be997729 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4517ecac6b50b423e10f4092be997729:hover .ctaButton { background-color: #34495E!important; } .u4517ecac6b50b423e10f4092be997729 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4517ecac6b50b423e10f4092be997729 .u4517ecac6b50b423e10f4092be997729-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4517ecac6b50b423e10f4092be997729:after { content: ""; display: block; clear: both; } READ: Harriet Tubman EssayTeamsters, International Brotherhood of. NAFTA: Fast Track to a Pink Slip. Leaflets. 1996-1999. 3 paragraphs. Online. Internet Explorer. (25May 1999). Watch, Public Citizens Global Trade. NAFTAs Broken Promises: Failure toCreate U.S. Jobs. Table: Job Promises and Reality. January 1997. 59paragraphs. Online. Internet Explorer. (25 May 1999). *Watch, Public Citizens Global Trade. NAFTA at Five Years Report Card. 22December 1998. 93 paragraphs. Online. Internet Explorer. (25 May1999).

Analysis of Death of an Expert Witness free essay sample

Death of an expert witness by P. D James English C Background Phyllis Dorothy James or more commonly referred to as P. D James was born in Oxford in 1920. James attended Cambridge High School for Girls. Her first published work titled Cover Her Face which she began writing in the mid 50s introduced the public to her most iconic character; investigator Adam Dagliesh. Dagliesh is a well-known character who is a reoccurring presence in a series of detective novels one of which I have had the pleasure of indulging in/reading, namely The Death of an expert witness. Death of an Expert Witness The novel was published 1977 receiving praise from an array of writers and readers. The story opens with scientists and experts in cases of violent deaths being summoned to the scene where a murder has taken place. The victim is a young woman who by the looks of it has been strangled and abandoned in a field. We will write a custom essay sample on Analysis of Death of an Expert Witness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The storyline however does not revolve around the murder in question but is more of a subtle method to introduce the reader to the staff of the forensics laboratory before the murder which the story centres around has takes place/been committed. One is primarily introduced to the forensic pathologist of the Hoggatts Laboratory (located in East Anglia), Dr Kerrison. Kerrison is one morning rudely awoken by the insistent ringing of the phone, careful not to awaken his two young children Nell and William, he quietly leaves the house. In this passage we also become intimately acquainted with Dr. Kerrisons difficult private life as he is in the middle of a divorce and custody battle. We are also told that Kerrison believes that he has failed to attain anything in his life besides anxiety and uncertainty in a sign of blatant low assessed self-worth on the characters behalf. Thereon we are introduced to a second character; the newly appointed Director of the Forensic Science Lab, Dr. Howarth. These two characters seemingly harbouring a shared animosity and bitterness towards a certain Dr. Edwin Lorrimer, Director of the Biology Department. Howarth’s despise is mainly due to Lorrimers previous involvement with his half sister Dominica. This is explicably transparent in the third chapter of the novel where Howarth is quoted saying; â€Å"Damn Lorrimer! Everything he touches goes wrong for me. He felt a spasm of hatred so intense, so physical that it made him retch. If only Lorrimers body were sprawled at the bottom of the clench pit. † (Chapter 3, p. 28) Another character is Angela Foley, secretary assistant to Dr. Howarth. Further into the novel her along with Stella Mawson a writer she is residing with express a wish to buy the cottage they are living in. In order to do this they require a loan as they have failed to gather enough money on their own. Angela subsequently asks her cousin the previously mentioned and abhorred Dr. Lorrimer who promptly refuses. As Lorrimer has inherited a great deal of money this should not be an issue, and while he refuses we become aware of the fact that Angela is said to inherit this at the point of his death. Deeper as we delve into the story we are presented to a scenario in which Breda Pridmore, a receptionist at the Hoggats Laboratory arriving there one day accompanied by an Inspector Blakelock one hour prior to the personnel. As they near the lab they receive a distressing phone call from Dr. Lorrimers father expressing worry over his son who failed to come home the previous night. The inspector attempts to calm the man blatantly voicing his concern for his son by stating that he may have spent the night at the office. Brenda agrees as this is not uncommon and volunteers to have a look. As she nears the office she is greeted by awful odour of rotten flesh. There lies the corpse of Dr. Lorrimer. Only then are we at last given the pleasure of meeting the noted inspector Dalgliesh. He immediately establishes that only those with access to the laboratory could have committed this heinous crime. He has thus narrowed down a handful of suspects but the question still remains, who is guilty? The narrative voice alters frequently throughout the story, paying each respect to the perspectives of all the characters included. A recurrent one is third person point of view which shifts between the different characters. It is in this fashion that we are introduced to a multitude of characters including; Dr. Kerrison, Nell Kerrison, Maxim Howarth, Angela Foley, Adam Dalgliesh, Brenda Pridmore and John Inspector Doyle. It allows for the reader to understand each characters mindset and motives. And it allows for one to intimately become acquainted with their perspectives which the Detective does not. Throughout the novel is written and structured in such a way to create a feeling of constant tension and mystery as you attempt to puzzle together the pieces of what has truly transpired. The purpose is to decipher each individuals gain at Dr. Lorrimers death and is meant to have the reader themselves pondering on whom of the characters might benefit most from his demise. Similar to the novels by Agatha Christie or the very talented Arthur Conan Doyle the evidence and countless of disguised hints are fed to the reader in order for them to be brought on a journey to solve the mystery. While it is not the best of books that I have read, it certainly cannot be said to have been dull. One is quite often on edge when reading it, attempting to gather all the puzzle pieces; it was a real page turner as the critics often say. The only real objection that I have is towards the often ridicules names of her characters. They do not seem very common and unless there is a certain village or small town where all the Lorrimers and Dalglieshs reside, I strongly believe them to be made up (I can guarantee that I have at some point spelled some names wrong due to their well for lack of a better word weirdness). Still it is a book which I would gladly recommend to anyone who enjoys a bit of mystery and excitement every ones and a while. Other famous works of hers include Devices and Desires, The Lighthouse, The Murder Room, The Private Patient and many more. Sources include: Death of an Expert Witness – P. D James http://www. faber. co. uk/author/p-d-james/ Faber Podcast Special: An Interview with P. D James (09. 09. 25) http://www. faber. co. uk/site-media/audio-snippets/PD_James_interview. mp3 [ 1 ]. Faber Faber

Herodotus Historiography Essays

Herodotus Historiography Essays Herodotus Historiography Essay Herodotus Historiography Essay Even though in the text we often read Herodotus saying things like, in their view or this according to the Persian account was we cant help but question the reliability of it or whether he wrote it from a bias point of view, while, yes, Herodotus may have written it from many point of views and necessarily a bias one there is always the chance that he was influenced by someone or something to take a side and record the stories in one persons or in one groups favor. The reliability of the source can also be questioned greatly as Herodotus says, l prefer to rely on my own knowledge While he may acknowledge the fact that he was relying a lot on his own knowledge when It came to writing this text, his own knowledge may have become very limited at some points or if he was writing from a bias point of view, may have again favored one group of people.

Business Law, Sparkle Solutions, Dalton and Empire Finance Case Study

Business Law, Sparkle Solutions, Dalton and Empire Finance - Case Study Example Finally, the paper will also incorporate the amendments that are to be made in the Irish legal system pertaining to the bail system (Quinn 2009). It is imperative to understand the case before understanding the necessary bail system amendments as well as liability under which the defender is held. In this case, a contract the finance Empire Company sued a contract cleaning company, Sparkles Solutions because of Sparkle Solutions employee Dalton, who stole a large amount of money from Empire Finance office. Despite that Dalton has been caught by the police due to the criminal charges and has been suspended by the Sparkle Solutions, the Empire Company intends to sue them to recover their financial loss of  Ã¢â€š ¬25,000 because of the burglary (Ireland, Great Britain 2010). The finance company which is the Empire Company in this case can report their complaint against the Sparkle Solutions to the District court, before a judge without a jury. It is suggested because they need their money back and for that they can just file a case against the contract company Sparkles Solution and offend them of their irresponsibility towards their employee or may be about their involvement in the burglary act. The Sparkle Solutions Company can appeal to the Central Criminal Court before the jury as they have taken initiatives on their employee Dalton’s act of burglary by firing him and sending him to the jail for his crime. This way they can defend themselves from the offences of the finance company, before the jury and the judge. In California, a person named Alan S. Lewis who was 51 was accused of burglary, and grand theft in the sale annuities and he was charged with the $300,000 by 12 clients for the fraud and the burglary issues. The court threw 29 felony charges on him and misdemeanor against him. He spent minimum of four months

McDonalds Cost Structures Assignment Example | Topics and Well Written Essays - 1000 words

McDonalds Cost Structures - Assignment Example The franchises have to pay their own occupancy costs which consist of rent, property taxes, insurance and maintenance costs. Certain corporate general and administrative expenses are fixed too which comprise of office support costs in areas of training, legal, supply chain, finance, information technology and human resources. Variable costs which vary with the level of sales include a major chunk of food and labor costs. Sales staff and countermen whose salaries are based on the number of customers they serve are also variable costs for the company. Also, packaging costs, the paper material, employee benefits, selling and general expenses are variable charges. Certain corporate general costs are variable such as training and restaurant operations. As for the fixed costs, the factors that affect them are mostly the market changes. McDonald's needs to spend more on advertising and promotion when they see that market competition is getting fiercer and bitter. Moreover, in order to retain the higher level experienced staff, they need to raise the salaries of their staff and hence payrolls and compensation of management level employees increase. However, in times of recession like the major financial crisis, all fixed costs also dwindled down. The royalty charges or franchise fee is mainly fixed at a certain percentage after a 25% down payment initially unless the franchisor wants to alter the fixed rate for some reason. The variable costs are more directly responsive to changes in the level of sales. The main factor affecting the variable costs is the demand and the number of sales that McDonald's has. The more people want to eat McDonald's, the higher will be the food supplies costs, the packaging and paper costs, the more the number of counter employees to serve the customers, the higher the selling expenses and other general expenses.

Teaching English As A Foreign Language

Teaching English As A Foreign Language The aim of this study is to assess the performance of the teachers of English for the first year of the secondary schools in Missalata in: the new textbook. It also investigates other factors that influence teachers presentation, such as: the time allocated to the teaching of English and the lack of important materials such as tape recorders, dictionaries and other teaching aids. The main tool through which the researcher collected data is checklists adopted from a well known figure in teaching English as a foreign language named Jack Richards. The study consists of five chapters. Chapter one looks at defining some of the concepts involved in the TEFL teaching process as well as emphasizing the role of the teacher. Chapter two examines the background to TEFL teaching in Libya. It also includes a literature review. Chapter three outlines the background to the study and introduces the learning environment of it. It also discusses the methodology of the study and looks at the applied checklist as well as the parameters used as part of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recommendations which are thought to be helpful to improve the English language teaching in Libyan schools. Chapter one 1.1- Introduction Teaching English as a Foreign Language (TEFL) is a complicated process because it comprises a number of elements where the absence or the weakness of any one would affect the whole process. Al-Akhdar (2001: 1) says in this context The success of a course of English as a FL depends on several factors He discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the teaching operation. Another factor is to be discussed here: it is the teacher. This study examines the important role of the teacher in relation to the methodology employed. The reasons behind the important role played by the teacher in the teaching process is illustrated by the following points: 1. The teacher can compensate for any shortage of material or poor material, either by using other sources, or by tailoring the material to suit his particular class. 2. The teacher can balance the variations of the students levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation. 3. He is also the one who deals with oversize classes (i.e. classes with more than 16 students) when it is quite difficult to carry out certain tasks and activities. Harmer (2002: 128) maintains that: In big classes, it is difficult for the teacher to make contact with the students at the back and it is difficult for the students to ask for and receive individual attention. He goes on to give reasons for the difficulty in teaching big classes by saying: big classes mean that it is not easy to have students walking around and changing pairs etc. Most importantly, big classes can be quite intimidating for inexperienced teachers. Ur (1997: 303) also lists some problems in teaching large classes such as: à ¢Ã¢â€š ¬Ã‚ ¢ Discipline à ¢Ã¢â€š ¬Ã‚ ¢ Correcting written assignments. à ¢Ã¢â€š ¬Ã‚ ¢ Effective learning for all. à ¢Ã¢â€š ¬Ã‚ ¢ Materials. à ¢Ã¢â€š ¬Ã‚ ¢ Individual awareness. à ¢Ã¢â€š ¬Ã‚ ¢ Participation. 4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. Some syllabus timing is longer than that allocated by the Education Authority. All of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the educational process. Dubin and Olshtain (1986:31) however, put it well when they said: The teacher population is the most significant factor determining success of a new thinking and what it involves in practical terms are crucial. Alien and Valette (1977: 3) also stress the important role of the teacher. They say that: The teacher is the key figure in the language course. It is the teacher who sets the tone for the learning activities. They add that: The teacher plays a prime role in effecting student progress or lack thereof. The teachers role, therefore, in creating a successful learning environment for EFL secondary school students studying in Libya is of paramount importance to the successful completion of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an evaluation of teachers lessons at secondary schools in Missalata, Libya. 1.2-Elements Involved in English Language Teaching: Before this analysis is undertaken, however, the process behind EFL teaching in general needs to be examined in some detail. This will place the teachers role in context and illustrate the overall complexity inherent In the EFL process This process according to Al-Mutawa and Kailani (1998: 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are briefly discussed from a Libyan perspective in the following section: 1. 2.1-The Pupil: There are two types of English language learners in the Libyan environment; a full time student in an academic institution (school, college or university) and those who are enrolled on private courses which are run by private language centres. The objective behind learning English at these types of language centres is either to fulfil the need of the learner himself or that of his employer for work requirements, or to develop further the learners capability in a specific field such as, English for medicine, English for engineering, etc. The difference between the two can be summarised as follows: A. The syllabus for the learner at the academic institutions is a standard one which is taught all over the country, while the syllabus for the private institutions varies from one organisation to another. B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres. C. Private language centres care a lot about the number of learners in one class, but public classes are always oversized which in turn can affect their learning process. 1.2.2- The EFL Teacher: Each job has its own specification or what is called a job description. Accordingly it is necessary, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can apply in this process? It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001: 209-210) points out that two main factors should be considered carefully in employing EFL teachers: 1.2.2.1- The Teachers Knowledge. In this respect he outlines the following: à ¢Ã¢â€š ¬Ã‚ ¢ practical knowledge: the teachers repertoire of classroom techniques and strategies à ¢Ã¢â€š ¬Ã‚ ¢ content of language knowledge: the teachers understanding of the subject of TESOL, e.g., pedagogical grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and terminology of language teaching contextual knowledge: familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information à ¢Ã¢â€š ¬Ã‚ ¢ pedagogical knowledge: ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise à ¢Ã¢â€š ¬Ã‚ ¢ personal knowledge: the teachers personal beliefs and principles and his or her individual approach to teaching à ¢Ã¢â€š ¬Ã‚ ¢ reflective knowledge: the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching Skills: Teaching skills refer to knowledge or the ability to perform certain skills. A similar taxonomy is provided by McDonough and Shaw ( 1993: 297) who lists the following: Knowledge of the language system Good pronunciation Experience of living in an English-speaking country Qualifications (perhaps further training taken, or in-service development) Classroom performance Evidence of being a good colleague Length of time as a teacher Ability to write teaching materials Careful planning of lesson Same LI as students, or a sound knowledge of it Experience of a variety of teaching situations Personal qualities (outgoing, interested in learners and so on) Publications Knowledge of learning theories Wide vocabulary Ability to manage a team of teachers. In addition to the above points education authorities at all levels (planners, inspectors and headmasters) are asked to follow up and assist English language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001: 218). Lists a number of conditions to achieve and maintain good teaching standards: à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring: in this respect he states that to upgrade the level of teaching, monitoring can play a major role through: group meetings, written reports, classroom visits, and student evaluations. à ¢Ã¢â€š ¬Ã‚ ¢ Observation: This can also play a part in upgrading teaching and he proposed different ways to implement this task. He suggests: self-observation, peer observation or supervisor observation. à ¢Ã¢â€š ¬Ã‚ ¢ Identification and Resolution of Problems: problems that may face the teacher should be identified well in advance and should be tackled immediately in order to be avoided in future. à ¢Ã¢â€š ¬Ã‚ ¢ Shared Planning: This task can be done through the collective work among teachers on planning a course of study. EFL teachers in Libyan secondary schools are prepared to teach a certain syllabus not teaching English. Moreover, they are not taught how to teach the new textbooks. 1.2.3-The Method of Teaching: Before discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985: 228) give very simple definition. They say method is: (in language teaching) a way of teaching a language which is based on systematic principles and procedures, i.e., which is an application of views on how a language is best taught and learned. They go on to say that these views include: a. The nature of language b. The nature of language learning c. goals and objectives in teaching d. the of syllabus to use e. the role of teachers f. the techniques and procedures to use As with regard to the definition of approach, Al-Mutawa and Kailani (1988: 12) say in this respect: The term approach refers to principles or assumptions underlying the process of language teaching and learning. They give the following clear example to illustrate their definition: one of the assumptions underlying descriptive linguistics is that language is a set of habits, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a discussion of the major teaching methods. 1.2.3.1- Grammar Translation Method: The history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behind The application of this method includes as Rivers says ( 1983: 29) an understanding of the grammar of the language and training the student to write the new language accurately by regular practice in translating from the native language. It aims at providing the student with a wide literary vocabulary It aims training the student to extract the meaning from texts in the new language by into the native language. Students are taught, according to this method, deductively by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by heart in order to translate texts. The teachers role however, is exemplified in the use of the learners first language to explain the rules and the vocabulary of the targeted text and then assists the learner to translate it. (Baker and Westrup: 2000). Less emphases is made on accurate pronunciation thus listening and speaking are ignored in this method. The Grammar Translation method is known to be very useful as Baker and Westrup( 2000: 4)) point out: in teaching academic work and for passing written exams . 1.2.3.2- The Direct Method: The Direct Method was brought to existence by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the direct method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language right from the regaining and to avoid the use of the mother tongue. In this respect Rivers (1983: 32) says: This renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while reading and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000: 4) list the following limitation in learning L2 through the use of the Direct Method: à ¢Ã¢â€š ¬Ã‚ ¢ Students may not always understand what they are repeating; à ¢Ã¢â€š ¬Ã‚ ¢ Students cannot make their own responses in new and different situations; à ¢Ã¢â€š ¬Ã‚ ¢ Teachers may not be confident enough to use English throughout the lesson; à ¢Ã¢â€š ¬Ã‚ ¢ They are not so useful for advanced learners. 1.2.3.3- The Audio-lingual Method: One of the main reasons for the emergence of The Audio-lingual Method came as a result of the need of the American forces to use and understand the language of the invaded countries in the 40s and 50s. Kara (1992: 82) says in respect of the application of the Audio-lingual the Following: then being used by the American Army to train their men to understand a native speaker and speak a Language with a near-native accent. She goes on to describe the mechanical application of the method by saying: Classes were small and staffed by linguistic by linguistic experts who taught using graded materials based on structural analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following assumptions are embedded: a) Language learning is primarily mechanical habit formation. b) Language is a form of verbal behaviour. c) Priority goes for mastering spoken first in order for the other skills to be effectively gained. d) Analogy is a better foundation for language learning than analysis, therefore pattern practice in context precedes the presentation of rules. e) Teaching language involves teaching the cultural norms of native speakers of the target language. The major criticism addressed to the Audio-lingual method is represented in Rivers (1981: 47) words as follows: If Audio-lingual training is given in a mechanical way, students may progess like well trained parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,;t meaning of what they are saying and unable to use ::^.zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they have memorized or practiced in drills in communication situations contrived within classroom group. 1.2.3.4-The Communicative Approach: The Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but even in our schools and training centres in Libya. Besides the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form. As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in realistic situations where they must use the language for real communication. The use of authentic materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and activity leader or facilitator. In this case, he is advised to allow considerable time for the learners to work at their pace and ensures that the learners should proceed from guided to freer practice of language items. The teacher has also to encourage group and pair work. 1.2.3.5- The Eclectic Approach: Some teachers however, prefer to adopt an eclectic approach. The teacher in this case adopts some of the above mentioned methods during one single lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988: 27) say: Teachers often incorporate features of different approaches in their particular methodology. Most of the English language teachers nowadays think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or highlight grammar rules. 1.2.4- The Teaching Materials: Teaching materials include; textbooks, workbooks, newspapers and magazines, posters, blackboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from home or bf can seek the help of his students. 1.2.5- The Classroom Environment: Most of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 25 to 30) students in each class. They have enough windows to provide light and fresh air. The physical building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desks as well should be convenient. All of these compose an environment that might help create an appropriate educational atmosphere. Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as curriculum, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another. Since this study uses these terms very frequently, it becomes essential to define what each one of them means. 1.2.6.Curriculum: Nunan(1988:6) defines curriculum as follows: curriculum is a very general concept, which involves consideration of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational programme. On the same line, Lim (cited in Richards 2001: 41) also includes the following parameters as part of the curriculum process: needs analysis, goal setting, syllabus design, material design, language programme design, teacher preparation, implementation of programmes in schools, monitoring, feedback and evaluation. Curriculum can be divided into three different groups: à ¢Ã¢â€š ¬Ã‚ ¢ Planned Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Implemented Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Realized Curriculum Nunan (2000) describes these stages as follows: I like to draw a distinction between the planned curriculum, the implemented curriculum, and the realized curriculum. The planned curriculum includes everything that is done prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowledge that learners actually acquire as a result of instruction. This study will be mainly dealing with the implemented curriculum. Chapter Two Literature Review 2.1.- Secondary School Syllabus (Past and Present): 2.1.1- Introduction. The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001: 8) said in this context: Since the start of British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments fall into two main stages: 2.1.2-Secondary School Syllabus Before 1996. Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999: 9) maintained that: education was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last years of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Arab citizen through imposing the Italian language. This stage lasted nearly half a century. Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic. Moreover, education in Libya, generally, was very limited for many reasons, for example, poverty and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972: 206 ) in his book The History of Libya put the rate of illiteracy at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001: 8) says that: The curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form rather than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises. The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983: 4-5) only section C is different with the introduction of some comprehension questions. One finds them concentrating on grammar, for example, Section D (Make sentences from this table), Section E (Put these sentences into negative etc. With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of talking and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy. The case of the Libyan English textbook, (Further English for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 : 60) describe the syllabus in the Arab Gulf States before the mid 70s by saying: With the introduction of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatical items, and particularly sentence patterns. At that time the Communicative approach was introduced into the curriculum in Europe and the USA. 2.1.3-Secondary School Syllabus After 1996: In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching. The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, Direct method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995: 66) in this context quoted Littlewood when he describes the communicative language teaching by saying: One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication. This shift however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) says: In spite of the resistance [to the introduction of the communicative approach in China], there were still many teachers in favor of CLT. Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons: à ¢Ã¢â€š ¬Ã‚ ¢ They can be described as comprehensive multi-strand textbooks i.e. they introduce in each unit of the books; vocabulary, grammar and the four language skills listening, speaking, reading and writing. à ¢Ã¢â€š ¬Ã‚ ¢ The textbooks content of vocabulary, grammar and the four language skills serve the theme of each unit in a communicative way. The authors (Tankard and Tankard 2001:1) give an example of this point in their introduction to the First year Secondary School Textbook by saying: Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme: the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectives, and the communicative functions are comparing people and things and talking about countries and regions. à ¢Ã¢â€š ¬Ã‚ ¢ The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. à ¢Ã¢â€š ¬Ã‚ ¢ Contrary to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. Accordingly, the chance for involving the whole class group work or pair work is not available. à ¢Ã¢â€š ¬Ã‚ ¢ The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which the authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, blue and green) to show the most famous places like the museum, Post office, car park and recreational park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing with vocabulary, listening speaking and reading, it also deals with grammar in clusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity. In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching process i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been: à ¢Ã¢â€š ¬Ã‚ ¢ Is the teach

Ethical dilemmas Essay

Any field of study has its dilemmas and nursing is no exception. The dilemmas in question tend to take a higher dimension and involve the nurse educators as well. Their dilemmas range from ethical or legal to moral. Some of these dilemmas involve trying to meet the needs of the community around you. Trying to address environmental issues is another dilemma. Dealing with challenges form your students is also another dilemma, and many more (Foot, 2002,). A close tool at the whole topic shows that the educator in question may be faced with the dilemma of not having enough content for his students. This may make him feel threatened and frustrated, because he may end up teaching the wrong thing to the students who may end up endangering the lives of the patients, they will be handling, after college (Foot, 2002). If contents is not enough the educator may feel threatened by producing half-baked students. This should be well considered and ensure it does not happen. However it is normally common especially when the educator is still fresh with his work (Foot, 2002). The educator in question may also be faced with the dilemma of early preparations. This normally happens when he does not know how to prepare or when to prepare. In the process students end up not getting enough information form their educator (Scott, 1998). On the side of the communities needs is another problem, especially if the educator does not know them. Since the educator is someone with his or her professional then it is very obvious and possible not to understand the needs of the community better. This normally leads to a lot of misunderstanding and frustrations (Cohen, 2003). The dilemmas in question also tend to be challenges, especially form students. This is true, especially when the students come for advice. The nurse educator will normally not know what to tell his students when he himself has no enough knowledge of their needs. It is a serious issue as some students ignore the departments of guiding and counselling and prefer to seek the advice of their educators. Unless the higher authorities know better how to address this issue there will always be a problem (Cohen, 1998). Other challenges that face the most nurse educators are class preparations, how to keep in touch with the current affairs, cases of students lying or cheating in exams, dealing with death cases, and also wanting to be a role model (Rodin, Collins, 1991). As for class preparations, this is true when the nurse educator tries to prepare enough or adequately for the classes. It is more serious if the educator is involved with students who normally ask very hard questions. This can always make the educator feel inadequate, and that does not know how to prepare for classes better, it normally becomes another problem (Denhardt, 1988). Keeping in touch with the current affairs is important and enjoyable when the nurse educator tries to keep in touch with the current affairs; there is always the problem of maintaining himself in his profession. This is a very big dilemma; unless the higher authorities address it properly then it is still a major problem for the nurse educator (Cohen, 2003). Another problem is that of trying to be a role model to his students. This is also a big dilemma since it involves knowing at first hand how to go about it. The educator should be provided with enough information about it. This is to say they should be taught early enough in colleges or universities (Scott, 1998). The higher authorities must change their attitude from the non- supportive one to a more positive and responsive one. The ethical dilemma faced by the nurse educators are worrying especially this one of catching a student cheating in the examination. This should always be handled very sensitively. Unless the higher authorities understand the educator’s needs then misunderstandings will always come in even in such a case (Denhardt, 1988). The governments should think hard on how to address these dilemmas. They are serious ones, and should not be allowed to happen in any way. Once they are properly handled this will promote and give morale to the educators in question and also improve the stands of living of people (Rodin, Collins, 1991).

Border Security and Terrorism Essay

The only way that any country can effectively prevent terrorist attacks is by improving the local security on a domestic scale. According to the Center for Strategic and International Studies, â€Å"the protection of borders and ports of entry are vital to the success of this campaign (Campbell & Flourney 372)†. The issue here, however, is that by imposing stricter immigration laws and beefing up border security, the rich American legacy of legal immigration becomes threatened. As more and more people and politicians alike cite the pressing need to improve border security, that rich legacy comes to mind. According to Dave Camp, former Chairman of the Homeland Security Subcommittee on Borders and Infrastructure, â€Å"while there is a need to protect the borders and ports of entry, any new policies regarding this matter do not have to intervene with the avowed American history of legal immigration (1)†. What the policies do suggest is that if there are those who violate the immigration and border laws, they will be dealt with strictly (Campbell & Flourney 377). Plans such as a REAL ID act or the removal of certain asylum laws that have loopholes are certainly plans that deserve a serious consideration. The entry of the attackers of 9/11 was greatly facilitated by the lax immigration standards and other legal loopholes. These allowed the terrorists to secure driver’s licenses and other permits that allowed them to move around the country freely and make the preparations that they needed to do (Campbell & Flourney 377). If the border security measures were not as lax those days, it might have even led to the prevention of 9/11. Campbell & Flourney, in their study on measures against terrorism have cited that, â€Å"A large step in curbing the possibility of terrorist attacks lies in improving border security† (372). Many critics have continually cited that the first step in winning the war against terror is by first preventing the happening of any future attacks. As such, airline security in conjunction with border security must be improved. The American-Mexican Border remains to be the largest concern since it remains as the largest security vulnerability of the United States. The porous domestic border could provide much greater problems than that of illegal immigration. It could lead to the entry of terrorist groups into the United States on a massive scale, leading to the proliferation of a large number of terrorists in the United States and possibly the establishment of a network that would make them extremely difficult to apprehend (Campbell & Flourney 372). Current Success of Border Security As earlier mentioned, the role of border security in the fight against terror is crucial. The current government reorganization program that has been proposed places the Department of Homeland Security, the Customs and Border Protection Program and the Immigration-Customs Enforcement agencies under a single operating body (Carafano 1). This move alone signifies that America is serious in curbing these terrorist attacks and that improving border security is a major factor. The next figure shows the attacks that have been prevented. Since the 9/11 attacks, over 19 terrorist attacks have been thwarted. Much of this success has been attributed to the Border Security measures that have been set in place since then. Almost all of these attacks have been intercepted through the careful monitoring of the activities that have occurred at the border. The passage of not only terrorists but also terrorist weapons is a major concern for the Department of Homeland Security and the Customs and Border Protection Program. The porous and vulnerable American-Mexican Border remains the key element in taking the war against terror to the next level. Without the current border security situation at the level that it is in at the present, most of those 19 attempts could not have been prevented (Taylor 3). According to most experts who are studying this matter, â€Å"the key remains to be in keeping the inflow of people and goods into the United States under close scrutiny (Campbell & Flourney 372). † While there has been much success in this, there still remains the question on what further improvements can be made against such a devious and cunning foe. Future of Border Security It has clearly been established at this point that in order to be effective in the war on terror border security needs to be improved. The government must take a firm stand on the policies that will be implemented in the area of border security. While such policies may threaten certain precepts that America is known for such as the legacy of legal immigration, it must be remembered that sacrifices are sometimes necessary to protect the greater interests of the American public (Taylor 12). If it means that legal immigration may be throttled to a certain extent in order to ensure the safety of the American public, it is certain that there are more than a few Americans who would stand by that decision. As it is, more and more funding has gone into the improvement of border security particularly with regard to airline regulations and ports of entry as well as along the American-Mexican border. â€Å"Laws that have funded the increase in the number of fences along the border have been drafted and stricter port of entry rules have been established,† according to studies done on this subject (Taylor 12). The next step lies in ensuring that these measures push through and that they are implemented effectively. It has been said that increasing the security measures that are currently in place will send the wrong message to the terrorists and instead signal to them that they have won and that America has given in (Taylor 12). Ensuring one’s safety, however, should never be considered as a sign of cowardice or defeat. Instead, it should send the message that the United States and its people will not give up and will not give in to the terrorist tactics of these groups. Concrete steps such as improving border security are one of the many ways by which the United States government can show that they are serious and determined to end the war on terror. Conclusion When it comes to the war on terror, every other person seems to be of the opinion that there is one solution that is better than the next one. Everyone seems to think that there is one sure fire way of dealing with the situation. Truth be told, it would be perfect if that were really the case because it would have meant that the war on terror would already be over. The sad reality is that terrorism still continues to be a growing threat against all civilizations in the world today. While theories abound, success stories against the war on terror are far and few. This is not to say that policies to help improve border security are a waste of time but it rather serves to emphasize a very important point. The war on terror cannot be solved by just implementing one policy or one program. The response to problem will never be as quick or as earth shaking as the event that intensified the problem. Efforts to improve border security are just one of the many things that need to be done to combat the terrorists. Be that as it may, it still is one of the more crucial steps to stop terrorism. References: Campbell, Kurt and Flourney, Michelle (2001). To Prevail: An American Strategy for the Campaign Against Terrorism. Washington, DC: Center for Strategic and International Studies.