Creation of a Resource Management Plan Assignment

Creation of a Resource Management Plan - Assignment Example The higher management in the company is very concerned as time to launch the product in the market is critical. As a project manager, my first task is to develop a project network diagram, determine the float on each activity, identify the critical path and finally develop a responsibility assignment matrix. In this project, project activities with duration and allocated resources have already been identified. Project network diagrams show the project activities and logical relationship between them called dependencies (PMBOK 2008). Complete project details for each activity or a summary level detail can be included in the project network diagram produced manually or using a software. There are two main methods for constructing a project network diagram, namely: Precedence Diagramming Method and Arrow Diagramming Method (Hutchings 2005). Arrow Diagramming Method, also referred as activity on arrow technique, uses arrows to represent activities while nodes are used to represent dependencies. ADM uses only finish to start relationship to depict the dependencies among project activities. It also makes use of dummy activities, indicated by dashed lines, to logically show the relationship and dependencies among project activities. In our project, for contraction of project network diagram, precedence diagramming method is used and finish to start relationship has been used to indicate the project activities as shown in next page. Critical Path Method is a technique used to analyse the project schedule. It theoretically calculates the project’s early start, early finish, late start and late finish dates for all project activities without consideration of any resource allocation and respective limitations (Mulcahy 2011). This technique starts with first activity of the project and ends with the last activity of the project as highlighted

Letters of Credit Essay Example for Free

Letters of Credit Essay The use of the letter of credit in international trade has for a long time been an easy way of carrying out business operations without really having to use the credit of the applicant’s bank. Letters of credit usually take the place of a bank’s credit and enhances the speed of transactions when used properly.[1] Usually, the letter of credit serves to give an importer of goods as well as the exporter a chance to go a head with their business transactions even when there is no real liquid money available to either party. Letters of credit, however, present very many challenges to both the exporter and the issuing bank because they are usually documents that cannot be revoked under certain circumstances and so exposes some players to a lot of risk. A key concern has been the nature of the conditions that ought to be met before such documents can be honored by the exporter’s bank which usually has to rely on information from the importer’s bank.[2] It is on the basis of the intricate issues that surround the letter of credit and its use that this paper seeks to critically discuss it especially when used in the context of international trade. Of particular interest, though, is a discussion of the undue exposure to losses and other risks on the issuer of the letter of credit, particularly in instances when the applicant or beneficiary of the letter of credit does not duly perform one’s obligations or wrongfully obtains payment. The Working of a Letter of Credit From a business point of view, it is usually very important for an importer of goods and who holds an account with a local bank to seek for the financing of the bank for goods that are to be sourced from another country.[3] The reasons this is appropriate range from an ability to facilitate the business transactions and ensure a faster and timely transfer of the goods from the exporter’s location to that of the importer, and to reduce the costs that could be incurred in having to use other means of payment to pay for goods in another country – means of which are not always available. Therefore, from the business point of view, a letter of credit serves to enhance the general business transactions involving international trade. Where the challenge comes in is that point when it is never drawn or requested unless there is some form of credit that needs to be transferred. Actually, the letter of credit is used as an exchange of the credit of the bank and that of the buyer. Here, issues of compliance with the terms and conditions of the letter of credit poses many challenges and risks to the issuing bank as well as the advising bank which literally transfers the credit to the exporter’s account. This results because of the manner in which the transactions are conducted. First, an importer in the United Kingdom orders for coffee beans from a farmer in Brazil. The farmer insists that the coffee beans can only be exported or ferried on condition that the payment for them is paid within forty days from the time the transaction is entered into. The UK importer cannot get to Brazil to make the payments but there is a way that the exporter’s bank can communicate with the importer so that the credit can be transferred. However, the buyer does not want any undue risks so he does not offer cash to his bank but asks for a letter of credit to be drafted with the Brazilian coffee exporter as the beneficiary. The UK bank makes an arrangement with this importer and because he satisfies the conditions required, the bank drafts a letter of credits and transfers it to the beneficiary’s bank in Brazil. That advising bank then verifies the details of and terms of the letter of credit and duly pays the exporter. Once this is done, it is all to the exporter to ship the coffee beans to the UK. Only then can the advising bank (the exporter’s bank) be able to seek for the payment for the goods in accordance with the terms and conditions of the letter of credit. As can be clearly seen, there are so many processes involved and it all boils down to four main players who are bound to lose or benefit. There are the bank of the exporter, the bank of the importer, the exporter and the importer. Commercial Letter of Credit and Standby Letter of Credit It is always important to draw a distinction between two types of letters of credit commonly used in international trade and to ascertain the roles each plays towards enhancing payments for imports by a customer.[4] The commercial letter of credit is the most widely used and its use is restricted to the actual exchange of credit on behalf of the customer of a bank. It is the commercial letter of credit that will be needed by the advising bank or the exporter’s bank in order to effect payments. However, owing to the risks to the issuing bank regarding defaulting on the part of the importer who is also its customer, the issuing bank usually drafts and issues another letter of credit for the purposes of proving the credit worthiness of the importer. This particular letter of credit, therefore, serves the function of guaranteeing the advising bank and the exporter that the importer will actually pay for the goods. This reduces the risks inherent in international trade.[5] Based on this fact, it can be fairly argued that an issuer of the commercial letter of credit will be protected significantly in the event of failure by the beneficiary to adhere to the terms and conditions of the letter of credit. To a significant level, having the standby letter of credit protects the issuer because it cannot be allowed to pursue the property of the importer and recover the money; or it can fail to pass the money to the advising bank. In accordance to the UCP provisions, the banks are protected only mildly when it comes to failure by trader to honor their part of the contract regarding payments to be submitted. For instance, the UCP never really form part of the official international trade rules and are only applicable when the parties to the trade deal believe it is right for them. The absence of a clear law, therefore, that emphatically seeks to help issuers of letters of credit means that they are exposed to many risks. The law in this country regarding international trade in general and letters of credit in particular tend to offer protection to consumers more than the issuer of the letters of credit. It is almost always believed that banks have the right and the capacity to set up their own terms and conditions which they believe are sufficient enough to protect them from any acts of fraud by traders; and as such not a lot of protection is offered them under the law. International trade law will also protect the local bank and not the foreign bank, meaning that in the event the local bank, which is the issuer of the letter of credit, has already passed on the money to the advising bank, then there is little that can be done to recover the money especially in cases where the trader fails to honor the obligations to pay the bank due to bankruptcy or any other reason. This is because the law on bankruptcy protects the importer from the actions of banks that can lead to further legal battles. If such an importer files for bankruptcy during the period when the goods are yet to be delivered to him, then there is nothing the bank can do to recover its money.[6] A person declared bankrupt is protected from his debtors until at such a time when the bankruptcy can be lifted. This clearly renders the issuer of the letter of credit to such a trader incapable of recovering its owed monies. [1] Campbell, Dennis. REMEDIES FOR INTERNATIONAL SELLERS OF GOODS [2008] Volume II. Lulu.com, 2008 [2] Edwards, George. Foreign Commercial Credits; A Study in the Financing of Foreign Trade. General Books LLC, 2009 [3] Great Britain. Law Commission. Company security interests: a consultative report. Routledge, 2005 [4] Credit research Foundation. â€Å"Understanding and Using Letters of Credit, Part I† (1999). Retrieved 08/16/2010 from: http://www.crfonline.org/orc/cro/cro-9-1.html [5] Warner, Susan. The Letter of Credit. Kessinger Publishing, 2007 [6] LLL. â€Å"U.C.C. ARTICLE 5 LETTERS OF CREDIT .† (2005). http://www.law.cornell.edu/ucc/5/article5.htm

Business Comparison Of China And USA

Business Comparison Of China And USA This essay critically analyses the differences and similarities between the United States of America and the Republic of China. Firstly, this essay identifies the main theories of intercultural communication by applying Hofstede ´s intercultural framework. Secondly, the Chinese and United States negotiators style will be discussed followed by an explanaition about how to manage negotiation in both countries. Thirdly, the similarities and differences between China and the United States will be compared. Negotiating with the Chinese is an important topic in international business and cross-cultural management since China is playing an increasingly active role in doing business with the western countries [à ¢Ã¢â€š ¬Ã‚ ¦] negotiating with Chinese is also becoming increasingly important for international business successes in particular, since after China joined WTO in December 2001. (Zhu et al., 2007: 354) The aim of this study is to compare the Chinese and United States American negotiation styles on the general cultural differences to help to get a better understanding when doing business in China or the United States. Chaney and Martin (2004) as cited in Zhu et al. (2007: 355) define cross-cultural negotiation as conversation or discussions of common and conflicting interests between persons of different cultural backgrounds who work to reach an agreement of mutual benefit. International managers can profit from studying similarities and differences in negotiating behaviours to recognize what precisely is happening during the negotiating process (see Appendix A). However, managers first need to understand their own negotiation styles, to understand the similarities and differences in intercultural communications (Deresky, 2000). 2. Intercultural communication and their main theories In 1959 the phrase  ´intercultural communication` was firstly used by the cross-cultural researcher Edward T. Hall as he divides cultures into two types, high-context culture and low-context culture (Aneas and Sandà ­n, 2009; Hall, 1976). Further in 1980 the management researcher Geert Hofstede analysed data from more than 100,000 IBM employees and developed his Cultural Dimensions Model. His theory is based on the assumption of four dimensions: Power Distance Index (PDI), Individualism versus Collectivism (IDV), Masculinity versus Femininity (MAS) and Uncertainty Avoidance Index (UAI) (Powell, 2006). The fifth dimension Long-Term Orientation versus Short-Term Orientation (LTO) was identified by Geert Hofstede and Michael H. Bond in 1988 (Fang, 2003). Finally, Fons Trompenaars and Charles Hampden-Turner developed a model of seven dimensions of culture to help explain intercultural differences. These dimensions are called Universalism versus Particularism, Individualism versus Comm unitarianism, Specific versus Diffuse cultures, Affective versus Neutral cultures, Achievement versus Ascription, Sequential versus Synchronic cultures and Internal versus External control (Trompenaars and Hampden-Turner, 1998). 3. Hofstede ´s intercultural framework In this study the focus is on Hofstede ´s well-established management theory. Figure 1 displays the intercultural framework of Hofstede. According to Hofstede and his model it is of high significance to consider the high cultural differences between Chinese and American people to be successful in doing business across borders. Figure 1: The 5D Model of professor Geert Hofstede Source: Adapted from: Itim International (n.d.). Geert Hofstedeà ¢Ã¢â‚¬Å¾Ã‚ ¢ Cultural Dimensions [online]. Available at: URL:http://www.geerthofstede.com/hofstede_dimensions.php? culture1=18culture2=95#compare [Accessed 20 January 2010]. The Power Distance Index (PDI) stands for the hierarchy of power within a society and its general acceptance amongst the countrys people. Chinas ranking is almost 80 which is a very high level compared to United States ranking with 40. The level of inequality of power and wealth is high but, according to Hofstede, accepted by the Chinese society. Thus, that the level of power distance is very high in China, the boss is in the authority and in the position to decide over everything. American culture however allows more equal power and respect for every rank in a business, which means for our business that our Chinese employees will probably need to be educated to make decisions on their own. Regarding Individualism versus Collectivism (IDV) China ranks noticeably low in individualism (20) compared to the United States (91). Consequently, the Chinese culture is strongly collectivist; being integrated into a group is crucial and society values loyalty as well as strong relationships to both friends and family. The high ranking of the United States means that the society is very individualistic. More precisely the integration into groups does not play such a big role as it does in China. Furthermore, we have to consider that in the index of Masculinity (MAS) China arrives at a rank of 66 which could be interpreted as a rather masculine society. Chinese people do not show their feelings and try to be calm in every situation. However, between China and the United States (62) is no big difference. This points out that both countries values assertiveness, success, power and competition. The Uncertainty Avoidance Index (UAI) shows that the Chinese are rather accepting new uncertain situations than avoiding them (rank 30), so they seem to be more tolerant to different opinions; however, it is not a country that embraces risky situations, it rather accepts them. People in uncertainty- accepting countries usually do not express their feelings. The United States ranks higher (46), which means compared to China the American culture is not open to new situations. People here act influenced by their emotions and tend to be more nervous. Regarding Long-Term Orientation (LTO) it is manifest that Chinese culture is much more committed loyalty to and respect for traditional business strategies than the United States (29). This shows the highest ranking factor worldwide in long-term avoidance (118). Chinese people never want to lose face and are short-term oriented. The United States, on contrast, is a long-term planning country in which thrift, perseverance and persistence are valued to deal with. For instance, to deal with economic changes or with adaptation to new situations. 4. Chinese Negotiators The Chinese business culture is especially affected by the term  ´guanxi` and the notion of saving face. In a culture, which is focused on relationships, it is important who you know. Chinese people get things done through relationships with family, friends and contacts (Gesteland, 1999). Tung and Worm (2001: 521) argues that guanxi refers to relationships among people and that [t]hey are dyadic, personal relations between people who can make demands on each other (see Figure 2). Further,  ´guanxiwang` is the social network in the Chinese business culture and for them it is fundamental to avoid upsetting anyone in the network because it can lead to destabilizing the web of connections (Chee and West, 2007: 57). A key component of  ´guanxi` is the notion of saving face. A Chinese person ´s reputation and social position are based on it. Loosing their face involves reduced social resources, wealth and connections (Ma, 2006). Figure 2: Dyadic relationship in guanxi network Source: Adapted from: Tung, R. L. and Worm, V. (2001). Network capitalism: the role of human resources in penetrating the China market. International Journal of Human Resource Management. Vol. 12, No. 4, pp. 517-534. 5. Managing Negotiation with the Chinese To manage negotiation with the people from different cultures it is important to keep in mind that the individuals involved in the negotiation are of different cultures and that there is likely to be some misinterpretations because of their chosen methods of communication (Woo et al., 2001: 351). There are several reasons for the cultural differences. Most of the Chinese business persons are obsessive about price details, because of the fact that China has a traditional agrarian culture. The Communism system and Confucianism, the traditional Chinese way of thinking, affects the negotiation process recognizable through their respect for hierarchical relationships, preservation of face, and group harmony (Chee and West, 2007: pp.97-98). Tung and Worm (2001) as cited in Davison and Ou (2008: 290) suggest Negotiation outcomes depend on the degree of mutual understanding achieved by the transacting partners [à ¢Ã¢â€š ¬Ã‚ ¦] the quality of the guanxi developed during negotiations may actually be more important than either the price or the product quality [à ¢Ã¢â€š ¬Ã‚ ¦] eventual price or product quality may vary subject to the guanxi. If a person, who is doing business in China, is already in a  ´guanxi` network, this business person has to intensify this relationship. If a business person is not involved in a  ´guanxi` network, then it is important getting into a network and getting in touch with influential Chinese business persons (Holt and Chang, 2009). Furthermore, when negotiating in China, business persons have to be prepared to discuss all issues at the same time and in an apparently disorganised order (Deresky, 2000). 6. United States Negotiators The United States business culture is focused on deals with foreign or unknown people and especially affected by notions prestige, honor, status, dignity and authority (Yabuuchi, 2004: 264). Gesteland (1999: 272) suggests that an American negotiators degree of expressiveness in communication is likely to be strongly influenced by his or her particular ethnic background. For United States business people it is important to be issue-related, objective and time-conscious. However, Zhu et al. (2007: 357) argue that Americans tend to pay less attention to social ranking. 7. Managing negotiation in the United States The United States culture is affected by their immigrant society and that is the reason for the cultural diversity. As mentioned above it is all but impossible to predict and esteem specific the negotiating styles of the United States business people. The business people in the United States are time-conscious because of the fact that they dont waste their valuable time for the company. There exists no allegiance to the company (Chua et al., 2009; Gesteland, 1999). 8. Similarities and Differences between China and the United States After analyzing the negotiation style in China and the United States and its reasons, several similarities as well as differences can be pointed out. First of all, it is important to understand the effect negotiating perceptions have on the negotiating outcomes (see Figure 3). Figure 3: The relationship model Source: Adapted from: Ma, Z. (2006). Negotiating into China: the impact of individual perception on Chinese negotiation styles. International Journal of Emerging Markets. Vol. 1, No. 1, pp. 64-83. Both countries put emphasis on assertiveness, success, power and competition through their closely index of Masculinity in the intercultural framework of Hofstede. Further, look on Chinas and the United States concession behaviour both countries are doing their utmost to achieve their goal and get as much profits as possible (see Appendix A). According to Hofstede, differences between the two countries can be shown in their Long-Term Orientation. The United States (118) are long-term oriented and China (29) short-term oriented. This means that China is more committed to loyalty to and respect for traditional business strategies than the United States. Furthermore, one of the biggest differences is their decision-making behaviour (see Appendix A). United States business people are known as the fastest decision makers in the world whereas China doesnt rush to take a decision. Finally, both countries have a different pursue a different goal in the negotiation process. For the Chinese it is a kind of dialogue, more precisely an exchange of information. In the United States negotiation is associated with an outcome which could be a contract. 9. Conclusion Summarising the findings and arguments shows that both countries should have an understanding of the traditions and culture. Woo et al. (2007: 351) suggest that [w]hen negotiating with the Chinese it is imperative to be conscious of [à ¢Ã¢â€š ¬Ã‚ ¦] the structural collectivism of those involved in business negotiations. Especially the business people from the United States should be prepared for a long visit when doing business in China. The best way to be successful in China is to build guanxi, which is a time-consuming procedure but essential. The Chinese business people have their focus more and more on the content of the deals and the details of the prices. In comparison to the business negotiation in the United States soft handshakes should be avoided because for some of them it reflects weakness (Gesteland, 1999). Appendix Appendix A: Negotiation Procedures à   Business Protocol Chinese Negotiator United States Negotiator Dress Code à  men: suit, white shirt, conservative tie à  women: conservative suit or dress à  varies somewhat according to location and type of business Meeting and Greeting + soft handshake/ moderate eye contact bone-crushing handshake/ overly direct gaze + firm handshake/ direct eye contact some believe soft handshake reflects weakness Exchanging Business Cards + exchange of name cards is done using both hands + read the business card + put the card away in a leather card/ place it on the table in front of you dont write on someones name card à  may not initiate the exchange of business cards Exchanging Gifts à  be prepared with appropriate gifts/ present gift with both hands + expensive cognac/ items typical of your own country/ logo gifts à  is not a gift-giving gift-giving culture many feel uncomfortable if presented with an expensive gift Winning and Dinning + master the fine arts of eating with chopsticks + toasting your counterparts à  many prefer to maintain a separation between their professional and private lives à   Negotiating Behaviour Chinese Negotiator United States Negotiator Bargaining Range à  often bargain vigorously à  expect major concession on price and terms à  expect them to test your opening offer for flexibility Concession Behaviour à  expect pressure tactics à  be prepared for some hard bargaining Plays and Counter-Ploys à  generally mask negative emotions à  may on occasion display anger as a pressure tactic à  a favourite bargaining tactic is time pressure à  another is to ask for quotations on a sliding scale by quantity Decision-Making Behaviour à  a long time-consuming process à  decisions take time à  fastest decision makers in the world Source: Adapted from: Gesteland, R. R. (1999). Cross-cultural business behavior: marketing, negotiating and managing across cultures. 2nd ed. Copenhagen: Handelshà ¸jskolens.

Investigation Of Reproduction And Development In Animals :: essays research papers fc

Investigation of Reproduction and Development in Animals Cycles, Conception and Contraception Fertility is the condition of being fertile. The aim of contraception is to inhibit fertility in individuals, hence, slowing population growth. The system by which all female contraception must operate: the menstrual cycle. What is the menstrual cycle? and what hormones are involved in controlling it? After puberty, the female produces an egg each month. Other changes take place on a cyclic basis including the uterus lining and hormone levels. These changes are called the menstrual cycle. Follicle stimulating hormone (FSH) from the pituitary gland stimulates the growth of follicles in the ovary. Follicles produce oestrogen that stimulates the pituitary to produce leutinising hormone (LH). As LH increases the size of the follicle increases until an egg is released. The corpus luteum formed in the follicle secretes progesterone that prepares the lining of the uterus for pregnancy. If fertilisation does not occur the lining of the uterus is discharged from the body in the process called menstruation. What is the birth control pill? The combined oral contraceptive pill (the pill) is a reversable, hormonal method of birth control. The pill consists of a mixture of two synthetic hormones similar to oestrogen and progesterone, the woman’s natural hormones which regulate the menstrual cycle. The pill is on of the most popular methods of birth control. How does it work? The pill basically prevents ovulation, therefore, the ovaries can’t release a mature egg. Without an egg for the sperm to fertilize , a woman cannot get pregnant . The hormones also increase cervical mucus, making it difficult for sperm to pass into the uterus. How effective is the pill? If used correctly, the pill is highly effective. It has a less than one percent failure rate. However, because many people misuse it, the actual failure rate is more like three percent. The pill does not provide protection against sexually transmitted diseases. How are pills used? One pill must be swallowed at the same time every day. It is not any single pill, but the day-to-day process of taking the pill which provides protection against pregnancy. What is infertility? Infertility in humans and other species(animals) is the inability to concieve or carry a pregnancy to a live birth. The causes of infertility can be identified in some cases. The majority of cases relate to female factors (50%), 40% relate to male factors and 10% aree unknown. Infertility sometimes may serve as a combination of both male and female factors. If the cause of infertility is known, treatment of some kind may be available. In other cases a problem may disappear on its own and fertility is restored.

Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|

Free Essays on The Zodiac

Language Cultures The Zodiac It is believed that the zodiacal signs originated in Mesopotamia as early as 2000 BC. The Greeks adopted the symbols from the Babylonians and passed them on to the other ancient civilizations. The Egyptians assigned other names and symbols to the zodiacal divisions. The Chinese also adopted the 12-fold division, but called the signs rat, ox, tiger, hare, dragon, serpent, horse, sheep, monkey, hen, dog, and pig. Independently, the Aztec people devised a similar system. A horoscope is divided into twelve sections, called the signs of the Zodiac, which include Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, and Pisces. Astrologers assign every planet (which in astrology includes the sun and moon) with a particular sign, depending on where that planet appears on the ecliptic at the time for which the horoscope is cast. Each planet represents basic human drives, and each sign represents a set of human characteristics. When astrologers designate a person as a certain sign- a Leo or a Pisces, for example- they are referring to the person's sun sign- that is, the sign that the sun occupied at the time of the person's birth. The horoscope also is divided into twelve houses, which make up the 24-hour period during which the earth rotates once on its axis. Each house deals with certain areas of a person's life, such as marriage, health, work, travel, and death. Astrologers make predictions by interpreting the position of astronomical bodies within the signs and houses of the horoscope. zodiac Signs of the Zodiac Constellation English Name Symbol Dates Aries The Ram Mar. 21-Apr. 19 Taurus The Bull Apr. 20-May 20 Gemini The Twins May 21-June 21 Cancer The Crab June 22-July 22 Leo The Lion July 23-Aug. 22 Virgo The Virgin Aug. 23-Sept. 22 Libra The Balance Sept. 23-Oct. 23 Scorpio The Scorpion Oct. 24-Nov. 21 Sagittarius The Arch... Free Essays on The Zodiac Free Essays on The Zodiac Language Cultures The Zodiac It is believed that the zodiacal signs originated in Mesopotamia as early as 2000 BC. The Greeks adopted the symbols from the Babylonians and passed them on to the other ancient civilizations. The Egyptians assigned other names and symbols to the zodiacal divisions. The Chinese also adopted the 12-fold division, but called the signs rat, ox, tiger, hare, dragon, serpent, horse, sheep, monkey, hen, dog, and pig. Independently, the Aztec people devised a similar system. A horoscope is divided into twelve sections, called the signs of the Zodiac, which include Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, and Pisces. Astrologers assign every planet (which in astrology includes the sun and moon) with a particular sign, depending on where that planet appears on the ecliptic at the time for which the horoscope is cast. Each planet represents basic human drives, and each sign represents a set of human characteristics. When astrologers designate a person as a certain sign- a Leo or a Pisces, for example- they are referring to the person's sun sign- that is, the sign that the sun occupied at the time of the person's birth. The horoscope also is divided into twelve houses, which make up the 24-hour period during which the earth rotates once on its axis. Each house deals with certain areas of a person's life, such as marriage, health, work, travel, and death. Astrologers make predictions by interpreting the position of astronomical bodies within the signs and houses of the horoscope. zodiac Signs of the Zodiac Constellation English Name Symbol Dates Aries The Ram Mar. 21-Apr. 19 Taurus The Bull Apr. 20-May 20 Gemini The Twins May 21-June 21 Cancer The Crab June 22-July 22 Leo The Lion July 23-Aug. 22 Virgo The Virgin Aug. 23-Sept. 22 Libra The Balance Sept. 23-Oct. 23 Scorpio The Scorpion Oct. 24-Nov. 21 Sagittarius The Arch...

History of Astronomy - Rise of Modern in 20th Century

History of Astronomy - Rise of Modern in 20th Century Tycho Brahe has often been called the Father of modern astronomy, and for good reasons. However, I think that title really belongs to Galileo Galilei for his pioneering use of the telescope to magnify the view of the sky. However, Brahe did advance the science more than anyone in the past, simply by using his senses, rather than philosophy to study the sky. The work that Brahe began was continued and expanded by his assistant, Johannes Kepler, whose laws of planetary motion are among the foundations of modern astronomy. There are many other astronomers since Galileo, Brahe, and Kepler who have advanced the science:  Here, in brief, are some of the other bright lights who helped bring astronomy to its current place. Edmund Halley (1656-1742) was a British astronomer who was also a big fan of Sir Isaac Newton. After encouraging Newton to write his Principia, Halley then published it at his own expense. Not stopping to rest on the fame of another, he went on to calculate the orbits of comets, including the one named after him.Sir William Herschel (1738-1822), though born in Germany, was a British astronomer. He discovered Uranus in 1781 coined the word asteroids. He also cataloged about 2,000 nebulae, discovered several satellites of Uranus and Saturn, studied the rotation of planets. Discovered and studied binary stars. He discovered two satellites each orbiting Uranus and Saturn. He studied the rotation period of many planets, the motion of double stars, and nebulae. He cataloged more than 800 double stars and contributed new information on the constitution of nebulae. Herschel was the first to propose that these nebulae were composed of stars. He is considered the founder of sidereal astronomy. Albert Einstein (1879-1955) was a German-born American physicist and Nobel laureate. He may be the most well-known scientist of the 20th century. In 1915, he developed his general theory of relativity, which states that the speed of light is constant and that the curvature of space and the passage of time are linked to gravity. Thinking the universe was unchanging, he inserted a  cosmological constant fudge factor  into his calculations to make them fit his viewpoint.Willem de Sitter: (1872 - 1934), a Dutch astronomer, removed Einsteins cosmological constant from his calculations and used the theory of relativity to show that the universe may always be expanding.Georges-Henri Lemaitre: (1894 - 1966) was not only a Belgian astronomer, he was also a Jesuit priest. Discovering the writings of Russian mathematician, Alexander Friedmann, Lemaitre took his solution for an expanding universe and theorized that if the universe is expanding, if we follow it back to the starting point, the n our universe began as a great cosmic egg which exploded and expanded outward. Lemaitre is often referred to as the father of the Big Bang theory. Edwin P Hubble (1889-1953), American Astronomer. In the 1920s, Albert Einstein stated, I have made my greatest blunder. This pronouncement came when Hubble  demonstrated that the universe was not static and Einsteins cosmological constant was not necessary. Utilizing improved telescopic devices, he was also able to confirm that those fuzzy objects astronomers had seen for years were in fact other galaxies.Thomas Gold (1920 - 2004) was an American astronomer. Though it is generally believed that Golds steady state theory of the universe is incorrect, he made many major contributions to our knowledge of the universe, including the nature of pulsars as rotating neutron stars, and the origin of planetary hydrocarbons. These are just a few of the astronomers and their findings in the pre- and early 20th century history of astronomy. There have been and are many other great brains in the field of astronomy, but its time to get away from history for now. Well meet some of these other astronomers throughout the rest of our lessons. Next, well look at numbers. Fourth Lesson Big Numbers Lesson 4, 5, 6, 7, 8, 9, 10 Edited and updated by Carolyn Collins Petersen.

Strangers on a Train Essays

Strangers on a Train Essays Strangers on a Train Essay Strangers on a Train Essay Essay Topic: The Stranger Chris Colangelo Film as an Art Form 32660 Frank Foster Strangers on a Train Word Count 1559 1. Guy Haines is a pro tennis player from Metcalf that feels tennis is not what he wants to do with his life and that politics is what he is meant for. Guy doesn’t drink or smoke much but will do so on occasion, Guy is very friendly and modest about his fame. When Guy meets Bruno on the train for the first time he doesn’t want to be around him for very long as Bruno tends to intrude into Guy’s personal life. It makes Guy upset. Guy’s wife has been cheating on him and wants a divorce and Guy doesn’t want to talk about it with Bruno. Guy has a weird sense of humor as he sarcastically says things like, â€Å"I thought murder was against the law† or â€Å"sure Bruno, sure they’re ok†. Guy has acquired a significant financial gain from his tennis playing and when he goes to Metcalf to meet with his wife to finalize the divorce, she double crosses him and literally tries to ruin his life for her personal gain. Guy gets so angry about his wife’s double crossing he tells her she will pay and while on the phone with his girlfriend, Anne Morton, he says he could strangle her or break her neck. Even though Guy is very upset by his wife’s actions, he was alarmed to find that Bruno had killed his wife and called Bruno a crazy maniac and tells Bruno that he is going to the police, but when Bruno tells him that he will be viewed as an accessory to murder Guy regretfully agrees not to go to the police and acts like he doesn’t know anything. Guy sometimes can’t control his feelings toward Bruno and at one point punches Bruno in the face for making a seen at a party. Guy is dating Anne Mortan who is a senator’s daughter which makes him look as if he were dating her as a way into politics. Guy gets easily offended at the mention of such accusations. Guy cares about keeping Anne Morton and her family out of the mess of the murder. He also cares about keeping a good public image to help him get into politics. Guy is a bad liar. When the phone is brought to him and he finds out it was Bruno he quickly hangs up the phone and when asked who it was he said,† There must have been a mistake, it wasn’t for me†. Clearly showing suspicion by the fact that Guy is a bad liar tells a little about his character, he is just a typical honest man that likes to play tennis. . Bruno Antony is a very wealthy man from Arlington but not by his own work. His family is rich and Bruno simply lives off of his family’s wealth. Bruno is very talkative and cares about his mother who is mentally ill. Bruno likes to smoke, drink, and gamble and that is the behavior that got him kicked out of three colleges. Bruno believes that you should do everything before you die to an un realistic level. Bruno’s father thinks that Bruno is a bum and is determined to get Bruno a job if it’s the last thing he does. Bruno can’t stand that his father has so much money and insists that Bruno get a job like a normal person. Bruno often thinks about different ways to kill his father and the thought is relaxing to him Bruno even says, â€Å"I used to put myself to sleep at night figuring it all out†. Bruno is a psychotic man; he thinks and plots about murder, often creating a plan and running through it in his mind. When Bruno meets Guy on the train for the very first time he already knows everything about Guy; his tennis career, his interest in politics, his divorce, his girlfriend, everything. Bruno reads about everything and everyone. Bruno likes Guy and wants to be Guy’s friend even though Guy doesn’t seem to have any desire to be around Bruno. Bruno gets into Guy’s personal life and brings up sensitive things that he knows about. Bruno merely talks to Guy about the idea of swapping murders and even though Guy is repulsed by the idea, Bruno moves forward as if they had cut a deal. Bruno is very resourceful; he seems to always know where Guy is and how to get ahold of him. He also has no trouble finding Guy’s wife, Miriam. Bruno waits by her house, waiting for her to leave, he follows her and the two men she is with to a theme park. Bruno enjoys the thrill of the hunt. He loves following Miriam as if it were a game to him. Bruno flirts with Miriam using simple eye gestures and smiles, making it all the more easier for Bruno to complete his murder. When Bruno kills Miriam, he doesn’t just attack her from behind, he gets right up in her face and flicks the lighter to illuminate their faces, he looks right into her eyes and asks her if she’s Miriam. When she replies, he wraps his hands around her throat and strangles her to death with no remorse. When Bruno tells Guy about what he had done, Guy says he’s going to the police but Bruno quickly tricks Guy into thinking that if he goes to the police that he will be an accessory to murder as Bruno has nothing to gain by killing Guy’s wife so Guy must have convinced Bruno to kill his wife. Even though Bruno is very smart he is also very impatient. He shows himself to Guy even when he knows that Guy has police following him at all times. Bruno is under the impression that he had completed his end of the deal and Guy owes him the death of Bruno’s father. When Bruno finds that Guy has no intention of killing his father he decides to go back to the scene of the crime and plant Guy’s lighter to give the police evidence that would link Guy to the murder. Even after Bruno is shot and knows he is going to die, he still won’t admit to the murder and continues to frame Guy. 3. Guy and Bruno are very different men but they are similar in some ways. Bruno and Guy both feel that they have been wronged; Bruno by his father’s wanting him to work, and Guy’s wife cheating on him, then double crossing him and ruining his life for monetary gain. Both Bruno and Guy have money and they both want to be more in life than their current position. Guy wants to get into politics and Bruno wants to do something he feels is important. Both men are intelligent and use their intelligence to work toward their goals; Guy moving forward in his career and Bruno manipulating Guy to keep himself out of prison. Both men break the law and make foolish decisions; Bruno by killing Miriam and Guy by slipping out and ditching his police escort. 4. There are objects in the movie that link multiple characters together. The first is Bruno’s tie clip given to him by his mother. The fact that his name is on the tie clip is very important in itself because it becomes an identifier. Anne Morton notices this when Bruno talks to Guy out side when he is with Anne. Guy tells her that he has never met him before and that he was simply just a fan. But later, when at the tennis courts, Bruno introduces himself again as if they had never met. Because Anne saw Bruno’s tie clip she was certain that it was the same man and that something was up. Another object in the movie was Miriam’s glasses. After Bruno killed her he took the glasses and gave them to Guy as proof of the murder. Later in the movie, not the physical glasses themselves, but the mental image of the glasses Bruno had in his head reminded him of the murder. When seeing Anne’s sister Barbara who looked a little like Miriam, the glasses reminded him of the murder and he had a flashback to the crime. This was obvious to Barbara and when Barbara told Anne about it, she said she had noticed it too. This was one of the key pieces in Anne discovering that Bruno killed Miriam. 5. The object use for the resolution of the story was Guy’s lighter that had tennis rackets and A G engraved on it. This is very important because it clearly can be proven to belong to Guy and would put him at the scene of the crime if Bruno had placed it there. Bruno knew this and was very careful when someone asked for a light on the train. Bruno pulled out a box of matches even though he had the lighter in his hand. Bruno didn’t want anyone to see him with the lighter and it would lose its ability to link Guy to the murder. At the end of the movie the lighter was used to prove that Bruno was planning on planting the lighter on the island to frame Guy. That one single Item was what cleared Guy’s name.

Locus of Control Essay Example | Topics and Well Written Essays - 2500 words

Locus of Control - Essay Example Each subject's perseverance level was rated after the task using a score range from 1 to 5. On average, subjects had a higher perseverance level on the Non-Frustration task than on the Frustration task. In this study, GESS and the ICI cannot be used to predict the degree of perseverance exhibited during a Frustration task. The concept of Locus of Control, which was originally developed by Julian B. Rotter in the early 1950's and is considered to be one of the most significant aspects of an individual's personality. It seeks to analyze the perception of an individual regarding the causes behind the happening or non-happening of certain events in his or her life (Rotter, 1966). The concept of Locus of Control is helpful in discerning the level of control that a person feels they possess in life. The study of Locus of Control would offer valuable contributions and theories that would further help in understanding and analyzing academic persistence as well as motivation. According to Strain (1993), the concept of Locus of Control has not yet been applied to the study of college students and their ability to persist at school. Individuals with internal Locus of Control are believed to be mentally more aware, able better equipped for learning, and highly motivated as compared to those with external Locus of Control (Stone and Jackson, 1975). ... And that a higher level of pessimism will correlate with a greater external Locus of Control. An optimist will perceive that many aspects of life are controllable and will therefore make efforts and take risks which will promote this belief, thus turning their Locus of Control internal. Whereas pessimists perceive that they are helpless to affect the events happening around them, so they will avoid taking steps to change things and thereby change their Locus of Control to external. According to Aspinwall and Brunhart (1996), optimists are more likely to be aware of their health risks and more informed about id as opposed to pessimists. This fact is further supported by the studies of Peterson, Seligman, and Vaillant (1988), whereby it was observed that people with pessimistic behaviour were in worse physical health on older age than their more optimistic counterparts. They also suggest a manner in which this "learned helplessness" which is a major cause of depression could be transformed into optimistic behaviour through cognitive therapy (Seligman and Martin, 1991). According to Gibson (2004), a large difference exists in the behaviour of gamblers where it was observed that optimists have high expectations of winning and so are likely to lose more than pessimists who rarely expect to win and bet lesser amounts after each consecutive loss. The concepts of optimism as well as pessimism, when studied in the light of cultural perspectives - in terms of dealing wit h international patients versus Hindu patients, Desai (1982) observes that reactions of people towards a given situation differs largely owing to their cultural backgrounds. While Armor and Taylor (1998) advocate the theory of "situated optimism" where people behave in an optimistic

Whither information governance Essay Example | Topics and Well Written Essays - 4000 words

Whither information governance - Essay Example Accordingly, in order to more deeply understand these dynamics and the means through which information governance is shifting and continually redefined, the following analysis will focus on defining information privacy, specifying why it is of importance, how privacy can be protected, discussing freedom of information, and how freedom of information can be guaranteed in a world that is increasingly paranoid about access to information and the need to safeguard it. It is the hope of this author that such a level of discussion will be beneficial in providing the analyst a more thorough and nuanced understanding of information governance and the means through which it has evolved and may likely evolve in the near future. For purposes of this brief analysis, this author will consider the identification of â€Å"privacy† as defined by James Moor in his article, â€Å"Towards A Theory of Privacy in the Information Age†. Furthermore, after the analysis of Moor’s particular theory with relation to privacy and how it impacts upon the way that law has grown, expanded, and changed to fit the understood needs of our current era, this author will also seek to provide a bit of commentary on whether one can come to an understanding and rational for such a definition is in keeping with reality or whether it stands to be more concretely or less explicitly defined. As a function of this level of analysis, the analysis can present the prime viewpoints of scholars is that it is necessary to understand privacy within he context of the law more completely prior to delving into the mechanisms through which it can be safeguarded (Sutanto, 2013). Through coming to an understanding of the way that pri vacy law has grown and developed, the reader/researcher can come to appreciate the rules and regulations that serve to protect what many have come to consider a â€Å"fundamental right† (Weston, 1970). One of the main points that the scholars point to with

Overpopulation Essay Example | Topics and Well Written Essays - 1500 words

Overpopulation - Essay Example The most rapid population growth has occurred during the past 300 years. Overpopulated countries like Africa, Asia & America increases its crime, epidemics and workforces. Overpopulation can be defined in several ways. One way is in terms in carrying capacity. Other way to define overpopulation is in terms critical factors. Critical impacts such as malnutrition, lack of food supply, unemployment, lack of education, destruction of ecosystem, poverty, lack of housing & uncontrollable diseases indicate that there is overpopulation, regardless of the carrying capacity of ecosystem. The third way is population size and resource use to their environmental consequences (Addison,1994). The world is over populated if the environment is damaged by factors like pollution and habitat destruction on large scale. "One cause that affect the amount of food produced is because the amount of land available for growing crops".(Persell, 1990). Due to overpopulation the supply for food is affected. For example in a irrigation area, extensive irrigation may deplete underground water supply more rapidly than they replenish. In the long run, overusing those areas may cause them to dry up and also become unfit for farming. And because of this it does not seem to offer an easy solution to the problems of world food production. . Food is not the only resource that determines carrying capacity in the ecosystem. (Manongdo,2003). B. Housing Problems "Inadequate housing is not just one of a lack of housing, it also a problem of unaffordable housing."(Kerbo,1989). Due to overpopulation, many people are homeless. According to (Newsweek, March 23,1981) 30,000 people were homeless in LA in 1984. During the high employment many people were seen sleeping in the street because they can't afford to buy homes. C. Human Behavior Human behavior of overpopulated area believed that is harmful to humans. The extensive daily contact with strangers, due to overcrowding can affect the behavior of a human. According to (Kerbo,1989) "The lack of strong social - were believed to cause many problems such as mental, illness and crime". With this kind of environment certainly has a higher crime rate but seems due to the often found poverty and many children without adequate support. D. Lack on water supply because freshwater have been polluted and there's inadequate water treatment facilities. Overpopulated country suffers from different diseases such as tuberculosis, parasites diseases and leprosy. And almost 75% of this came from the water that they are using. Commonly polluted water causes death to thousands of children all over the world. Diseases contribute to poor heath conditions in many parts of the world. Diseases such as cholera and tuberculosis are becoming common again, even though effective medical treatments once made them rare. E. Destruction of nature. Because of this problem many people especially children

Children, War and Education Essay Example | Topics and Well Written Essays - 1000 words

Children, War and Education - Essay Example This leads them into an intense mental trauma. 3. Children used as terrorists/soldiers:The scene grows even more gruesome when children are made a part of these wars. Their small hands are trained to hold and control the agents of deaths deadly weapons and their vulnerable minds are inculcated with norms of the terror culture where ruthless massacres are a way of life. Be it the Hamas in Gaza, the Taliban in Afghanisthan or the LTTE in Sri Lanka they extensively use children as terrorists."assessments by the Sri Lankan Directorate of Military Intelligence have estimated that as much as 60 per cent of the LTTE's fighters were below 18."(SOUTH ASIA TERRORISM PORTAL) and "LTTE terrorists used a 13 year old child suicide bomber against the advancing 55 Division troops in Chalai "( Thilakaratne 2009)The conditions are no different in Jammu and Kashmir where children are used as "terror tools". They are even trained in throwing grenades and planting IEDs.( GUPTA 2005).This affects a child's(terrorist) psychology in a very dangerous ma nner sometimes making it impossible to help them lead a normal life even after they have been freed/rescued. Their experience with terror creates a kind of crisis in their life - it's a crisis of life purpose and direction. Children Participation in armed conflicts, even voluntarily, is an offence as per the Geneva Convention (1948), its two amendments (1997), and as per Article 38 of the UN Convention on Rights of the Child. But one can definitely not expect the terrorist groups to abide by these laws. Even in cases where terrorist outfits were warned against the use of children or even when the terrorist groups promise not to use children (as in case of LTTE), there are hardly any productive or positive results. 4. Loss of children's education: In conditions like these it's not difficult to imagine what must be happening to the education of children. A country's civilian population is under a condition of constant stress when there is a war going on at the borders of the country and the education of children is often disturbed due to falling attendance as a result of fear, shutting down of schools due to govt. orders concerning safety or other such reasons. And the conditions worsen in countries where there are no defined battle fields and the civilian areas are frequently attacked. Terrorist attack on schools causes a great damage; and this damage is multidimensional. Not only is the property damaged but also many lives are lost and the entire education system completely disrupted and sometimes even uprooted. Attacking schools severs several purposes for the terrorist organisations: A. Schools are soft targets and can be attacked comparatively easily.(Ervin 2006) B. Attack on

Overpopulation Essay Example | Topics and Well Written Essays - 1500 words

Overpopulation - Essay Example The most rapid population growth has occurred during the past 300 years. Overpopulated countries like Africa, Asia & America increases its crime, epidemics and workforces. Overpopulation can be defined in several ways. One way is in terms in carrying capacity. Other way to define overpopulation is in terms critical factors. Critical impacts such as malnutrition, lack of food supply, unemployment, lack of education, destruction of ecosystem, poverty, lack of housing & uncontrollable diseases indicate that there is overpopulation, regardless of the carrying capacity of ecosystem. The third way is population size and resource use to their environmental consequences (Addison,1994). The world is over populated if the environment is damaged by factors like pollution and habitat destruction on large scale. "One cause that affect the amount of food produced is because the amount of land available for growing crops".(Persell, 1990). Due to overpopulation the supply for food is affected. For example in a irrigation area, extensive irrigation may deplete underground water supply more rapidly than they replenish. In the long run, overusing those areas may cause them to dry up and also become unfit for farming. And because of this it does not seem to offer an easy solution to the problems of world food production. . Food is not the only resource that determines carrying capacity in the ecosystem. (Manongdo,2003). B. Housing Problems "Inadequate housing is not just one of a lack of housing, it also a problem of unaffordable housing."(Kerbo,1989). Due to overpopulation, many people are homeless. According to (Newsweek, March 23,1981) 30,000 people were homeless in LA in 1984. During the high employment many people were seen sleeping in the street because they can't afford to buy homes. C. Human Behavior Human behavior of overpopulated area believed that is harmful to humans. The extensive daily contact with strangers, due to overcrowding can affect the behavior of a human. According to (Kerbo,1989) "The lack of strong social - were believed to cause many problems such as mental, illness and crime". With this kind of environment certainly has a higher crime rate but seems due to the often found poverty and many children without adequate support. D. Lack on water supply because freshwater have been polluted and there's inadequate water treatment facilities. Overpopulated country suffers from different diseases such as tuberculosis, parasites diseases and leprosy. And almost 75% of this came from the water that they are using. Commonly polluted water causes death to thousands of children all over the world. Diseases contribute to poor heath conditions in many parts of the world. Diseases such as cholera and tuberculosis are becoming common again, even though effective medical treatments once made them rare. E. Destruction of nature. Because of this problem many people especially children

ITM 301 Mod 2 CBT - Principles of Information Systems in Business and Essay

ITM 301 Mod 2 CBT - Principles of Information Systems in Business and Organizations - Essay Example the help desk solve the problems of the customers to the maximum, the following are some of the essentials in setting up of a customer service department: 1. Define the objective. According to Ruby Bayan2, the organization has to first decide what is objective of creating a helpdesk. Are you planning to give expert advice or are you planning to handle the maximum number of customers or is your objective to have a personal touch. When the objective is clear then, it is easy to set our priorities in organizing the other resources. 2. Understand the customer: When it comes to understanding the customer, an in-depth analysis is required about the profile of the customer. The customers’ type of business, volume of business, the type of technology adopted, the kind of problems faced by the customers frequently and what is the procedure adopted to solve customer problems. When an understanding of the customers’’ technologies and help desk management, we can choose the kind of service we have to offer. So we can get an idea about the kind of software to be used to achieve our objectives. 3. Select the technology: There is always a debate whether to buy software or to build customized software for your organization. The diagram below shows the factors that have to be considered before making a decision by the management. According to Hoffman3, the decision to develop a customized software should depend on the competitive edge it can create. When a software is very essential to create an edge over the competition and if it defines the basic purpose of the organization, the cost of development of the software is justified. On the other hand if the organization can use an off the shelf software the company should buy the software to reduce the operational costs and thereby can pass on the cost benefit to its customers. The author suggests that the organization can buy a software and adjust its operations according to the software implemented which will require less

Children, War and Education Essay Example | Topics and Well Written Essays - 1000 words

Children, War and Education - Essay Example This leads them into an intense mental trauma. 3. Children used as terrorists/soldiers:The scene grows even more gruesome when children are made a part of these wars. Their small hands are trained to hold and control the agents of deaths deadly weapons and their vulnerable minds are inculcated with norms of the terror culture where ruthless massacres are a way of life. Be it the Hamas in Gaza, the Taliban in Afghanisthan or the LTTE in Sri Lanka they extensively use children as terrorists."assessments by the Sri Lankan Directorate of Military Intelligence have estimated that as much as 60 per cent of the LTTE's fighters were below 18."(SOUTH ASIA TERRORISM PORTAL) and "LTTE terrorists used a 13 year old child suicide bomber against the advancing 55 Division troops in Chalai "( Thilakaratne 2009)The conditions are no different in Jammu and Kashmir where children are used as "terror tools". They are even trained in throwing grenades and planting IEDs.( GUPTA 2005).This affects a child's(terrorist) psychology in a very dangerous ma nner sometimes making it impossible to help them lead a normal life even after they have been freed/rescued. Their experience with terror creates a kind of crisis in their life - it's a crisis of life purpose and direction. Children Participation in armed conflicts, even voluntarily, is an offence as per the Geneva Convention (1948), its two amendments (1997), and as per Article 38 of the UN Convention on Rights of the Child. But one can definitely not expect the terrorist groups to abide by these laws. Even in cases where terrorist outfits were warned against the use of children or even when the terrorist groups promise not to use children (as in case of LTTE), there are hardly any productive or positive results. 4. Loss of children's education: In conditions like these it's not difficult to imagine what must be happening to the education of children. A country's civilian population is under a condition of constant stress when there is a war going on at the borders of the country and the education of children is often disturbed due to falling attendance as a result of fear, shutting down of schools due to govt. orders concerning safety or other such reasons. And the conditions worsen in countries where there are no defined battle fields and the civilian areas are frequently attacked. Terrorist attack on schools causes a great damage; and this damage is multidimensional. Not only is the property damaged but also many lives are lost and the entire education system completely disrupted and sometimes even uprooted. Attacking schools severs several purposes for the terrorist organisations: A. Schools are soft targets and can be attacked comparatively easily.(Ervin 2006) B. Attack on