Many movies are made to mimic popular books

Many movies are made to mimic popular books. Many times, the movie does not do the book any justice. This is the case with the movie of Ordinary People. Judith Guests praised book, Ordinary People, uses complex characters and their thoughts to tell the story of three people dealing with a tragedy; on the contrary, the movie focuses mainly on the tragedy. The book is far more effective than the movie because of the pivotal scenes and characterization. The characterization in the book is substantially stronger. The story is basically told through the thoughts of the main character, Conrad, and his father, Calvin. These thoughts allow one to understand what is going on in the characters mind and understand what they are going through more effectively. In the book, Conrad describes the death of Buck, his brother, in detail through his thoughts and in his dreams. It makes it easy to understand what happened. In the movie, only a few dreams are shown. If the book had not been read first, it would be very hard to understand what these dreams were all about. Scenes throughout the book used the inner thoughts of Calvin and Conrad to explain what was happening in the story. Without these thoughts, the story line was very hard to follow. Vital scenes in the book were excluded from the movie. One pivotal scene involves Conrads mother, Beth, and Conrad quitting the swim team. Beth was asked by one of her friends why Conrad quit swimming. At that point, Beth didnt even know that Conrad had quit swimming. This is what upset Beth. After returning home, Beth confronted Conrad about the fact that he had not told them about the swim team. Conrad said that he was waiting for the right time. This scene reiterated the fact that Beth was unable to fully love. This scene was completely omitted from the movie. This scene helped prove that Beth was only concerned about herself, without it, one does not get to see ...

What is Early Decision Should You Do It

What is Early Decision Should You Do It SAT / ACT Prep Online Guides and Tips If you've heard the term early decision in college admissions, you've probably heard it with the word "binding." What exactly does binding early decision mean, and why do schools offer it? This guide will clear up all your questions around early decision, from what it means to how it works. To begin, what is early decision and what makes it different than other college application options? As you may know, Early Decision applications are typically due in November, much earlier than regular decision deadlines. You get to know early on if you'll be going to the college you apply to. But there's something really special about ED college admissions. What's Unique About Early Decision? Early decision, unlike regular decision or evenearly action, involves abinding agreement of enrollment.When you apply, you sign a contract agreeing to enroll in the school if you get accepted. Since this contract's a big commitment, you'll also need a parent and your school counselor on board to sign it, too. Because it's binding, you should only apply ED if you're completely, absolutely, positively sure you want to attend the school. You should havestrong, concrete reasons for wanting to go there, like the high quality of the program you want to major in (rather than the high quality of the cafeteria food). You can only apply to one school early decision (for obvious reasons). If you're accepted, not only will yousend your deposit soon after you get accepted, but you're also obligated to withdraw any other applications you made to other schools. If you, like the majority of students, will be applying for financial aid, then you might be asking one big question right about now. How can you agree to enroll in a schoolbefore getting to see your financial aid offer? Fair concern, and one that early decision, unfortunately, doesn't provide for. Some schools claim to meet all demonstrated financial need, and it may be possible to negotiate with the financial aid office if your offer isn't what you hoped it would be. For the most part, though, early decision asks you tosign the contract regardless of financial aid.This condition makes ED an application option that's just not available for every student. Apart from the fact that it involves a binding contract, you also want to learn what your deadlines are for early decision. Fun (if somewhat confusing) fact:not all early decision deadlines are actually early!Read on to find out what I mean. Is early decision binding? Yes. But it may or may not have an "early" deadline. When Are the Deadlines for Early Decision? Most early decision deadlines are in the fall. The most common ED deadline isNovember 1.Usually, you'll hear back a month or two later, like in mid-December. You might receive one of three responses:accepted, denied, or deferred.If your application gets deferred to the regular applicant pool, then you're no longer bound to the ED contract and can apply wherever you want (at that point, probably under regular decision deadlines). Some schools also offer a second, later ED deadline in January. This later deadline, which is still binding, is calledEarly Decision II.If you decide you want more time to work on your application and apply ED II, then you'll hear back from your school sometime in February. There's along list of schoolsthat offer early decision. For the purposes of this guide, I'll just list some of the most popular ones. Schools with Early Decision Some schools with aNovember early decision deadlineare Brown, Cornell, Dartmouth, Duke, Johns Hopkins, Northwestern, and the University of Pennsylvania. Their deadlines are all November 1, except for Johns Hopkins with its November 2 deadline. These schools don't offer ED II. Some colleges that offerboth ED I with a November deadline and ED II with a January deadlineare American University, Boston University, Bowdoin, Brandeis, Colby Pomona, Smith, Vanderbilt, and Wesleyan. The ED II for most of these schools is January 1 or January 15. While these schools offer two options for early decision, neither deadline is flexible. You still have to get all your materials in bythe stated date. So what else besides the enrollment agreement do you need to submit to apply early decision? How Do You Apply Early Decision? Applying early decision is pretty much the same as applying regular decision. The one addition is the enrollment agreement thatyou, your counselor, and one of your parents must sign.A large number of early decision schools use the Common Application, and this form, plus everything else you need, can be foundthere. If your school uses its own application, then the contract will be found on their individual online portal. Either way, you'll fill out your application, provide your test scores, paste your personal essay, and invite one or tworecommendersto upload letters. Make sure to send yourofficial score reportfrom your College Board or ACT account, since self-reporting won't be sufficient by itself. Similarly, you'll need to request that your school send your official transcript as a record of all your high school grades up to that point. Applying ED can have a lot of perks for you as an applicant. You finish applying to your dream school early and hear back months before regular notification whether or not you got in. Butwhy do colleges offer this option?What's in it for them? ED gives colleges an accurate sense of their yield, or of how many accepted students will enroll. Why Do Colleges Offer Early Decision? Early decision is an appealing option to colleges for a few reasons. For one, itspreads out the application review process. Instead of reading thousands of applications all in one or two months, early decision deadlines space out the process between the fall and the winter. For smaller schools with fewer resources and less staff, this can be extremely helpful. A second reason that early decision is useful to colleges is that it gives them a more precise idea of how many accepted students will end up enrolling. Under regular decision, admissions committees offer more spots than they have available, since only a certain percentage of applicants will end up taking those spots. With early decision, though, all ED applicants agree to enroll if accepted. Therefore,colleges gain a clear sense of their ultimate yield, or of how many accepted students will attend the school. Finally, early decision is attractive to colleges because early decision candidates tend to besome of the most qualified candidates.Students who are prepared to commit to a college have done their research and have a strong sense of their goals and purpose. Those who apply in November are usually organized and prepared. Most students don't apply early to a reach school; instead, they apply early if their grades and scores are at least on target with the school's expectations. Some colleges, likeHarvardand the University of Virginia, spoke out against early decision and early action, nothing that early admissions tend to favor students from higher SES backgrounds. They argued that early admissions predominantly benefit white, wealthy students with greater "cultural capital" and access to early college counseling. While this may be true, especially with early decision since it's binding, other colleges didn't follow suit. Harvard and UVA have since reintroduced early action, likely for the very reason mentioned above. They weremissing out on the qualified and competitive students who apply early.Some schools have switched from early decision to early action to address this financial concern, but plenty of schools do still offer early decision for students able to apply this way. Clearly, early decision has some advantages for colleges, but what about for you as an applicant? Do you have a better chance of getting accepted if you apply ED? Does Applying Early Decision Give You an Advantage? Besides receiving your admissions decision earlier than normal, does applying early decision give you any other advantages? Some people think it does, because there's evidence ofhigher early decision acceptance ratesthan regular decision acceptance rates. Compared to regular decision candidates, usually a larger fraction of early decision applicants get in. Does this mean that you have a better chance of getting in as an ED applicant? Not necessarily. It could simply reflect the fact that a higher percentage of ED candidates were qualified, whereas a lot of regular decision applicants applied to the school as a reach and didn't realistically expect to get in. On the other hand, applying ED could impress admissions officers. It shows howcommitted you to a school and excited you are about going there.As discussed above, schools benefit from gaining a more accurate sense of their yield and of course, are looking for the most qualified applicants. If you show that you're both qualified and committed to attending, then you may gain an upper hand as an ED candidate. Overall,sending the strongest application you can should be your top priority.If your school only has a November ED deadline and that feels like a rush, then you'd probably benefit from taking a few extra months to prepare and maybe take the SAT or ACT again. If you do feel prepared and want to apply ED, make sure first to give thought tothe following questions. Are You Sure the College is Your Number One Choice? Is your heart set on attending this college? If you answered no, then early decision probably isn't for you. If you're set on a certain school, then that's a good foundation to start considering early decision. If you do have a school in mind, you shoulddefine your reasons for wanting to attend.Does the school have a program you want to study and an environment that suits you? Make sure you've done research into the school's academics, social scene, and culture to ensure it's the right fit for you. Learn whether your school has the opportunities that will help you grow and succeed over the next four years. Visit campus, speak with students, faculty, or admissions officers, and gain a strong sense of what college life would be like. Applying early decision on a whim or because you feel pressure that you should are not good reasons to apply ED. You also should take pause if you're someone who changes your mind a lot. You should sign a binding contract to enroll becauseyou're sure that you want to go to that school if you get accepted.Once you've answered this question, you want to think abouthow prepared you areto put together your application. Are You Ready to Apply Early Decision? If your school offers the later Early Decision II deadline in January, then you don't have to worry too much about a change in timing. However, if your school only offers the early decision deadline in November, then you want tomake sure you're organized and ready to go in time for the early deadline. As I mentioned above, your top priority should be sending off the best application you can. Even if a school accepts more ED applicants than RD applicants, applying ED won't magically make your application appear any stronger. To make an early deadline, you want to push your planning back a few months. For instance, September or October would probably be your last opportunity to take the ACT or SAT. Ideally, you'd have your test scores all finalized by senior year. You could take your test in the spring of sophomore year, fall of junior year, and spring of junior year to have three opportunities to test, with a fourth "just in case" testing date in the fall in senior year. Make sure to considerhow many test dates you want to leave yourself to achieve your target scores if you're trying to make a November deadline. In terms of yourrecommendations, you want to ask your teachersat least a month in advance.You could also ask your junior year teachers at the end of junior year. You also want to make time to meet with your school counselor and request official documents from your guidance office, like your school transcript, at least a month in advance of deadlines. Finally,work on your personal essay over the summer, giving yourself a few months to revise through several drafts before reaching its final form. Since the personal essay's a very important piece of your application that takes time to brainstorm and write, you want to start planning it a long time before your November deadline. I mentioned that early decision candidates tend to be some of the most competitive, so you want to plan early and submit the most impressive application you can. If you'd benefit from waiting a few more months, then it may make sense to wait for regular decision deadlines (or Early Decision II, if your school offers it). If you start planning your tests, rec letters, and personal essay early, then you'll be prepared to apply early. Then you can relax a little before any regular deadlines since you'll have gathered all the important pieces of your application! Let's say you do have a dream school and you feel prepared to apply by the early decision deadline. You still have one more question to ask yourself:how much does financial aid play into your decision of where to go to college? Are You Concerned About Financial Aid? Does the amount offinancial aidyou receive make or break your decision of where to attend college? If so, then early decision might be a tough option. Unlike early action or regular decision, youcan't compare financial aid offers before deciding where to go.Early decision requires you to agree to enroll regardless of themoneyyou're offered. If you absolutely can't make college tuition work, no one is going to throw you in jail for breaking an early decision agreement. However, breaking the contract would be a rare and unwelcome occurrence, and it's possible that other colleges could find out. To prevent this stressful situation from taking place, you shouldthink about this question before you apply early decision. On the other hand, don't automatically assume you can't apply early decision because you need financial aid.Speak to people in the financial aid office of your school of interest about how they meet demonstrated need.You might be able to gain a clear sense of what your financial aid package will be, allowing you to still make the binding agreement based on this information. In closing, let's go over the most important points to remember about applying early decision to college. To Sum Up... Early decision is an application option for studentsready to make a binding agreement to their dream school.If you're accepted early decision to a school, you will enroll there. If your application is deferred to the regular applicant pool, then you're no longer bound to that agreement and can apply to other schools. Some schools offer an Early Decision II deadline in January in addition to the Early Decision I deadline in November. This can be helpful if you want to communicate your enthusiasm about a school by applying ED, but could use a few more months to put together your application. Applying ED can be a great option if you prepare early. If all goes according to plan, you could have your college plans all finalized by December of your senior year! What's Next? Now that you know all about how early decision works and how to plan for it, check out thiscomplete list of deadlines for all the schools with early decision.Deadlines for both Early Decision I and Early Decision II are included. Are you also considering early action?This guide has thefull list of schools with early action and their deadlines. Feeling concerned about getting everything done in time?This guide givesawesome advice for understanding what makes you procrastinate and learning how to overcome it.While it's geared towards studying for the SAT or ACT, its strategies can also be applied to your schoolwork or the college process. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Use of Promissory Estoppel in Business Contracts Essay

Use of Promissory Estoppel in Business Contracts - Essay Example Promissory Estoppels are great ways to avoid injustices in the cases were normal considerations cannot be provided. However Promissory Estoppel has been full of contradictions since they were first mentioned in Section 90 of Restatement of Contracts. They have invoked varied emotions such as they marked the death of contracts or that contract cases will now be decided simply as torts. Promissory Estoppel is still a work in progress. Although Section 90 and 139 which are the basis of promissory Estoppel are brief but the various court cases and judgements have given new meanings to these two sections. Promissory Estoppels is a way to enforce a contract without any consideration (Farber & Matheson, 1985). A normal contract consists of three main components – an offer being made, the offer being accepted and a consideration being given for the offer (Klass, 2010). As an example let us suppose that company A signs a contract with company B to supply 50 tons of rice per month for $50/ton for 5 years. However if the grain prices fall during the contract period and B wants to renegotiate the price to $40/ton then under the normal contract law this can be done in 2 ways – either by giving a consideration such as agreeing to pay for the transportation costs or agreeing to buy more quantity and by annulling the contract and signing a new contract with new terms. However Promissory Estoppels provides an alternate way of doing it without any consideration or annulment. Promissory Estoppels comes into effect when one of the parties has made a promise, the other party has relied on it substantially and when not enforcing a promise will lead to gross injustice to one of the parties. Thus the three main concepts of Promissory Estoppel are a clear and definite promise, substantial reliance on that promise and miscarriage of justice if promise is broken. The origin of the modern concept of Promissory Estoppels can be found in the case of Central London Property Trust Ltd vs. High Tree House Ltd (Farber & Matheson, 1985). The case was regarding raising the rent of a group of flats after the end of the Second World War. The landlord had made a promise that he would take reduced rent from the tenants during the course of the war. However when the war ended in 1945, he wanted the original rent to be restores. In this case the Judge Denning laid down the principals of promissory estoppels by saying that a promise which is intended to be binding is binding as far as it terms apply correctly. This paper discusses the concept of promissory estoppels as applied in USA; the cases of business contracts where relief can be accepted under promissory estoppels and where the claim for relief is likely to be rejected by courts. Bargain Theory of Consideration A contract is a binding agreement between two parties and is the basis for any business transaction between the two parties. Contracts are the heart and soul of all businesses. Some of the contracts are written whereas other may be simply oral or trust based. Before the concept of promissory estoppels was discovered, contracts were based solely on the bargain theory of consideration (Feinman, 1984).According to this theory; a promise is enforceable only if it is supported by a consideration which has been sought for or bargained for by the promisor in exchange for the promise made by him . The Bargain theory also requires mutual consent of the offer which means that a clear offer must be made and accepted by the other party for a contract to be enforceable. In the case of New Zealand Shipping co. Ltd vs. AM Satterthwaite & co Ltd; Lord Wilberforce has clearly stated that offer, acceptance and consideration are requirements for a contract to be valid. These three factors must also be accompanied with no mistake, misrepresentation and duress which can affect the

Hotel and Hospitality industry Assignment Example | Topics and Well Written Essays - 2000 words

Hotel and Hospitality industry - Assignment Example It is part of an International hotel group called Saint Emilton Hotel Group (SEHG). Since the hotel is having 40 hotels in its portfolio in Europe and Far East, therefore it can be safely assumed that the group is experienced enough in the business. It is being felt that hotel facilities are not being used to its fullest potential, therefore the General Manager, Robert Herr as asked Kati Mertens, the Front Office Manager to examine and prioritise the pricing strategy. Some of the key issues that Kati needs to look into, are; b. Tourist visitors too fall in two categories. One from an affluent class, for whom price is no consideration, and he is on the lookout for comfort and pleasure. On the other hand less affluent and middle income group customers always desire reasonable pricing for a decent comfort. This sort of data can be gathered from feedback forms (for return customers) and by judging them through correspondence or at the front office. Accordingly differential pricing strategy can be prepared depending upon their economic background. The visitor who's here on a tourism spree has the requirements for sight-seeing etc. Therefore, it is equally important the Hotel has a tie up with some tour operators for such sight-seeing tours etc. must be c. c. The business visitor on the hand requires a host of facilities like, meeting rooms, conference facilities, Fax, Wi-Fi,

Applied linguistics Essay Example for Free

Applied linguistics Essay Linguistics, though one of the youngest behavioral sciences, has a background extending over several millennia. During this period scholars with various interests have concerned themselves with language. Some of the most readable treatises on language were produced by the Greeks and Romans, such as Plato’s Cratylus and Quintilian’s advice to an orator. Much of our terminology was devised in the course of this earlier concern. Any of introductions to linguistic cannot, therefore, limit itself to one school; rather it must present the general principles applied in the study of language. A knowledge of earlier studies of languages in particularly important at a time when the vigorous transformationalist school has affirmed its relationship with traditional grammar. Any discipline is based on earlier work, though scientific schools are rarely capable of advancing their subject on all fronts. Thus, nineteenth-century linguistics made particular advances in phonetics and historical linguistics. In the first four decades of this century linguistics contribute especially to refinements in phonological theory, while collecting data on exotic languages. Subsequent linguistics have devoted themselves especially to syntactic study and to the interrelations between linguistics and other behavioral sciences. Since the tempo of scientific research is being speeded up, it is not surprising that the transformationalist school is already becoming fragmented, with some of this member focusing on semantic study. This century therefore has seen a shift in emphasis from phonological to syntactic to semantic studies. At the same time, linguistics has become closely involved with the sciences specializing in human behavior. It is difficult to present in an elementary text all of the concerns of linguistics. Moreover, since linguistics is an empirical science, any elementary text must include a great deal of linguistic data, that is, examples of spoken language. The data included must be taken from the native languages of students. For a pedagogical treatment one must select material carefully because of the richness of language; therefore data from other languages can only be given as supplements to that of English. But students should use every opportunity to collect and study data from other languages as they acquired adequate techniques for assembling and analyzing linguistic material. In order to gain control of linguistics, the data of language must first 1. 1Aims for descriptive linguistics Descriptive linguistics aims to provide an understanding of language by analyzing in its various uses. Generally descriptive linguists deal with one language at a specific time, such as contemporary English. But to gain perspective, they also examine others, preferably those having different structures, such as Chinese, which lacks all inflections, or Japanese, which adds inflections in a regular manner, or Eskimo, which may combine the entities of a sentence into a word-like sequence. Linguists also draw on studies of human behavior; psychology for an understanding of the mental processes involved in the use of language; anthropology and sociology for an understanding of man’s behavior in the contexts in which man uses language and from pertinent fields of other sciences are formulated in grammars. This book is an introduction to the aims and procedures of descriptive linguistics, presenting at the same time some of the contributions of that study to the understanding of language. Like other behavioral sciences-for example, anthropology-linguistics is confronted with two major task is to acquire an understanding of the various languages spoken today or at any time in the history of man. To achieve an understanding of any one language is a great task, as the inadequacy of our grammars many indicate. Providing descriptions of the 5,000 or so languages in use today, as well as future; we may illustrate the extent of the work that needs to be done by noting that the most widely translated book, the Bible, has been translated into only just over a thousand languages. Many of these languages are little known; others are almost completely obscure. But even without knowledge of many languages and with only a seriously inadequate understanding of many others, linguistics must set out to fulfill task number two; to comprehend language as a phenomenon. This second task of linguistics will be our main concern. We will illustrate the aims and procedures involved in carrying out this task by talking our examples primarily from one language, English. As in most linguistic studies, the unit of language selected for linguistic analysis here is the sentence. Speakers of every language speak in sentences and interpret sentences as units. If they are literate, that is, if they display language by means of writing, they divide these units into segments; any English sentence is marked off first by punctuation marks, and is then broken up into words, which are further segmented into letters. Linguists also analyze sentences into smaller segments, as we will see, but with greater rigor than the general speaker. The aim of this linguistic analysis is to understand how speakers construct and interpret any selected sentence and eventually to account for language as a phenomenon of human behavior. Speakers of a language have the remarkable capability of constructing and interpreting sentences they have never encountered before. The sentence A machine chose the chords may have been produced here for the first time; yet no speaker of English has any difficulty interpreting it. Linguistics seeks to determinate the basis of this capability. In carrying out such study, a linguist is investigating human behavior. Linguistics is, accordingly, a behavioral science. Like other scientists, a linguistic limits his concern. A full understanding of any sentence would involve some knowledge of man’s mental processes-how language is stored in the brain, how it is perceived, how it is directed by the brain. Understanding any sentence would also involve knowledge of the society in which the sentence is produced-how for example; any speaker could assert that a nonanimate machine might select some arrangement of tones called a chord. These requirements for understanding language in detail call on so many sciences-biology, psychology, anthropology, sociology, among others-that specialties haven arisen within linguistics itself, notably phonetics, psycholinguistics, and sociolinguistics. Thorough linguistic descriptions are fundamental to all such specialties, and accordingly descriptive linguistics is the basic discipline of linguistics. In descriptive linguistics various procedures have been devised to arrive at grammars, that is, to produce descriptions of a given language. For most purposes a linguist deals with the sounds of a sentence, using earlier example A machine chose the chords may indicate why the linguist uses transcriptions. Through various historical accidents the spelling sequence ch is used for three different sounds in this sentence: as in sheen; as in catch; [k] as in kiss. Unless a linguistic description identified these different sounds, an investigator of speech perception would be misled. As the transcription indicates, a linguist may also note a vocal patterning of the words that is different from a written patterning of the words. The indefinite article a may be as closely linked in speech to the syllable as is the second syllable of machine; the plural suffix in chords is [z] after [d], rather than [s] as after [t] in courts. In studying relationships of this kind, a linguist is not simply trying to sort out sounds, but he is also trying to determine segments that are grammatically significant. But like all scientists he must limit his goals and deal with one problem at time. As John R. Firth says: The study of the living voice of a man in action is a very big job indeed. In order to be able to handle it at all, we must split up the whole integrated behavior patter we call speech, and apply specialized techniques to the description and classification of these so-called elements of speech we detach by analysis. This book is an introduction to such techniques. In keeping with Firth’s statement, it presents these techniques in a sequence determined by pedagogical principles. Students acquiring these techniques must not assume that the sequence in which these principles are presented reflects directly the structure of language. In many ways Chapters 1 to 7 may be viewed as preliminary; a knowledge of their contents is essential for an understanding of the subsequent chapters, which deal with the procedures by which linguists attempt to understand language as a â€Å"whole integrated behavior pattern†. 1. 2The study of Language as a System of Symbols To achieve an understanding of any language, we rely heavily on an examination of our own language. But to put our own language into perspective, we need to contrast it with one or more other languages; for this purpose in this book we will primarily use Japanese. To survey the procedures of a linguist, we may examine any simple utterance, such as â€Å"Could you please tell me where the station is? † This sentence could be pronounced slowly or rapidly, with some effect on the transcription; we may record one utterance of it as 1. 2. 1Historical Linguistics We could study the sentence â€Å"Could you please tell me where the station is? † in two ways, either by examining its construction or the history of its components. If we were interested in a historical approach, we would note the form of the component tell, for example, in order English, which would be Middle English tellen, Old English tellan. We could relate Old English tellan to Old High German zellan, which became New High German zahlen ‘count‘, and even to other forms. Through such comparison we would note (1) differences in sound: English t versus German ts; (2) differences in form: English tell with no infinitive; (3) differences in meaning: Contemporary English tell is no longer used with the meaning ‘count’, as the German verb is, though (bank) teller preserves this meaning. The study of the development of language is referred to as historical linguistics. Historical linguistics presupposes a thorough description of the stages of development of the languages being studied. For example, a historical grammar of English is based on descriptive grammars of Old and Middle English as well as New English. Descriptive linguistics is therefore a prerequisite for historical linguistics. 1. 2. 2Descriptive Linguistics Dealing with the sentence â€Å"Could you please tell me where the station is? † we note again the inadequacy of the English spelling system for indicating the actual sounds of the language. On the one hand, the symbol e represents various sounds, as in please, tell, me, where. On the other hand, the same sound is spelled differently, as in please, me; the station. Moreover, there are important signals, such as the variations in stress, indicated by [‘? ~], and in pitch, indicated by, which are not represented in the English spelling system. Accordingly a transcription is essential. For Japanese as shorter comparable sentence is: For the Japanese sentence a transcription is even more essential than for English. Since conventional transliteration systems are close to usable transcriptions, we may follow one of these, the Hepburn system, in citing Japanese. Transliterated according to the principles of the Hepburn system, the sentence reads â€Å"Teishajo wa doko desu ka†. Comparing these two sentences, we can equate segments in English with those in Japanese. Any such segments that are recorded as independent entities in dictionaries we can call words. Of the English and Japanese segments station corresponds to â€Å"teishajo†, where to â€Å"doko†, and so on. The words station and â€Å"teishajo† are clearly oral symbols that correspond to things in the world around us. In somewhat the same way, all language consists of symbols. Japanese â€Å"doko† ‘what place’ is a noun, virtually as concrete as is station. But where we feel is less concrete; we interpret it not as a symbol with reference to things in the world around us but rather with reference to a set of possibilities in the linguistic system. An even less concrete symbol is the English pattern of pitch, as marked by which corresponds to the following contour: This intonation pattern contrasts with others, such as one with a final rise, which corresponds to the following contour: In the contrasting set of English intonations indicates that the speaker is marking a serious statement; indicates that the speaker is making a serious statement; indicates that he is expressing doubt. If someone asks the question â€Å"Where is the station† using the intonation pattern, he is seriously concerned with obtaining the information. If he uses the pattern, he shows incredulity; the meaning is? ‘Or how could you ask me where the station is? (We’re standing right in front of it. ). ’ The intonation pattern is then a symbol, much like a word. Other symbols are even less concrete, such as word order. The arrangement â€Å"You could tell me† contrasts with â€Å"Could you tell me†, and the contrast in order symbolizes different meanings to speakers of English. In this way language consists of symbols, some of which may be readily related to things in the outside world, other merely to other potential patterns in the language. It is through such symbolization that we can use language to communicate. Through symbolization language has meaning. 1. 3Symbols Determined by Relationships We have noted above that the functions of symbols are determinate by their relationships to other entities in the system. The meaning of station is circumscribed by other words possible in the same context: airport, school, supermarket, and so on. The meaning of â€Å"Could you tell me† is circumscribed by other possible arrangements, such as â€Å"You could tell me†, and so on. Throughout language the functions of symbols and the significance of linguistic entities are determined by their relationships to other entities in that language. And example from the simplest segment of language, its sound system, may provide an illustration. In English we have a variety of t sounds. Initially before stressed words, as in top, t is followed by a puff air; the typical pronunciation could be transcribed. After s as in stop there is no such puff of air, and the typical pronunciation could be transcribed. In spite of this difference in sounds speakers of English consider the two entities the same; in Chinese or Hindi, on the other hand, and are considered different. Identification in each of these languages results from the interrelationships of the sounds with others in the same language. In English and never occur in the same environment. There is on the one hand no word. (A preceding asterisk is used in linguistic texts to indicate entities that are not attested. ) There is also no English word. In contrast with some languages, such as Chinese and Hindi, the two sounds and never distinguish words in English. For this reason English speakers are not aware of any difference between the ts of top and stop. The two sounds are classed together in one set; they are varying members, or allophones, of the same phoneme, or sound class. The significance of two ts for the speakers results from their relationships in the English sound system rather than from the physical differences themselves. Japanese provides a further illustration. It too has a [t] sound in its phonological system, as we may illustrate with the brusque imperative from mate ‘wait’. But if the t stands before u, as in the indicative matsu, it is followed by an [s], in much the same way that the t of top is followed by an [h]. To understand the Japanese change of [t] to, you can compare the English pronunciation with for nature. For the Japanese the two sounds belong in one class; a Japanese speaker is no more aware of the physical difference between the two sounds and than an English speaker is of the difference between and. Again, the important consideration is relationship. A Japanese speaker always uses before [u], never; on the other hand, he always uses before [e a o], never. What seems different in another language is classed as the same because of relationships. In support of this statement about the patterning of languages we may note the behavior of speakers when they hear a different language. As with many terms referring to sports and recreation, Japanese borrowed touring from British English. Hearing the vowel as u, they interpreted the word as. From within their own phonological system the relationships between [t] and are such that they are exchanged automatically because of the following vowel. These examples of the role of sounds in language may illustrate how a symbolic system has values determined by relationships rather than by physical entities. The relationships, to be sure, are linked to physical entities. But from the externals alone, or, as they are often called, the overt, or surface, phoneme, we do not determine the value or the significance of the entities. Since the value depends on interrelationships that are not obvious on the surface of language, we refer to the essence of language or of any symbolic system as its deep or underlying structure. In examining languages as symbolic systems, comparisons are often made with simple communication systems, such as traffic signals. In these relationships are determined by color: Red means ? stop? , yellow ‘caution’, green ‘go’. Other characteristics of a given system of traffic signals are noncentral: Some systems have red above green; some have a larger lamp for red; the exact hue of red, yellow, or green may vary. Drivers take their signals from none of these nonessentials but rather from the relationships between the three colors; those of longest wavelength are interpreted to mean ? stop? , whether they are exactly 700 millmicrons in length, or whether the number of millimicrons varies slightly. In the same way a speaker of English identifies tin by its difference from pin, kin, thin, sin, and so on. The entities of language that convey meaning are called morphemes, units of from. The values of morphemes are determined by their relationships in any given language. English has a contrast between could and will, which yields a different meaning in â€Å"Could you please tell me? † as opposed to â€Å"Will you tell me? † The meanings may be determined from the patterns in which these morphemes occur. But again, relationships are central. We do not say *Must you please tell me? Although the sequence â€Å"Must you tell me? † is possible. The impossibility is determined by the relationships between please and must, which simply cannot co-occur in questions. It may be difficult to specify the meaning of must and please in order to demonstrate why they cannot co-occur in such sentence. But a native speaker of English simply does not form such a sentence. He knows the possible relationships of each word, and these relationships do not permit such a combined use of must and please in questions. In this way the word relationships determine their meanings. In sum, the meaning of any entity in a symbolic system results from its relationships with other entities; the total of such entities and their values make up a symbolic system used for communication, or a language. As with traffic signals, the reference of the entities is determined by agreement in a social group using the same language. In natural language the agreement results from convention. When we acquire our language, we learn the uses of its morphemes and words. But a symbolic system using other entities and other conventions may also be devised. Examples can be found in the colors of heraldry, which retain their meanings for flags, or in a selection of flowers, which has meaning in literary works such as Shakespeare’s. A simple example is given in Longfellow’s poem on Paul Revere. Two meaningful symbols were prearranged: One lantern in the church tower meant that the enemy was coming by land; two lanterns meant that they were coming by sea. Using lanterns, a symbolic system consisting of two entities, would be cumbersome; after the system’s single use Revere’s system was maintained only in literary tradition. But for a computer two entities, a positive and a negative charge, permit a sophisticated communication system; for these entities can be manipulated somewhat more readily than lanterns. In this way, symbolic systems of various types may be devised to effectively convey meaning for specific purposes. Human systems, in spite of surface differences that provide obstacles to communication, are alike in using entities of sound in various arrangements to convey meaning. To understand the operation of language, we must apply procedures that permit the discovery and description of, first, the surface structures of language and, second deep structures or underlying principles of language. An introduction to descriptive linguistics must discuss these procedures, although it is chiefly directed at indicating the results obtained in using them and at discovering the principles underlying language as a whole. 1. 4Discovery Procedures of Linguistics In setting out to describe any language, a linguistic collects a sample of data. His usable date make up a corpus, which he then analyzes for its entities of sound, form, and meaning. Since the phonological analysis is simplest to discuss, we deal with it first here to demonstrate linguistic method. In our illustration we may start with the earlier example â€Å"Could you please tell me where the station is? † To determinate entities in a given language, a linguist selects such sentence patterns, or frames, and explores various possible substitutions, for in determining possible substitutions, he determines the significant relationships. In order to be certain of avoiding error, the linguist should use entire sentences, for example, â€Å"Would you please tell me† versus â€Å"Could you please tell me? † or â€Å"Could they please tell me† versus â€Å"Would they please tell me? † and so on. But manipulating entire sentences is cumbersome; accordingly linguists generally use single words and look for contrasts among them. They are particularly concerned with pairs of words, such as pin versus bin. Any two words, or sequences, contrasting phonologically in only one item are called a minimal pair. In beginning an analysis of a new language, therefore, a linguist may point to objects, write down the phonological notation for them, and then proceed to describe the system of relationships he has found. Or if the informant, that is, the native speaker, is bilingual and the linguist knows one of the languages, he may use a list of everyday words to elicit the words of the unknown language. A simple substitution English frame may be taken from win. Segmenting from this frame the element ____________in, a linguist may attempt to find all possible sequences of initial consonant. For English he would eventually find the set in Figure 1: Figure 1 Since the initial entities contrast with one another, also in other substitution frames, such as ____at, they may be interpreted to be significant. The frame ______at in Figure 2 would provide further significant entities. Figure 2 As these words and the blank spaces suggest, eventually twenty-four contrasting consonants would be found for English. To describe these, their uses, and the sounds of any language, a linguist must deal with the study of speech sounds in general. This study is known as phonology. If the linguist deal with Arabic, for â€Å"Where is the station? † he might be given the sentence ‘the station where? ’ In this sentence he notes sounds that are not significant in English: [? ], the glottal stop;, a pharyngeal spirant; and the underlined sounds. To be prepared to deal with the sounds encountered in any language, a linguist must have a general understanding of speech sounds. The study of speech sounds is known as phonemics. Phonetics and phonemics make up the two subdivisions of phonology. In addition to sounds and phonemes a linguist looks for contrasts of form in language. An answer to the question â€Å"Could you please tell me where the station is?† might be Take the street over there. Another answer might be: This bus takes you directly to it. Examining such contrasts, a linguist finds sets like take, takes, took, taken, taking and compares them with similar sets, such as pass, passes, passed, passed, passing; sag, sags, sagged, sagged, sagging. Analyzing these, he finds central forms _____take; pass, sag ___and varying elements, for example, s, n, ing. There is a fundamental difference between phonemes and these elements, for the latter carry meaning. We cannot, for example, state meanings for the two elements of win ____w and in. But we can for take, pass, or sag, and for the following s, which has the meaning ‘third person singular subject’. Such entities that have meaning are called morphs; a class of morphs is a morpheme. For example, {Z} is the third singular present morpheme in English. Morphemes may have varying members, or allomorphs, like in passes, [S] in takes, and [Z] in sags. In studying the morphemes of language we must determine the entities and their arrangements. As for such study in phonology, we find suitable frames and determine entities that may occur in them, for example: A machine chose the chords. An accompanist chose the chords. A director chose the chords A machine chooses the chords. I choose the chords. Clearly, a language contains many more morphemes than phonemes. The study of morphemes is therefore highly complex. Various labels have also been given to the study of morphemes and their arrangements. The study of the forms themselves is often called morphology but also morphemics. The study of the arrangements of morphemes, words, and phrases in sentences is called syntax. A name used by some linguists for referring to both is grammar. But there are problems with these labels. The terms â€Å"grammar† is widely used to include phonology as well as morphology and â€Å"syntax†. For some linguists the two labels seem to have separated forms and their arrangements unnecessarily. Some linguists then use the name â€Å"syntax† as a label for both the study of forms and their arrangements. Because of these differences in usages, students will have to determine the use of these terms among individual linguists. In this book â€Å"grammar† will be used as a general term to embrace the study of sounds, or phonology, and forms, or morphology, and  their arrangements, or syntax. Morphology, as is traditional, will refer to two types of study of forms: inflection, which deals with the changes in large closely structured sets of words, such as the parts of speech; and derivation, which deals with smaller, less readily definable sets, for example, retake, takeoff, and so on. The elements detached and described in phonology are merely markers of meaning; those detached and described in morphology are carriers of meaning. Additional procedures are necessary to deal with meaning. These procedures are traditionally applied to words, which are defined for their meaning and listed in dictionaries or lexicons. Yet dictionaries primarily list synonyms, defining one word in terms of another, for example, horse as ‘Equus-caballus’, or where appropriate, though illustrations. Webster’s Third New International Dictionary includes illustrations to help define horse and other selected items, such as soup plate. But the illustrations are limited; there is none, for instance, for antelope. And for some words, for example, abstraction, dictionaries would fins illustrations difficult. Moreover, dictionaries do not deal with meanings conveyed through differences in intonation, for example, Horse? Horse! To deal with meaning in a general way, as is done with sounds, some universal criteria must be devised, such as features of meaning found in many languages. Some features of meaning are animateness or nonanimateness, human or nonhuman, male or female, and so on. If semantic features like these were used in definitions, users of a dictionary would not need to know the language for which it is written to determine meanings. The dictionary would accordingly be more general but also more abstract than are contemporary dictionaries. Semantic analysis for features parallels widely used phonological study of this kind, but it is just in its beginnings. We do not yet know whether there is a set of semantic features that universal in all languages. When such analyses, whether for sounds, forms, or meanings, are carried out, they must be done separately for each language. We have noted that corresponds to a phoneme in Chinese and Hindi, but in English it is only a variant of /t/ before stressed vowels. As another example we may note Italian . This is found in Italian before [g] as in lungo ‘long’ _____compare the in longer _____before [k] as in banca ___compare the in bank _____but not in other environments. Elsewhere, [n] is found. Accordingly in Italian is a variant of /n/. Its position in the Italian phonological system may be illustrated from the behavior of Italian speakers learning English. English words ending in, such as long and bang seem impossible for them, so they pronounce them with final [g], that is. To maintain the they moodily its phonological environment so that it is the same as in Italian. An example from syntax to illustrate the necessity of analyzing each language for its structure may be supplied by German. In German the sentence I see your car is â€Å"Ich sehe Ihren Wagen†. Comparing the two, one may assume that in both languages the verb (see and sehe) follows the subject when the latter is initial in sentences. But from modified forms of the sentence, such as I often see his car and If I see his car, the different syntactic principle of German becomes clear, for these sentences must read â€Å"Oft sehe ich seinen Wagen† and â€Å"Wenn ich seinen Wagen sehe†. These sentences demonstrate that the principles of word order in German are quite different from those in English; the position of the verb is not related to that of the subject but rather to other possible entities in clauses. In German independent declarative clauses the verb stands in second place, but in German subordinative clauses, it stands at the end. Accordingly the arrangement if the forms, and their significance, must be determined separately for English and German, as for every other language. Each language must be investigated independently for its patters of syntax as well as its phonological characteristics. Similarly, meaning relationships must be determined separately for each language. English know corresponds to German â€Å"kennen† when it has an animate object, to â€Å"wissen† when it has an inanimate object, and to â€Å"konnen† when the object is a skill, like a language. We cannot equate English know with these, just as we cannot equate English with Italian. Because of this property of language, we must analyze each language in terms of its own structure. 1. 5Formulation of Results: Display of Description In the course of the study of language the formulation of descriptions has become increasingly compact and precise. Before the development of linguistics sounds of language were often presented in alphabetical order in grammars in the Western tradition. But contemporary descriptions of language follow a linguistic format. Vowels are not listed in the sequence a, e, I, o, u but rather in accordance with a chart reflecting their linguistic significance. The consonants also are presented in accordance with their articulation: the labials p and b, dentals t and d, velars k and g, and so on, as illustrated in Figures 1 and 2 for _____in and ______at. Similarly, the syntax of a language is presented systematically and compactly. Rather than discursive statements like â€Å"A sentence is made up of a subject and a predicate†, a compact formula may be given, for example:. These formulas are called rules. For the initiated they make a description very precise; the symbolization, however, must be mastered, particularly the abbreviations and the use of signs to indicate relationships. Such grammatical formats may resemble mathematical essays. Yet the information in the rules, however compact, simply corresponds to descriptions presented in more discursive grammars. Far more fundamental than such externals is the underlying design of a grammar.

JANE AUSTEN: PRIDE AND PREJUDICE Essay -- English Literature

JANE AUSTEN: PRIDE AND PREJUDICE A Critical Analysis The opening chapter of the novel gives us a brief introduction to the lives of the Bennets. Mrs Bennet’s sole purpose in life is to marry of her daughters to wealthy young men. It begins with Mr and Mrs Bennet having a conversation about marrying of their daughters as soon as possible. Mrs Bennet tells her husband about a young man who has taken possession of Netherfield and about how they should make it a point to visit him and introduce their daughters to him so he can marry one of them. Mr Bennet is seemingly uninterested and is sarcastic about the idea, which partly angers his wife. The use of humour in the opening chapter is brought out by Mr Bennet through his responses to his wife, and also through Austen’s own comments. This is first outlined after Mr Bennet says to his wife, â€Å"You want to tell me, and I have no objection to hearing it.†, Austen comments ‘This was invitation enough’. This is a funny statement and in its humour Austen manages to bring out character trait of both Mr and Mrs Bennet. Mrs Bennet is shown to be very enthusiastic, talkative, and ultimately a bit of a gossip. Mr Bennet, on the other hand, is shown to be a passive person. When Mr Bennet says, â€Å"for as you are handsome as any of them, Mr. Bingley might like you the best of the party.†, it shows him to be a humorous person and has the effect of bringing life to the text. Towards the end of the chapter Mr Bennet once again brings out the aspect of humour when he says, â€Å"I have high respect for your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least.†. This once again brings out his wife’s character, as a relativ... ...en also creates tension in the first chapter by not introducing Mr Bingley. We are simply made aware of his existence. This makes the curious about his character. Many aspects of the book, for example any ideas that the reader might have about how the story will unfold, are not confirmed by Austen, thus creating tension and leaving the reader curious if the story unfolds the way they thought it would. Austen manages to captivate the reader in the first chapter. She mainly uses humour and sarcasm to achieve this effect. In this chapter we are shown the importance of Mr and Mrs Bennet to each other. Mrs Bennet needs her husband to keep her from going out of hand, and he needs his wife to add humour to his life through her being ridiculous. The firs chapter of Pride and Prejudice is extremely well written and makes the reader not want to put down the book.

Business Report Essay

Business opportunities in NSW are impacted by internal and external factors. Internal and external factors influence the business opportunities as they determine the success and failure of opportunities in the business environment. External influences are factors which mainly influence the environment outside the business and therefore they determine what the management staff inside the business must do to adjust with the changes in the external environment. External influences include factors such as; economic, financial, geographic, social, legal, political, institutional, technological, competitive situation and markets. Internal influences are factors affecting the business from within i. e. internally. Internal influences include factors such as; product, location, management, resource management and business culture. The following business report is commissioned to examine the influence of external and internal factors of business opportunities in NSW. The economic influence includes factors which relate to changes in the wider economy i. e. booms and recessions in the economy. The benefit of a growing economy allows opportunities for a business to increase profit, so businesses are able to experience rising living standards. ‘Booms’ and ‘upswings’ benefit business opportunities as they are periods where the economy is going through a positive phase where businesses have the opportunity to increase their positive total revenue. Consequently, this will lead to a rise in employment, consumer spending and wages. On the other hand, â€Å"Busts’ and ‘downswings’ are periods where businesses are impacted negatively. An example of a business which suffered from the negative factors of the economic cycle was Harvey Norman. Sydney Morning Herald (SMH) reported Harvey Norman experienced a ‘downswing’ period as profits decreased from $128. 95 million to $81. 9 million and total sales had a decline of 7. 3% due to lack of consumer spending. Financial influences involve ‘deregulation’ which is the removal of government regulations from the industry in hope of improving competition. The improvement of competition allows businesses the opportunity to improve efficiency and productivity of their employers and aim to achieve their required goal. Woolworths and Coles have recently removed regulations relating to supplier payments in order to lower costs and open up opportunities to expand their business and increase profit. Geographical influences such as location will determine the growth and development of a specific business. Geographical influences impact business opportunities as it provides challenges to increase profits, sales and expansion of business. An example of expansion of business is IKEA who have expanded their business to Melbourne, Australia because of economic growth in the Australian economy. Due to dramatic increase in consumer spending, IKEA’s profit increased rapidly and therefore they were able to purchase an 80, 000 metre square warehouse. Geographical influence impacts on business opportunities as it increases employment, sales and expansion of business as seen by the actions of IKEA. Social influences provide opportunities for businesses to change or develop to meet consumer demands. Social influences such as changes in consumer tastes and preferences significantly impacts on business productivity and opportunities. Failure for a business to satisfy consumer’s wants can be detrimental to a business and therefore can lead to a decrease in profits and sales or even cessation if they fail to meet consumer demands. An example of social influence on a business is the impact of the style of clothing of AussieBum. AussieBum manufactures and sells their products via the internet and are successful as their material and style of the underwear and beach clothing is famous among society. The business is successful as the material they produce is unique. Additionally, the location of the manufacturing is based in Australia further satisfying the taste and preferences on Australian consumers. Social influences for this business includes its consumers demanding Australian manufacturers to maintain uniqueness and reflect the Australian image; and consumers demanding products to be purchased over the internet. In this case, AussieBum successfully responds to social influences by having the correct production process of manufacturing their commodities and satisfying consumer demand and preferences. Legal influences impacts on business opportunities as it sets out regulations and laws that impacts business operations. Legal influences sets out guidelines that prevents businesses from discriminating or financial rorting. Additionally, legal influences such as laws and contracts can impact businesses as they are forced to buy from specific and this affects their total revenue. An example of legal influence on a business is the investigation of Coles. A recent article published by Sydney Morning Herald states that Coles is undergoing an investigation on discrimination between suppliers based on their private label brands. This breaches statutes which include anti – discrimination laws. Legal investigation is costly and affects consumer buying and spending at this business. Hence, it is crucial for businesses to abide by legislations to take advantage of the opportunities and maintain consumer satisfaction. Political influences impact businesses as government policies can lead to business uncertainty or business confidence. Political influences impact businesses as they implement policies which can change the structure of businesses. An example of political influences on a business is the impact the carbon tax has on BHP Billiton, a company in the mining industry. The carbon tax affects the company as BHP Billiton is now in charge of paying taxes which affect the company’s total revenue as there is an increase in costs. The carbon tax affects business opportunities in BHP Billiton as they are unable to hire new efficient and productive employees due to increase in their costs. Business opportunities in NSW can also be affected by taxation that can increase business costs and therefore restrict the businesses ability to expand or increase their profit or sales. Additionally, the exchange rate can affect the volume of import and exports from global markets hence impact of the price of products. Institutional influences refer to three bodies (Federal, State, and Local) which all have factors which impact business opportunities in NSW. The regulations of institutional influences are the safety and protection of employers in the business, the compulsory minimum wage, payment of taxes, approving new development and simple business codes of conduct and abiding by the legal business laws. These factors impact business opportunities as businesses must abide by these regulations in order to continue running and the breaching of the regulations can result in penalties which may affect the business financially. A recent investigation involving Coles breaching these regulations as they demanded additional payments from their suppliers led to a decrease in profits and loss of other suppliers. These factors affected Coles as their supply of specific products is decreasing yet they have such high demand but in result aren’t able to satisfy consumers wants. Business opportunities are impacted by the institutional influences as businesses are forced to run in a certain way as it can affect their financial status as well as their reputation if they fail to do so. Technology is improving at a rapid pace and allowing businesses to produce more efficiently. Technological influences impact vehicle manufacturing businesses such as Holden. Holden’s vehicles are produced rapidly because of innovative technology. The new Holden Barina features Apple’s Siri voice command providing more features and improving the product. Additionally, technological influence can impact businesses negatively. For example, technological advancements often replace employees and this decreases the opportunity of hiring new employment contributing to unemployment. Nonetheless, technological influences provide opportunities for businesses to produce products more efficiently and in turn increase their total revenue. Competition is advantageous to both consumers and businesses as it provides opportunities for improvement and demand for consumer satisfaction. A competitive situation often influences businesses to lower prices of its products to gain consumer satisfaction. For example, Woolworths and Coles promote lower prices to compete with one another. This provides consumers with wider range of choice and preferences. More so, they promote consumer points for purchasing goods and services at their store to remain competitive. Also, Jetstar has a policy which states they will provide a 10% discount on their service if their competitive airlines (i. e. Virgin Australia and Tiger Airways) offer a cheaper price for their service.In recent times financial/capital, labour and consumers have significantly changed. Financial/capital markets have seen international financial/capital flows become more flexible and easily accessible due to globalisation. Therefore, markets are more integrated. ASX is an example of these changes as the business has now made it more easily accessible for consumers to purchase and sell shares globally over the internet. Financial/capital markets influence business opportunities as businesses in NSW are linked globally are able to communicate and operate more efficiently. However, negative economic influence can impact on domestic markets in NSW which can impede on business operations.

Media Worldview

Brandy Cain March 2, 2013 CVW 101 G. Malloy Media Worldview The movie I chose was It’s A Wonderful Life. It is one of my favorite movies. I think it’s a classic and everyone should watch it at least once. The movie is based on the life of George Bailey. You know from the beginning that the worldview is Christian because it starts with everyone praying for George. George is a troubled man going thru a hard time and an angel named Clarence Odbody comes down to show him how different his life would be if he had never been born.Clarence has to save George so he can obtain his wings. The head angels Franklin and Joseph show Clarence Georges life up till now. George lives in New Bedford, NY. It’s a small town where everyone knows everyone. George’s father owns the Bailey Building and Loan Association. From when George was a child to his adult life the Bailey Building and Loan Association is in danger of going out of business. George Bailey is the type of person who sacrifices his own dreams for those of others. When George was 12 he saved his baby brother Harry after he falls into a frozen pond.He ended up losing his earring after getting a cold from being in the freezing water. George worked at the local pharmacy. He realized that the druggist, Mr. Gower, has just received a telegram saying that his son had died. He was so distraught that he put poison in a pill supposed to be given to a child. George notices this and doesn’t deliver the medicine. The druggist is so mad that he hits George in his bad ear. George then explains to Mr. Gower that he made a mistake. Mr. Gower forgives George. After graduating high school George goes to work at the Bailey Building to save money to go to college.It takes him 4 years and his brother Harry is now graduating from high school. George’s dad wishes he could send both of his sons to college at the same time. George explains that Harry can do the same thing as he has done. George goes to celebrate Harry’s graduation. He dances with Mary Hatch who has had a crush on George for years. One of the other guys who was after Mary was upset that George stole her from him so he plays a prank on them. Underneath the dance floor opens up to a swimming pool. George and Mary were dancing on the crack of the floor.When the floor starts to open George and Mary are unaware and think that they must be dancing every good. They fall in and start dancing in the pool. Everyone see how much fun they are having so they jump in. That same night George’s father dies from a stroke. George has to put his plans on seeing the world on hold to run his father’s company. Harry and Mary go off to college leaving George behind. Four years Harry returns with a wife whose father has given him an excellent opportunity that George can’t let Harry pass up.George goes to visit Mary and professes his love to her and a few months later they get married. After their wedding the Ba iley Building is about to be foreclosed upon and George and Mary take the $2000 saved for their honeymoon and give it to the customers. George and Mary have four children: Pete, Susan, Tommy, and Zuzu. George building Bailey Park an affordable housing project. On the day the bank examiner comes George’s uncle Billy has lost the $8000 they owe. They try and trace down his tracks but do not find the money. George tries to get a loan and fails.He lashes out at his family because he is so distraught. It’s Christmas Eve and he decided to go to the bar and get drunk. He runs is car into a tree and feels he would be worth more dead than alive and stands on top of the bridge about to jump. Clarence his angel shows George Potterville. George sees his life is worth something and heads home. He is greeted with friends and family giving him money to save him from bank fraud. Clarence was able to get his wings. You know his happens when George’s daughter hears a bell and say s, â€Å"Every time a bell rings an angel gets his wings. †

Learning Through Playful And Formal Methods Children And Young People Essay Essays

Learning Through Playful And Formal Methods Children And Young People Essay Essays Learning Through Playful And Formal Methods Children And Young People Essay Essay Learning Through Playful And Formal Methods Children And Young People Essay Essay Play has been characterized as an of import tool which fosters childrens larning accomplishments in several spheres such as linguistic communication and communicating, knowledge, and socialisation. This paper illustrates groundss that play enhances kids s problem-solving accomplishments and self-regulatory public presentation and metacognition by utilizing a job work outing undertaking ( comparing between finishing times of a jigsaw mystifier ) . During that task a self-regulatory theoretical account was used in order to enter the address. Thirty kids aged 40 to 55 months ( average age 3:9 ) involved in either playful or formal status. Results show that the cognitive public presentation which includes the job resolution, the self-regulation and metacognition is significantly improved through the playful status. Introduction Play is regarded as an of import activity which facilitates larning and development and enhances accomplishments in knowledge, socialisation, communicating, self-awareness, job resolution and sensory-motor map ( Stagnitti, 2004, p. 9 ) . Therefore, drama is seen from the early childhood plans as the basic attack of instruction for immature kids ( McInnes, Howard, Miles and Crowley, 2009 ) . However, many surveies have been conducted to give an recognized definition but the bulk of the efforts to specify drama cause restrictions to research which tend to exemplify the developmental potency of drama ( Thomas, Howard and Miles, 2006 ) . Owing to the fact that the nature of drama is non a predictable state of affairs, a hard phenomenon to interpret, it has provoked serious challenges to research workers. There are many research workers who province that the acquisition results are largely fostered by drama and others who possess a more conservative position about the relationship between drama and acquisition, peculiarly larning derives from many activities whereby drama has a more confined function ( Whitebread, Coltman, Jameson and Lander, 2009 ) . In order to exemplify a direct relation between drama and acquisition, research workers have focused on the impact of drama on job resolution activities. However, these surveies included many methodological failings because they did non gaining control and step the impact of the internal, affectional quality of drama which is gaiety ( McInnes et al. , 2009, p.32 ) . To understand gaiety Thomas et al. , ( 2009 ) have referred to practicians that have to larn kids s perceptual experiences of drama. The above impression is outstanding because this survey demonstrates two conditions in order to measure the impacts of drama on acquisition, the playful and the formal status. Furthermore, in line with Howard ( 2002 ) , who mentions that drama is adequately comprehendible from early old ages kids, this survey manipulated kids s perceptual experiences about drama in order to clear up the differences between playful and non playful patterns. Adults can be independent by pull offing their behaviour and emotions automatically without necessitating to believe, that is, they are able to self-regulate. During early childhood self-regulation occurs bit by bit and kids use egoistic address in order to work out a hard state of affairs. As kids grow up, their address switches to inner address and the soliloquies cut down. The self-regulatory linguistic communication kids use during early childhood is really of import for their development in assorted spheres. Interestingly, in playful activities kids use more self-regulatory linguistic communication than in non-playful state of affairss ( Howard and McInnes, 2013 ) . Indeed, in Whitebread et al. , ( 2009 ) survey were recorded many self-regulatory vocalizations by kids in playful state of affairss. The present survey provides grounds which suggests that drama contributes to larn by back uping the development of self-regulatory accomplishments and problem-solving accomplishments. Method Design This survey included a participants design and consisted of two experimental conditions. The independent variable was the class of status, that is, whether the kids practiced in playful or non-playful state of affairss. The dependent variables were the problem-solving mark betterment and the figure of self-regulatory vocalizations. A three-stage process was conducted, specifically the former-test, which included the clip taken for kids to finish the saber saw mystifier, the pattern five minute period which included the playful and non-playful conditions in which kids completed the activity. At this phase the self-regulatory vocalizations were recorded in each of the above conditions. Finally, the latter-test phase was elaborated two yearss after the drama or non play status and it measured the clip kids needed to finish the saber saw mystifier after the pattern in order to insulate acquisition and drama. The step of the efficaciousness was calculated by deducting the former-test clip from the latter-test times. Furthermore, the efficaciousness was calculated by mensurating the self-acting vocalizations. Participants The chance sample consisted of 30 kids ( 15 male childs and 15 misss ) from the same primary school category in South Wales who participated in the survey. The age of the kids was from 40 to 55 months ( average age 3:9 ) . Materials A digital voice recording equipment was used in order to enter the self-regulatory vocalizations during the pattern phase of the survey. At the same clip a camera was besides used to capture kids s motions and to verify the voice recording equipment s findings as good. For the job work outing activity saber saw mystifiers were chosen, peculiarly four mystifiers which did non picture gender based heroes and consisted of 24 big pieces. Each clip one mystifier was given to the kids in the former-test and the latter-test. Besides, the mystifiers did non picture existent life images but they portrayed abstract colored images. They were from the same fabrication company including the same hero in different state of affairss and each one was picturing a babys room rime. The specific mystifiers had neer been used in schools. Experimental conditions It was of importance to make contexts wherein kids would move playfully or non. Therefore, the cues that manipulated were emotional and environmental and included the voluntary temperament of a kid, the environment in which the pattern was held and the grownups presence. Hence, kids during the playful status were invited to take part and play on the floor for five proceedingss without the grownup s presence. On the other manus, kids during the non play status were told to take part at the tabular array for five proceedingss with the grownup s presence. Procedure Six schoolrooms were used for this survey. Three of them included a tabular array with two chairs and the others were empty. At the beginning of the undertaking each kid was shown the mystifier in the schoolrooms with the tabular array and the chairs and so was asked if he identified the rime. Subsequently on, the rime was narrated by the kid with the research worker s aid and the of import properties of the mystifier s image were described every bit good. Next, the saber saw mystifier was taken apart and the pieces were shuffled. The research worker recorded the clip it took the kid to finish the mystifier. After the completion the kids were allocated to either the playful or non-playful state of affairs and they were timed once more over the five minute pattern period. During the playful and non-playful state of affairs kids s self-regulatory vocalizations were recorded by the voice recording equipment and picture cameras which were placed in non-visible locations inside the school rooms. In peculiar, harmonizing to Livingston, ( 1997 ) this survey coded the self-regulatory vocalizations with a theoretical account which involved three chief facets of metacognition, the metacognitive cognition, the metacognitive ordinance and the emotional and motivational ordinance. Consequences Problem work outing betterment between the two groups For group A ( play status ) the average clip for finishing the mystifier between the former and the latter trial was 9.6 ( SD = 1.99 ) and for group B ( not-play status ) was 7.06 ( SD = 2.76 ) . The tonss from participants in the drama and non play pattern conditions were compared utilizing an unrelated t-test ( one tailed ) . Children in the playful pattern status performed better than kids in the non-playful pattern status ( p=0.0037 ) . The relationship between the age of kids and their tonss on the job work outing undertaking were investigated utilizing Pearsons correlativity. There was a positive relationship between the two steps ( r=0.90 ) , Figure 1. Older kids scored more extremely on the job work outing undertaking. Self-regulatory vocalizations The average figure of regulative vocalizations in playful state of affairs was 14.33 ( SD = 7.66 ) and during the non-playful status was 9.06 ( SD = 5.67 ) . From the 351 self-regulatory events 215 occurred on playful status ( 61.25 % ) and 136 during the non-playful status ( 38.74 % ) . Again, the tonss from participants in the drama and the formal pattern conditions were compared utilizing an unrelated t-test ( one tailed ) . Children in the playful pattern status performed better than kids in the non-playful state of affairs ( p=0.020 ) . Pearsons correlativity trial was used in order to look into the relationship between the age of kids and their tonss in the self-regulatory vocalizations. There was a negative relationship between the two steps ( r=-0.69 ) , Figure 2. Younger kids scored expressed more vocalizations. Discussion Findingss support the research inquiry that kids will be enhanced by playful patterns instead than formal conditions in the cognitive spheres of job resolution and self-regulatory and metacognition and that age plays an of import function in connexion with the above crucial spheres. As can be seen from the findings, there was a important difference between the two groups sing the job work outing undertaking. In other words, it can be inferred that drama positively influenced kids s cognitive public presentation. Furthermore, as kids grow up their cognitive accomplishments become more advanced, that is, they have an unconditioned sensitivity to get the hang more complex cognitive accomplishments when they are older. McInnes, Howard, Miles and Crowley ( 2009 ) stated in their survey that kids who practiced under playful instead than formal conditions illustrated significantly greater cognitive public presentation. Indeed, our survey supports the McInnes et al. , ( 2009 ) findings, because all kids performed better with jigsaw mystifiers during the playful state of affairss. Furthermore, kids expressed more self-regulatory vocalizations during the playful pattern status instead than the formal status, that is, harmonizing to these findings play provided more cognit ive challenges to kids. In line with the survey of Whitebread et al. , ( 2009 ) , kids express higher degrees of private address during drama and as reported by Vygotsky kids tend to speak to themselves whilst they are set abouting an activity, in making so, they learn to utilize linguistic communication to self-regulate their activities. However, the survey of Whitebread et Al. ( 2009 ) , has restrictions in comparing to our research, such us the deficiency of experimental control. For case, the above survey does non implement the experimental conditions of playful and non-playful conditions, hence at that place was non an expressed difference in kids s perceptual experiences whether a state of affairs was playful or non and whether grownups were right originating drama and arousing kids s self-regulatory vocalizations or non. Tellingly, the current survey dissociated whether there was a playful status or non by lucubrating emotional and environmental cues. As reported by Howard ( 2002 ) , kids possess the ability to separate drama or non play state of affairss based on their experience, hence in our survey kids were able to distinguish each status because they manipulated the cues given in both conditions. Consequences, showed that the age and the self-regulatory vocalizations are considered inextricably linked, due to the fact that the older kids showed a lower mark than the younger participants. In other words, it is obvious that as kids grow up their frequence of showing egoistic address reduces and becomes more interior address. Harmonizing to Gray and MacBlain ( 2012 ) , Piaget stated that kids from an early age project their ideas with the mediate tool of address, which he called egoist. However, as kids become more cognizant of societal outlooks egoistic address begins to melt and speech is internalized p. ( 46 ) . It is deserving adverting that the sample taken for this survey was kids from the same primary school category that is the bulk of kids were taught in a specific context, therefore the stimulation they received were limited. Furthermore, the school provided merely six schoolrooms during the procedure which caused defeat to the big figure of kids. The school should hold provided more schoolrooms for the survey needs. Last but non least future surveies should concentrate on the diverseness of the acquisition activities during the rating of the playful conditions in relation with larning results. Finally, by understanding the cues that kids use to show whether they want to move in a playful status or non, early old ages practicians will go more adept and will supply more acquisition chances associated with drama activities.

American Cheetah Facts

American Cheetah Facts The American Cheetah (Miracinonyx trumani and Miracinonyx inexpectatus) actually comprised two very different species. These species were predators that lived in the Pleistocene era in North America, about 2.6 million to 12,000 years ago. Interestingly, the American cheetah was more closely related to modern pumas and cougars than it was to cheetahs. If, in fact, the American Cheetah turns out not to have been a true cheetah. Scientists attribute this fact to convergent evolution, the tendency for animals in the same ecosystems to evolve the same general features. Fast Facts: The American Cheetah Scientific Names: Miracinonyx trumani and Miracinonyx inexpectatusCommon Name: American cheetahBasic Animal Group: MammalSize: 5–6 feet longWeight: 150–200 pounds, depending on speciesLifespan: 8–12 years, but possibly up to 14 yearsDiet: CarnivoreHabitat: Plains of North AmericaStatus:  Extinct Description The American cheetah is an extinct genus of two feline species that were endemic to North America during the  Pleistocene period: Miracinonyx inexpectatus  and  Miracinonyx intrumani.  Researchers have pieced together fragments of an American cheetah skeleton to derive a picture of what these predators may have looked like. The American cheetah had long legs as well as a lithe body, blunt snout, and foreshortened face with enlarged nasal cavities (to allow for more efficient respiration). American cheetahs were estimated to have weighed about 150 to 200 pounds and measured about 5 to 6 feet in body length. Miracinonyx inexpectatus  had shorter legs that were thought to be better equipped for climbing than the modern cheetah. Habitat and Range The two species of the American cheetah seem to have shared some important general characteristics, including a preference for open grasslands and plains of North America, particularly in what is now the western section of North America. Diet and Behavior Like modern cheetahs, the lithe, long-legged American cheetah hunted by pursuing speedy mammalian megafauna, including deer and prehistoric horses, across the rolling North American plains. However, theres no way to know if this ancient mammal could achieve modern cheetah-like bursts of speed in the 50-mph range, or if its speed limit was set by evolution to a much lower level. Miracinonyx intrumani more closely resembled a modern cheetah, and may, indeed, have been capable of hitting top speeds of over 50 mph in pursuit of prey. Miracinonyx inexpectatus was built more like a cougar than a cheetah (though it was somewhat slimmer overall), and its fully retractable claws point to a possible arboreal lifestyle- that is, instead of chasing prey over the prairies like Miracinonyx intrumani, it may have leaped on them from the low branches of trees, or perhaps scrambled up trees to escape the notice of larger predators. Reproduction and Offspring The reproduction behavior of the American Cheetah is unknown, but sources such as the San Diego Zoo Global Library speculate that their habits were similar to modern cheetahs. Cheetahs become sexually mature when they are between 20 and 23 months. They breed throughout the year. Females have an estrous cycle- the amount of time they are sexually active- of 12 days, but they are actually only in heat for one to three days. Females demonstrate that they are receptive to males by urinating on bushes, trees and rocks. A male, picking up on the scent, begins yelping, and the female responds with yelps of her own as the male approaches. Female cheetahs will mate with more than one male over the course of their lifetime. The females gestation period is about one to three months. They give birth to one to eight offspring, called cubs, which are between 5 and 13 points. Offspring stay with their mother for 13 to 20 months. Cheetahs reach maturity and become sexually active by 2.5 to 3 years of age. Reasons for Extinction Scientists dont know exactly why the American cheetah became extinct, but they think that climate change, a shortage of food, and competition from humans, such as through hunting and competition for food, may have played a role. The American cheetah went extinct at the end of the last ice age- the same time that American lions, mammoths, and horses died off. Sources â€Å"American Cheetah Facts, Habitat, Pictures and Range.†Ã‚  Extinct Animals, 1 July 2015.â€Å"Cheetah Facts.†Ã‚  Cheetah Conservation Fund.Cheetahs Once Roamed North America.†Ã‚  Roaring Earth, 10 Oct. 2018.â€Å"Long before Canada Was Canada.†Ã‚  Cheetah Conservation Fund Canada, 2 Nov. 2018.Pepper, Darren. â€Å"Miracinonyx (American Cheetah†­).†Ã‚  Miracinonyx.ï » ¿Ã¢â‚¬Å"Reproduction.†Ã‚  SeaWorld Parks Entertainment.San Diego Zoo Global Library. â€Å"LibGuides: Extinct American Cheetahs (Miracinonyx Spp.) Fact Sheet: Summary.†Ã‚  Summary - Extinct American Cheetahs (Miracinonyx Spp.) Fact Sheet - LibGuides at International Environment Library Consortium.

CASE STUDY OF TIME WARNER (LOCATED NEAR END OF TEXT BOOK) Assignment

CASE STUDY OF TIME WARNER (LOCATED NEAR END OF TEXT BOOK) - Assignment Example Upon looking at the tables given, demand is apparently elastic, with a lot of competitor networks around. One thing that makes a demand elastic is the presence of many substitutes, meaning competitors which can be easily availed by the potential customers. Network competitors include ABC, ESPN and Disney from Disney Company; CBS, MTV and UPN from Viacom and Fox from News Corp. Given that the promotional decline in price is only given to STARZ's current and future subscribers, and would not affect its big network businesses such as HBO and Showtime, it will be worthwhile to lower the price for the purpose of attracting subscribers. The decline in revenue from existing subscribers is deemed smaller than the potential revenue, given the larger market that it has to cater. Also, the popularity of STARZ, as it would be well advertised given the promotion is also worth the price. Since the current revenue of STARZ is just .5% of the total revenue from subscription (excluding advertisements and content), meaning there are a lot of room to grow in the current market, revenue can double or triple with the promotions. The revenue growth rate figure for News Corp's Fox News is really admirable, standing at 67.8%, compared to last year. This is superior to CNN's 12.5%.

Week 9 Essay Example | Topics and Well Written Essays - 250 words - 1

Week 9 - Essay Example One should consider the project objectives, timeline, and cost. (Lewis, 36) Prince is an approach which was released in 1996 as a generic project management. it focuses on the delivery of products to be specific their quality requirements. It helps define a successful project as being output oriented through creating an agreed set of products that define the scope of the project and provides the basis of planning and control. Prince2 provides a common language for all participating in a project. Critical chain project management is a method of planning and managing project execution designed to deal with uncertainties in managing projects while considering limited availability of resources. It is an application of the theory of constraints to projects. Event chain methodology is another method which compliments critical path method and critical chain project management methodologies. Event chain methodology is a network analysis technique that is focused on identifying and managing events and event chains that affect project schedules. (Denis, 89) Project control is the incorporation of process-based management. It is driven by the use of maturity models such as the capability maturity model integration. Agile project management is another approach based on the principles of human interaction management. Lean project management is another approach that uses the principles from lean manufacturing to focus on delivering value with less waste and reduced time. Due to unnecessary costs and low maneuverability in many cases the extreme project management, which may be used in combination with process modeling (Dennis