Principles Of Behaviorism Essay

The principles of behaviorism are represented through a sequence of events and possibly lead to â€Å"time-out† period. Time-out is used by parents as a disciplinary tool towards their misbehaving child. Parents respond to a child’s actions through reinforcement, whether it be expressed by a positive or negative feedback. When a child does something unacceptable or troublesome the parent may use seclusion as a type of punishment known as â€Å"time-out.† After the child has done something wrong they must sit in a quiet area by themselves and ‘think about what they had done wrong.’ The time-out isolation usually is dismissed after the child has â€Å"cooled down† and acknowledges their behavior and is ready to act appropriately. Time-out usually influences a child’s behavioral development by learning the consequences of disobedience. This type of reinforcement could have many consequences based on the parent’s discretion. Some parents may use the threat of deprivation as a further penalty. The removal of the child’s TV, video games, cell phone or time with friends may be taken away until the child has fully understands why they are being punished. If the parents have successfully reinforced the child’s behaviors throughout development, the child should not be repeating a punishment for the same bad behavior that was once acknowledged. The child’s behavior should have already been handled and the frequency of misbehaving should decrease.

Jean Know †„Where the Gods Fly“ Essay

â€Å"Being the new one†, haven’t we all tried that before? Being the new kid in school, or being the new employee at work. Then, imagine being new in a completely different country, where you have to start from zero. Making new friends, creating a network, learning a new language and also a whole new culture, is all very challenging and overwhelming factors, when moving to a new place. This is actually the situation in Jean Know’s short story â€Å"Where the Gods Fly†, where a little family of three people emigrates from China to the USA, to create a new life by working and raising their daughter in school. In this short story, we hear about a mothers concern about, seeing her daughter being encapsulated in the Western culture. Whilst her husband, and father to their daughter Peal, is suffering from cancer. The parents of Pearl are working at a factory, and to avoid that Pearl would have to be home alone or stick around at the factory, they allow her to start dancing ballet. This gives their daughter a lot of unexpected success, and because they want Pearls to have a proper education and not live of dancing, they encourage her to quite dancing ballet. Parts of this paper will focus on the structure of the short story, and the contrast between the two â€Å"worlds† that are represented in the story. The story does not have an introduction, which means that is starts in medias res â€Å"I kneel here before the gods and the thought of what I am about to do stings my eyes like incense.† This is actually the end of the story, so the rest of the story will be leading us to how everything has come to this point. The story is not told chronologically, I would rather say that it was written with flashbacks or some kind of memory, because we first hear of the mother’s childhood and religious background, and then we hear of their life in America. As mentioned, we first hear about Pearls mother’s roots, and then we hear about how their life in America are progressing. The parents are working at the factory, and they do not have a lot time to spend with their daughter, we can see that in this sentence †Ã¢â‚¬ ¦ her father and I spent our waking hours at the factory in Chinatown†¦Ã¢â‚¬  This means that Pearl stays home alone every day after school, and at some point her mother start to  feel guilty not to raise her child properly. This is resulting in a scholarship for Pearl, so she doesn’t have to stay home alone all day, but is this really what Pearls mom want her daughter to do? Actually not, the only reason she does this is to avoid, that her daughter will visit her American friends, because her mom doesn’t understand the Americans. This is a huge problem for her, because on the one side she wants to raise her daughter well and create a good life for her, but on the other side she is not willing to adapt the American culture, and this is what creates her problem. A huge contrast in this story is the contrast between the two cultures of China and America, where Pearl is trying to adapt the Western culture to make a new life and get accepted by her American friends, her mother tries to maintain her roots from growing up in China, and she is not willing to adapt the Western culture. In the story she talks about Pearls audition to the ballet school or scholarship, and here appears an obvious contrast of the two cultures, when Pearls mom says â€Å"We don’t belong here, I wanted to say, what do we simple Chinese know of these inhuman people with their impassive faces and elegant shoulders?†. Another contrast in the story is between the old and new world. The mother says, â€Å"When I was a girl in China, I was not permitted to go to classes. Much of the learning I possess, I picked up through lingering at the table, pretending to dust or sweep, as my brothers studied.† This is a way of telling her daughter that one day, she one only has herself to rely on, so it is very important to Pearl to get a proper education and not only focus on dancing. But it is also a way of getting her daughter to something, that she never got the opportunity to do herself. As the story progresses Pearl is actually becoming what her mother doesn’t want her to become, and as her mother is busy taking care of her ill husband, they are slowly drifting apart. In the end the mother says, â€Å"Buddhas, allow my daughter to understand some day why I take her greatest love away; I know this will be the blow that finally severs the already tenuous bounds between us.† Here she has come to the conclusion that it is the best thing for both Pearl and her to take her greatest love away, so that she can be just a normal girl. Because, the  mother states that Chinese people like them doesn’t have to be something special, they just have to fit in. And by this we are back to the beginning where the big decision has been made, but wants her daughter to resist the winds of fate and get to the place where the gods fly.

Assessing The Suitability Of Tolworth Farm Field Environmental Sciences Essay

Dirt can be referred to as a relatively soft, loose sedimentations which can be excavated by manus or tool Sutton, 1993. Soil comprises of two different constituents, minerals derived from enduring stones and organic minerals derived from workss and micro-organisms ( Michael & A ; Donald, 1999 ) . Contaminated dirt by hint of metals is an issue that requires attending because of the consequence it might do on to planetary environment and human wellness ( Abrahams, 2002 ) . Expert in the survey of dirt provinces that there are differences between rural and urban dirt by measuring the sum of hint metals ( Kabata-Pendias, 2001 ) . Application of inordinate chemicals for illustration fertilisers, weedkillers or sewerage sludge from intervention works for more outputs without sing the short or long term consequence has made dirt to go a limited resource particularly in towns and metropoliss for largely allotment holders. These chemicals contain important sum of hint metals which bit by bit accumulate in the dirt over clip and finally pollute the dirt rendering it useless for development ( Adriano, 2001 ) . Allotment dirts which are largely for cultivation of harvests and veggies for human ingestion requires serious attending. This is true for Marsh lane allocations in London which is extremely contaminated with heavy metals ( Jeffries & A ; Martin, 2009 ) .Heavy metals and organic contaminations on dirt surface can present menaces to human wellness in the close hereafter for allotment holder if redress is non put into consideration instantly ( London Development Agency, 2005 ) . It is hence necessary to measure dirt belongingss for any dirt hazard or suitableness appraisal for lodging with workss, grass, bushs and trees. This is because all dirt belongingss can act upon the behavior of hint metals every bit shortly as the heavy metals are absorbed by dirts and workss. 1.1 AIM The purpose of this study is to entree the sum of metal taint and bioavailability/mobility of selected hint of elements at Tolworth Court Farmland, for suitableness of the intended land usage. 1.2 Aim The aims of the study are: To study and take samples from Tolworth tribunal farm. To find dirt PH value. To find dirt organic affair. ( SOM ) To find cation exchange capacity ( CEC ) To find the entire hint metal component from dirt utilizing HNO3 and ICP-AES. To find the possible bioavailability of hint component with IM HN4NO To find suitableness for land intent. 2.0 MATERIALS AND METHODS 2.1 Description of site 2.2 Soil Sampling A figure of quality composite samples were gotten through the usage of satisfied random trying method. The equipment was exhaustively clean before continuing to each intended country to avoid taint from one point to another and samples were collected at the deepness of 10cm utilizing a manus plumber's snake. All dirt samples collected in paper bags were labelled. 2.3 Soil Preparations. Dirt samples were grinded. Prior to analysis samples were air dried at 40oC for three yearss and exhaustively through a 2mm nylon screen to take any possible works dust harsh fragment and dead foliages. The dirt pH and entire organic affair were analysed at Kingston University Laboratory, London. 2.4 Soil pH. Bullock and Gregory ( 1991 ) suggested that to find dirt pH the best practical method could be the usage of H2O pH method. Duplicate oven dried dirt samples, weighing 10g each were added with 25 milliliters of de-ionize H2O, and utilizing a pH metre which was calibrated at pH 4, 7 and 9.2. 2.5 Soil organic affair [ SOM ] For the finding of dirt organic affair, Walkley-Black method was used ( walkley, 1947 ) 10 ml solution of K bichromate was added to three replicate of grinded dirt samples weighing 0.4 g and 20 milliliter of sulfuric acid added to it and left for 30 proceedingss. Thereafter, 200 milliliter of de-ionize H2O and 10 milliliter of concentrated orthor-phosphoric acid was added to the dirt sample solution. Several beads of index solution [ Ba diphenylamine sulphonate ] , titration of dirt solution with 0.5M-ammonium ferric sulfate solution. Soil sample was carefully observed at the terminal point as it changes its coloring material from bluish to green. 2.6 Cation Exchange Capacity [ CEC ] Determination of CEC, was done by a suspension of 4g of dirt sample in 33ml of IM Na ethanoate solution thrice. Ethanol was used for taking of extra impregnation in the dirt solution. Sodium ion [ Na+ ] exchange index was displaced with NH4+ ion so finding was made utilizing flame emanation spectroscopy for cation exchange capacity of dirt sample. 2.7 Entire metal content For entire metal concentration, the usage of azotic acid [ HNO3 ] for decomposition process was applied. 1.5g of dirt sample was introduced into three different acerb clean 100ml conelike flask, and 20ml of concentrated azotic acid was added from a dispenser. After heating at 50oC for 30 min. dirt samples were allowed to chill before reassigning into 100ml volumetric flask utilizing Whatman filter paper No. 541. At this point sample was ready for finding of hint component by inductively coupled plasma atomic emanation spectroscopy [ ICP-AES ] . 2.8 Potential bioavailability hint component For this facet, IM NH4NO3 was used to measure the metal mobility in dirt sample. 1M NH4NO3 of which 50ml was added to dirty sample weighing 5g, it was agitate for 60 min. at 200 revolutions per minute. After agitating, samples were filtered utilizing whatman 41 filter paper. The infusion was used for finding of potentially bioavailability hint component by ICP-AES 2.9.0 Quality Control 2.9.1 Quality Assurance Measures The research lab activities of this study was closely examine to be able to detect any taint or malfunction so that if any occur it could be identified and corrected. Measures were taken to do certain that all laboratory equipment were exhaustively clean before and after each usage. 2.9.2 Reproduction In this study, three dirt samples were used throughout the same trial. 2.9.3 Certified Reference Material [ CRM ] This stuff enables traceability to the International System of unit. CRM contains known dirt belongingss and mineral measures by weight ( Mackay & A ; Kazlauskas, 2011 ) . This was provided in the University research lab and was really utile for digestion of acid in entire heavy metal extraction experiment from samples without being cognizant of how efficient the is during the digestion. 2.9.4 Reagent space Reagent spaces were besides included in the finding processes, and treated the same manner the dirt samples were treated. The consequence of the reagent spaces were subtracted from the samples to take any signifier of divergence which might hold been present in the chemicals used in the research lab work. 3.0 Consequences and Discussions 3.1 Soil pH Soil trial Mean Standard divergence pH 5.165 0.06363 Table 3.1 dirt pH Soil pH of country A, B and C are reasonably acidic as shown in the above tabular array 3.1. The values are 5.12 and 5.21. The sites have merely little differences in which country A is has the highest pH value and C has the lowest country. Crops can really turn on the investigated site ; this is support by Alloway ( 1990 ) the pH degree for cultivable harvests is 6.5 on mineral dirts and 5.5 on peaty dirts. Miller and Gardiner ( 1998 ) besides agreed that most agricultural workss can turn at its best in somewhat acidic dirt. Strongly acidic dirt status will increase the solubility and mobility of heavy metals that are present in the dirt, this will expose workss to put on the line as metals will be absorbed through works roots, workss finally become contaminated with high degree of heavy metals, this is true for elements like Zn, Co and Cu ( Mattina et al. , 2003 ) . Nitrification seem to be absent in acid dirts, microorganisms can non accommodate to acidic environment and finally its metabolic rate is reduced and C disrupted ( Alloway & A ; Ayres, 1993 ) . Soil sourness can be regulated by application of calcium hydroxide to dirty to increase the pH degree to 6.5 ( Blevins et al. , 1978 ) . 3.2 Soil organic affair 3.3 Cation exchange capacity Ion exchange is said to be an exchange between counter-ions that balances surface charge on dirt colloids whether the dirt is organic dirt, clay dirt or mineral dirt and the ion in the dirt solution, nevertheless, cation exchange capacity is the extent to which dirt components can move as cation money changer ( Alloway & A ; Ayres, 1993 ) .

Nonwestern Literature Essay

Modern literature does not show the extent to which literature has come. Medieval forms of literature reflected an unprecedented level of purity and originality. A study of the similarities and dissimilarities between cultures reveals the exchange of ideology that occurred many centuries ago. This gives weight to the assertion that modern forms of literature from different regions of the world once shared certain characteristics. It should not get assumed that the different forms of literature arose from the same inspiration. Rather, the varying types of literature occurred separately. However, due to improvements in technology and communication, forms of literature have become similar over time. An in-depth look at Egyptian, Indian, and Chinese literatures highlights this clearly. China and India, as countries from the East, have a winding, rich, and spectacular literary tradition. The exchange of literary accomplishments between the two nations has never ceased even until modern times. The primary groundwork for such an exchange became established through the introduction of Buddhism into China. As a result of this introduction, Indian literature began imparting nourishment to its Chinese counterpart. Thus, Chinese literature adopted plenty of influences from Indian literature. Resulting effects on Chinese literature have manifested themselves in aspects of aesthetic tendency, form, subject, rhetoric and vocabulary. In ancient times, Buddhism served as the key medium for Chinese-Indian literary exchanges. Chinese literature has become more and more influenced by Indian literature in recent times due to the assimilation of Buddhist influences. Nevertheless, the extent and nature of the literary exchange between India and China has become two-sided and complementary in recent times. There exist similarities and differences between Chinese and Indian literature. In both Chinese and Indian literature, the form of literature gets classified as primarily oral. In both Chinese and Indian literatures, extensive written forms of literature appeared in later periods compared to the emergence of oral forms of literature. In both Chinese and Indian literature, the emergence of written forms of literature arose due to the spread of literacy programs pioneered by the ruling authorities in both countries. Also, both Indian and Chinese literatures have different forms of literature contributing to the overall state of literature in the respective countries. Moreover, both Indian and Chinese literatures have experienced changes due to modern influences from the western world. On the other hand, a few differences arise between Chinese and Indian literature. Chinese literature has always gotten expression through only one language. This has remained true for the over 3000 years which the Chinese civilization has existed. On the contrary, Indian literature has experienced segmentation due to the presence of numerous languages within India. The Indian culture has officially recognized 22 languages and among these languages, 21 of them have establishes their own unique forms of literature. Indian literature has gotten influence from the various traditions that have governed over the country. Throughout its history, various family traditions have dictated the nature of ownership over the country. In turn, the varying styles of ownership have had an unmistakable effect on the types of literature. Thus, different ownership periods as demarcated by family traditions have different kinds of literature. Conversely, various dynasties throughout the whole period of its sovereign existence have ruled China. This has led to the classification of types of literature based on the particular dynasty that ruled the country at the time of the emergence of the literature. These dynasties include Zhou, Qin, Han, Tang, Song, Yuan, Ming, and Qing. During the existence of all these dynasties, various forms of literature have arisen. For instance, early woodblock and poetry became embraced during the Tang dynasty while novels gained prominence during the Ming dynasty. Chinese and Egyptian literatures share many points of reference. Both forms of literature began experiencing formative influences before the Common Era. Egyptian literature has its roots in ancient Egyptian culture. Along with Sumerian literature, ancient Egyptian literature gets classified as the one of the earliest forms of literature. In both forms of literature, the ownership periods played a key role towards the definition and classification of different types of literature. Both Chinese and Egyptian forms of literature have pioneered forms of writing, which had not existed earlier. Egyptian literature gave rise to hieroglyphics. Also, the writing of blurbs began in the 14th century Egyptian times. The writing of blurbs thus emerged as a key component of literary writing in the contemporary world. Both forms of literature have allowed the influence of different forms of literature from other countries. Egyptian literature became molded by the influx of foreign poets who flocked the town of Alexandria. These poets originated from Greece and Rome. They immigrated to Alexandria so as to utilize the library facility in the town. As a result of their extended stay in Egypt, the poets began expressing their literature in Arabic language. Inevitably, the existing literature within Egypt became fused with the literature brought by the European poets. The infiltration and influence of Indian Buddhism has played a prominent role in the shaping the Chinese literature toward adopting Indian connotations. Meditation has become a key component of Chinese literature unlike previous times. This lays testament to the fact that Indian Buddhism has left an indelible mark on Chinese literature. In Chinese literature, the initial form of literature consisted primarily of oral forms. Written forms of literature appeared during later periods of civilization. This stands in stark contrast to Egyptian literature, which has the autobiography as its oldest form. Egyptian literature got expressed in papyrus reeds. These provided the writing material on which ancient Egyptian writers would record their literary works. Also, Egypt invented calligraphy, which emerged as a key means of writing during that era. Chinese literature has received influence primarily stemming from the ruling influences within the country. The dynasties that have exercised governorship over the country have molded the types of literature within China. In contrast, Egyptian literature has experienced influences stemming from external sources. The conquering of Egypt by Muslim Arabs had a major impact on the literature in Egypt. Libraries became established and literature thrived. Papyrus reeds became replaced by cloth paper as writing surfaces. Another difference between Egyptian and Chinese literature appears when it comes to the overriding motive behind the change in literature. In Chinese literature, the changes undertaken in literature have occurred involuntarily and with the noble aim of improving the Chinese culture. On the other hand, changes in Egyptian literature have become implemented for the sole purpose of embracing Islam. The majority of Egyptian literature back in medieval times consisted of wisdom literature. This shows that the wider number of Egyptian literary works got written mainly for instruction and guidance. Such instruction recognizes the social format of life that exists in Egypt. Family values take the first place in Egypt. As a result, the forms of literature within the country give precedence to the values honored by families. However, the majority of forms of literature written in China became formulated for the purpose of entertainment. This arises due to the communal nature of the Chinese culture. Hence, the forms of literature become designed in such a way as to amuse and thereby engender a sense of togetherness within the community. ?Egyptian and Indian literatures have stunning similarities and glaring differences. The bulk of both Egyptian and Indian literatures bears literature intended for instruction. Both Egyptian and Indian cultures recognize the supremacy of family values. Thus, the literature of both countries became formulated with the intention of providing the families with instructive information regarding family life. Indian folklore and Egyptian folklore combined as key elements towards the formation of storytelling formats. Both Indian and Egyptian literatures have become molded for the purpose of accommodating religious beliefs. Literature in Egypt has evolved with the passage of time as it becomes more permissible to the Islamic faith and body of beliefs. Since Islam has gained wide acclaim as the state religion, the form of literature within Egypt has sought to reflect this truth in its form. This has endeavored to avoid hurting the religiously-trained consciences of Egyptians. In India, religion has had a major impact towards the changes that have occurred in Indian literature. India plays host to majority of the world’s most populous forms of faith. Buddhism alone has had an understated effect on the form of Indian literature. The prevalence of meditation techniques within Egyptian literature gives evidence of the extent of Buddhist influence.? However, a few differences exist between Indian and Egyptian literatures. Egyptian literature had its beginnings much earlier than Indian literature. This necessarily makes Egyptian literature richer than Indian literature. The superior quality of Egyptian literature becomes apparent through a sober consideration of the genres that have gotten invented due to Egyptian literature. Indian literature has become classified in terms of tradition due to the ideologies that have governed the country. In the contrary, Egyptian literature has always manifested their Islamic inclinations. Also, Egyptian literature received notable influence from European poets while India has risen to become the source of poetic influence to other countries like China. The history of Egyptian literature had its beginnings in ancient Egypt. The River Nile had a massive influence on the development of Egyptian literature. The town of Alexandria served as a major confluence for the emergence of literary influences. This happened because of the presence of the Library of Alexandria. This library served as hubs for poets originating from Greece and Rome, which served as key world powers in that time. The influence of these foreign poets had an unprecedented effect on Egyptian literature. Beginning from the period of the tyrannical Pharaohs until the conclusion of the Roman Empire’s rulership, ancient Egyptian literature got expresses in Egyptian language. Ancient Egyptian literature gains recognition as the world’s earliest form of literature along with other genres like Sumerian literature.? However, forms of writing in ancient Egypt did not surface until the late periods of the 4th century. This included both hieratic and hieroglyphic forms of writing. At some time before the modern era, the available literary works included epistles and letters, texts, hymns and poems, and memorials. These biographical texts got penned so as to document the professional lives of noteworthy administrative marshals. These developments notwithstanding, narrative forms of Egyptian literature became created in late periods of the 17th century BC. The formation of narrative forms sparked a media revolution in the whole of Egypt. Such a revolution occurred due to various factors. The unprecedented rise in literacy levels played a primary role for the revolution. Other factors included widespread access to written literature, rise of an intellectual class of scribes, new cultural sensibilities about individuality, unprecedented levels of literacy, and mainstream access to written materials.? The history and tradition of Indian literature primarily features verse though it also seems fundamentally oral. The earliest works became composed for the purpose of getting sung or recited. In this raw form, they became transmitted throughout a number of generations before getting written down as permanent recordings. As a result of this belated recording, the earliest records of a text appear later by several millenniums than the stated date of its initial composition. Furthermore, probably because the majority of Indian literature appears as either religious or as a reworking of common stories from the Sanskrit tales, the Ramayana and the Mahabharata, and the mythological writings, the authors often maintain their anonymity. Biographical components and details of the lives of the majority of the earlier Indian authors appear only in much later myths and legends. In medieval Indian literature, the earliest works in many of the languages were sectarian, designed to advance or to celebrate some unorthodox regional. Much traditional Indian literature is derived in theme and form not only from Sanskrit literature but from the Buddhist and Jain texts written in the Pali language and the other Prakrits (medieval dialects of Sanskrit). This applies to literature in the Dravidian languages of the south as well as to literature in the Indo-Iranian languages of the north. Invasions of Persians and Turks, beginning in the 14th century, resulted in the influence of Persian and Islamic culture in Urdu, although important Islamic strands can be found in other literatures as well, especially those written in Bengali, Gujarati, and Kashmiri. After 1817, entirely new literary values were essay, and literary drama (this last incorporating both classical Sanskrit and Western models)—that gradually engulfed the customary Indian verse genres. Urdu poets remained faithful to the old forms while Bengalis were imitating such English poets as Percy Bysshe Shelley or T. S. Eliot.? The history of ? Chinese literature extends for thousands of years. This started from the earliest recorded dynastic court archives to the mature fictional novels that arose during the Ming Dynasty. These mature fictional novels became penned for the sake of entertaining the masses of literate Chinese citizens. To various Westerners, Chinese literature remains hugely unexplored in comparison to the rich state of the Chinese culture. As a matter of fact, it is a treasure of a very considerable number of brilliant and profound works as each dynasty, in the long history of China, has passed down its legacy of magnificent events and works. For 3500 years, they have woven a variety of genres and forms encompassing poetry, essays, fiction and drama; each in its own way reflecting the social climate of its day through the high spirit of art. Chinese literature has its own values and tastes, its own reigning cultural tradition and its own critical system of theory. Chronologically, it can be divided into four main periods: classical, modern, contemporary, and the present-age literature. Classical literature refers to the earliest period and covers works from three thousand years ago to the late Qing Dynasty and is a virtually unbroken strand enduring dynastic changes. Since it was nearly always developed under the reign of centralized and unified government, it is imbued with the thoughts of a culture that embraced slavery and a feudal society. It was steeped in an enclosed environment that hardly had any real links with religion or least of all the literature of foreign cultures. ? Modern Literature refers to the period from the Opium War in 1840 to the May Fourth Movement in 1919. As the decadent reign of the Qing failed to inspire the minds of people, the literary forms had remained unchanged; till the Opium War in 1840. Then they absorbed the impact of western thoughts as foreigners poured in China and established their colonies. Novels, poetry and other works began to appear with a theme of patriotism and a revelation of social ills. Contemporary literature spanned the period from 1919 to the foundation of modern in 1949 and took on a new vigor, despite the fact that Chinese was in the throes of checkered and complicated times. This period was distinctive as it brought into being a new and revised literary language, form, content and skills allowing it to evolve into an independent and open art available to the whole of society. It attached great attention to people’s lives and a future with strong political tendencies. Influenced by the tide of the world literature, it provided wide and amiable communication between writers and readers. Present-Age literature has evolved since the establishment of the People’s Republic in 1949. During this time, there was a logjam as a consequence of the Cultural Revolution that lasted for nearly 10 years. That era is now long past and we now have a favorable turn on events and a great number of responsible writers deepen the literary forms and content. Nowadays literature prospers. As the Chinese nation is a racial mix of Han people together with 55 other ethnic groups, literature reflects this. The various ethnic groups have contributed greatly in this field.? China stands as the only country worldwide with a mono-language literature for over 3,000 years. This continuity comes from the nature of the written language itself. It is the use of characters, not letters as in Western languages, that is, most important in the Chinese language. The characters stand for things or ideas and so, unlike groups of letters, they cannot and need never get sounded. Thus Chinese could be read by people in all parts of the country in spite of gradual changes in pronunciation, the emergence of regional and local dialects, and modification of the characters. A revolution held in China marked the dynasties whereby a clan ruled over an empire. Inevitably, the significant change of Chinese society that occurred with the change of government invariably led to an alteration of literature. Thus, Chinese literature gradually became westernized and Classical language got absolved from utilization. The national government desired for women to enjoy equal privileges like men. This clamor for an equal status in society resulted in plenty of women writers and scholars. As a result, the amount of politically oriented literature doubled. Academicians got unrestrained access to literature from foreign countries while plenty of students received scholarships so as to study abroad. The New Culture Movement became disbanded and writers endeavored to blaze the trail in transforming China into a modern industrialized nation. Writers also intended to replace Confucian life-style with a modern, westernized one. Under the leadership of the national government, there existed some freedom of expression. During that period of relative freedom, lots of different views and styles of literature became widely popular. But at the moment China came under attack from Japan, the resulting Communist victory led to the curtailing of former freedoms. For instance, only literature that met the approval of the government became allowed. Egyptian literature has also experienced plenty of changes due to interaction with western cultures. The expansion of the international market has necessitated the presence of many foreigners within Egyptian soil. As a result of such mingling, Egyptian literature has become influenced by western attitudes and notions. India has become a key player in the Commonwealth of Nations movement. Inevitably, it has become the focal point for conducting business within Asia. Thus, Indian literature has adopted other cultures. Buddhism has also become part and parcel of the literature of many other countries. This highlights the exchange that has undoubtedly occurred between Indian literature and other forms of literature. REFEREENCES Allen, James P. (2000), Middle Egyptian: An Introduction to the Language and Culture of Hieroglyphs, Cambridge: Cambridge University Press.? Foster, John Lawrence (2001), Ancient Egyptian Literature: An Anthology, Austin: University of Texas Press.? K, Kripalani (1970). Modern Indian Literature.? Knight, Sabina (2012). Chinese Literature : A Very Short Introduction. Oxford; New York: Oxford University Press, Very Short Introductions Series.? Levy, Andre (2000). Chinese Literature, Ancient and Classical. Bloomington: Indiana University Press.? Lichtheim, Miriam (2006), Ancient Egyptian Literature: Volume II: The New Kingdom, with a new foreword by Hans-W. Fischer-Elfert, Berkeley and Los Angeles: University of California Press.? M. , Winternitz. (1973) . A History of Indian Literature.? Mair, Victor H. (2001). The Columbia History of Chinese Literature. New York: Columbia University Press.? T. , W. , Clark. (1970). The Novel in India.? Quirke, S. (2004), Egyptian Literature 1800 BC, questions and readings, London: Golden House Publications.

Sylvia Plath vs Ted Hughes

Sylvia Plath’s poem, ‘Whiteness I Remember’, and Ted Hughes’s poem, ‘Sam’, are two poems which describe an experience of Plath’s when she was a student at Cambridge. She was out on her first ride when the horse she had hired the normally-placid Sam, bolted. Although Ted Hughes’s is describing the experience he uses insinuations throughout the poem to let out his perception of his marriage with Sylvia Plath, hence infuriating, the conflict in perspective between the two poems. The ideas of ‘conflicting perspective’ suggest that the composers of the texts present an even-handed, unbiased attitude to the events, personalities or situations represented. Conflicting perspectives explore the subjective truth of the individual, which are shaped by the construction of a text by a biased composer. Each person’s version of the truth in events, personalities and situations differs, by viewing separate perspectives an understanding of the motives and purpose of the composer is formed. Sam’ is Hughes retrospective interpretation of an event in Plath’s life before she met him and which she had represented in the poem ‘Whiteness I remember’. Hughes’ poem itself contains what can be interpreted as conflicting perspectives of her personality and when read in conjunction with Whiteness I remember reveals interesting similarities and differences. Hughes seems to accept Plath’s account of the event ‘I can liv e Your incredulity, your certainty that this was it’ and he does adhere closely to her description of her experiences during the horse’s headlong flight to the stable. However, the repetition of ‘You lost your stirrups’, ‘You lost your reins, you lost your seat’, combine to depict Plath as a terrified victim unable to control or take responsibility for the consequences of her own actions. In contrast Plath’s poem suggests she was exhilarated by the speed and danger and identified with what she represents as the horses’ rebellion against the ‘humdrum’ of suburbia. In contrast Hughes accuses her of glamorising her loss of control. ‘It was grab his neck and adore him or free fall’. Once again the reader is arguably left with the impression that Hughes is still identifying with Sam and suggesting there are parallels between her relationship with him and the horse. As the stanza continues Hughes builds the momentum and pace with a series of commas as punctuation and an enjambment. The choice of verb in ‘You slewed under his neck, an upside down jockey with nothing between you and the cataract of macadam’ creates an image of Plath unable to maintain a balance and in imminent danger of being smashed into the road by the horses hooves at high speed. The alliteration and the metaphor of the ‘horribly hard swift river’ in full flood combine with the’ propeller terror of his front legs’ and the onomatopoeia of ‘clangour of the iron shoes’ to transform the horse into an engine of destruction.

An exploration into the role of nutrition information in influencing Essay

An exploration into the role of nutrition information in influencing consumer choice - Essay Example Since full-time employment requires employees to spend fixed number of hours at the office, more women who are single mothers are becoming attracted to part-time jobs. Aside from the presence of gender wage gap in our society, the high unemployment rate and standard of living are also affecting the widening gap between the available leisure time of women and their income distribution (Terra and y Carmen Estrades 2007). It means that single parents who are maintaining high standards of living may choose to have part-time jobs that pay well as compared to having a full-time employment with lesser income. It is also possible for single mothers with part-time job to spend more time at work in case there is a need to earn more money to support the child’s educational need. Changes in the demographic situation also significantly affect the income and leisure distribution of each employee. In line with this, Beblo and Robledo (2003) explained that the more children a single mother ha ve, the more time she is likely to spend on working. Likewise, Glomm and Ravikumar (2003) revealed that the higher the educational attainment men and women have could also affect the kind of job employment and pay they will receive from their employer. Since there is a very tight competition in UK labour market, the less educated people are the ones who will end up having a white collar job (Turrini 1998). Having excessively high salary is not the only factor behind a person’s happiness and satisfaction with work. The available time men and women have for themselves also matters. Upon analyzing the entire situation, several studies revealed that it is necessary for men and women to be able to balance their time between work and leisure to allow them to have more quality time with their children (MacInnes, 2005; Marks et al. 2001). Between men and women, it is the women population who are mostly affected by pregnancy and the social consequences after child birth. For female em ployees to be able to recover from childbirth, this group of employees will have to file at least two to three months maternal leave before and after the schedule of delivery. Because of women’s need to divide their time between work and home obligations, less female employees are competing to reach the top-level management position as compared to their counterparts (Gutierrez-Domenech 2003). Aim of the Research Study With regards to the financial rewards and employment benefit one can have with full-time employment opportunity, this study aims to determine the reasons why most female employees have part-time job as compared to male employees. Research Objectives The research objectives will seek to identify the reasons why most women would prefer to have a part-time job as compared to full-time career. To answer the research question, the following sub-objectives will be considered in this study: Economic condition in UK A growing economy means higher demand for labour. Beca use of the high unemployment rate in UK, a lot of women who are single mothers are becoming open to grab part-time job opportunities. Increasing number of single mothers A social survey trend revealed that the number of single parent families in UK is uncontrollably increasing (BBC 2004). Aside from having more time to take care of the children, financial expenses are less burdensome in a family setting wherein a married couple shares their

The evolution and behavior of a primate species Essay

The evolution and behavior of a primate species - Essay Example A key factor to this argument is that primates relied on sight over smell. They were able to develop a keen sense of depth perception, perhaps because of the constant leaping that was necessary to move about the trees. Their initial adaptation to life in trees set the stage for the subsequent appearance of other primate models ("Paleoanthropology/Primates/Humans"). By "arboreal", we refer to the arboreal theory proposed by Le Gros Clark, claiming that primates evolved from their ancestors by adapting to arboreal life. Primates are thought to have developed several of their traits and habits initially while residing in trees. A key factor to this argument is that primates relied on sight over smell. They were able to develop a keen sense of depth perception, perhaps because of the constant leaping that was necessary to move about the trees. The development of the hands and feet in Primates, which made them capable of grasping, was also believed to be a result of arboreal life, which r equired a great deal of crawling along branches, and reaching out for food, usually fruits ("Arboreal theory").Considered as generalist mammals (species that are able to adapt well in a wide variety of environmental conditions and can make the most of a variety of different resources), primates show a wide range of characteristics. Some primates, including humans and baboons, do not live primarily in trees, but all species possess adaptations for climbing trees and the like. The evolution of primates started with the Plesiadapis going back to at least 65 mya. From that time until today, there is a vast difference in the species. In all aspects - behavioral, physical, and cognitive - the primate species have definitely transformed to adapt to its environment. Just as the gist of Charles Darwin's theory on evolution states, it is the survival of the fittest (Darwin). The species, then, transformed because of its need to survive. In the cognitive aspect, the primate's intelligence developed due to reasons that would ensure its survival. Just as apes realized the importance of arboreal locomotion, soon after, some of them have developed the skill in tool-making, and would use them to acquire food and for social displays, especially observed with chimpanzees (Byrne 559). Chimpanzees are also observed to use objects as tools to solve new and novel problems ("Paleoanthropology/Primates/Humans"). By the development of their cognitive element, the physical aspect is too, affected. Primates are particularly large-brained compared to other species, and with the growing cognition, the brain too grows in size. The physical evolution of the primate species, wherein evidences are most apparent in skulls unearthed from the different periods, is very much connected to their behavioral evolution. Also, the bones in the primate's body changed through the different eras. With the increasing intelligence of the primate species , it is then the behavior that changes and transforms. This is then the evolvement of the primates' social behavior. Behavior of primates, in relation to social systems, Richard Wrangham stated that non-human primates' social systems are best classified by the amount of movement by females occurring between groups. He proposed four categories: (1) Female transfer system. It is in this category that the females move away from a group in which they were born. The females in a group are not closely related, whereas the males usually remain with their natal

Friendly Bank Coursework Example | Topics and Well Written Essays - 1500 words

Friendly Bank - Coursework Example The case scenario involving the Friendly Bank gives a situation whereby the task force at the bank is organised in teams. The teams are made up of 14 team members with a team leader and an assistant team leader. The bank came into existence as an online arm of Parkers PLC that had undergone poor management that almost made it go bankrupt. Packers PLC had a kind of non-aggressive kind of organisational culture among its workers. This was expressed, by the way, its workers worked with a lot of reluctance without bothering anything. Several problems set in when most of the former workers at Parkers PLC are again employed at Friendly Bank as the Long Stays to head the customer advisor teams. The problems that set in include the different groups working at the bank not working well together, teams also not working as teams, members of teams have no common motivational factors and wants, a lot of tension between individuals and groups leading to absenteeism, poor performance and informal p ower games, and lack of proper leadership decision making. This paper it, therefore, aimed at providing an analysis of the case and at the same time addressing the problems faced by the bank by providing possible solutions that the management can apply. Friendly Bank is adversely affected by organisation design/culture problem. To begin with, most of the employees who were previous employees at the branches of Parkers PLC that were closed down, were eventually transferred to Friendly Bank. Such employees, like Sheila, display a particular culture that has been implanted in them since they were workers at Parkers PLC. This is quite evident as the so-called "Long stays" are depicted to have a particular character of not being bothered about meeting the weekly Sales Against Targets. Sheila, for instance, says, she feels the team members are doing enough given that they are always

Good Citizenship Research Paper Example | Topics and Well Written Essays - 1500 words

Good Citizenship - Research Paper Example Organizations such as Nike Inc. continue to demonstrate how corporations are the classics of the good citizenship test in their pursuit of financial gain. Since 1971, the organization has developed from a US-based distributor of footwear to the globe’s most preeminent marketer of athletic apparel, equipment, and footwear. This has come with massive financial gains, for instance, in the 2007 financial year, Nike earned $16.3 billion, which was an increase of $1.3 billion from 2006. Some prominent components instrumental in this growth include the company’s strategy to outsource manufacture to low-cost countries such as China, Indonesia, and Vietnam. Nike does not own any factory which produces its items. The second factor of Nike’s success is its extensive public relations strategy, which entails sponsoring renowned athletes such as Lance Armstrong, Tiger Woods and Michel Jordan. However, Nike has been surrounded by controversy with anti-globalization activists ac cusing it of exploiting sweatshop conditions as well as child labor in factories that manufacture its products in order to enhance its financial gain (Carty, 2002). Sweatshops are essentially workplaces, which violate laws and where workers are subjected to poor working conditions, extreme exploitation, arbitrary discipline, and fear.The issue of sweatshops raises controversies, for instance: Should organizations manufacture its products in sweatshops because of the benefit of lower labor costs, which enhance financial gain?... in the organization to deter the principal-agent problem, also focuses on the effect of corporate governance systems on economic efficiency, laying strong emphasis on the welfare of shareholders (Goodwin, 2000). There has been new interest in the practices of corporate governance by modern corporations since 2001, especially following high-profile collapses of massive US firms such as WorldCom and Enron Corporation. As a consequence, the US federal government established the Sarbanes-Oxley Act aimed at restoring public confidence in the area of corporate governance. Organizations such as Nike Inc. continue to demonstrate how corporations are the classics of the good citizenship test in their pursuit of financial gain. Since 1971, the organization has developed from a US-based distributor of footwear to the globe’s most preeminent marketer of athletic apparel, equipment and footwear (Sytse & Schreuder, 2013). This has come with massive financial gains, for instance, in the 2007 financial year, Nike earned $16.3 billion, which was an increase of $1.3 billion from 2006. Some prominent components instrumental in this growth include the company’s strategy to outsource manufacture to low cost countries such as China, Indonesia and Vietnam. Nike does not own any factory which produces its items. The second factor of Nike’s success is its extensive public relations strategy, which entails sponsoring renowned athletes such as Lance Armstrong, Tiger Woods and Michel Jordan. However, Nike has been surrounded by controversy with anti-globalization activists accusing it of exploiting sweatshop conditions as well as child labor in factories that manufacture its products in order to enhance its financial gain (Carty, 2002). Sweatshops are essentially workplaces, which violate

Threats to the Global Security Essay Example | Topics and Well Written Essays - 1000 words

Threats to the Global Security - Essay Example As the research declares the major world super powers (United Kingdom, Germany, France, China, Russia and the United States) followed a two-track policy that encouraged Iran to take part in the diplomatic negotiations as they continuously impose comprehensive sanctions a gains energy and financial sectors in Iran. Both the U.S and Israel encouraged the imposition of the sanctions and the search of the diplomatic resolutions as they give serious warning that there will be limited time for the policies and that all the available options for example military actions had only to be put on the table for discussions. According to the report findings nuclear -armed Iranian military in most cases posed a lot of threat to the Americas closest allies who were mostly in the Middle East. Israel on the other hand was also at great security risks as most of the leaders from the Iran continuously declared a war of trying to wipe out the Israel from the global map. Close allies of America like the Saudi Arabia had already been alarmed of the Iran’s aggressive policy thereby increasing their feeling bout threat by the Iran. For a very long period of time Middle East remained a significant source of the energy that was used in the U.S and the whole world . And for this reason, a nuclear-armed Iran sparked a nuclear arms race in the better part of the Middle East that for a very long time destabilize the volatile and vital region.

The Role Of Stakeholders In Passing The Proposed Amendment 1 Assignment

The Role Of Stakeholders In Passing The Proposed Amendment 1 - Assignment Example Due to the dynamic nature of the world politics, the intended role of politicians voted by voters as slowly narrowed to self-centered interests. It is evident that majority of the politicians across the world, become active when discussing issues affecting their welfare, for instance, an increment of allowances (Gowing, & Arnold, 1974). On the other hand, they remain reluctant in passing proposed amendments in other sectors such as nursing. This is in contradiction with the noble calling to serve the subjects. This calls for stakeholders from all fronts including the nurses to participate actively or passively in the splendid role of spearheading passing of proposed amendment. It is notable that the stakeholders can participate in policy change through lobbyist’s influence (Bristol, 2004). The activists have the capacity to sway the subjects to vote for or against a policy; however, this depends on the past record in telling the truth in their bid to make their opinion superio r.In conclusion, it is a fundamental role for relevant stakeholders to participate in passing the proposed amendment because; the political class may ignore an important policy because of self-interest. It is notable that, the participation of the stakeholders creates a platform, which is irresistible in addressing key issues. This platform saves time in passing proposed amendment of critical importance to the large society, which involves subjects from all professional and unprofessional fronts.

Marketing plan Essay Example | Topics and Well Written Essays - 750 words - 3

Marketing plan - Essay Example The mixture get shaken over ice, cocktail-style, then strained into a glass and served in a three-dimensional garnish: the chewy, tapioca pearls, marble-size Gummi Bear-like treats which are the bane of orthodontists across the world. Other ingredients like –milk, soy or lychee –can in the mixture of the frothy libation. A probable explosive growth of the bubble tea in the area you are living through the coverage on magazines, newspapers and television is not news that much (Richardson, Rubinstein & Joseph, 2009). This is because bubble tea has scaled a greater height in its competitive advantage in a number of aspects: This is the best-kept secret among the businesses selling this unique tea. The preparation of tapioca is simple as cooking spaghetti, rice, pasta or ramen noodles. One prepares the tapioca, as simple as boiling water. The drink or base portion of the drink is not hard as mixing instant cocoa or coffee. One gets amazed on how easy it was just after making the first bubble tea (Naughton, 2002). It all started out as a tea stand in Taiwan, the bubble tea has incredibly spread to North America, New Jersey, Los Angeles, Hong Kong and much more. To the surprise of many, that bubble tea could just be a fad which come and go, but it has been in existence for about two decades since it came into the market. It is remarkably known that, one either be a part of the Bubble Tea fad by constituting those who create the hoopla, or rather you can watch it go by and you will wish that you â€Å"shouldn’t have†¦Ã¢â‚¬  Bubble Tea Supply offers you with the knowledge and tools essential for your bubble Tea Business. A number of Bubble Tea Shops never share their secrets with anyone on how to make the drink or prepare the tapioca pearls (Guo & Moravska galerie v Brne, 2008). The mission of the Bubble Tea Supply is to have you dancing with the tapioca’s

Discussing Issues Relating to Oceanography Assignment

Discussing Issues Relating to Oceanography - Assignment Example A substance melts when its molecules move apart and have a â€Å"wider range† of motion than is possible in the solid state (Yong and Wai 197). During boiling or conversion from liquid to vapor state, energy is not only required for overcoming the attractive forces between molecules but also for expanding the vapor against the atmospheric pressure. The energy required for this process is called latent heat of vaporization. In this case, too, the kinetic energy of the molecules remains constant. Latent heat of melting only breaks down a few bonds between molecules while latent heat of fusion breaks down all the bonds. Moreover, during vaporization, the molecules are reorganized more vigorously than during melting. Therefore, the latent heat of vaporization is greater than the latent heat of fusion. For example, the latent heat of melting of ice (6.0Ãâ€"103 Jmol-1) is only 15% of the latent heat of vaporization (Adkins 79). This is because of the strong intermolecular forces between water molecules. Water molecules are polar because of charge separation between the oxygen and hydrogen atoms, where oxygen atoms are partially negative and hydrogen atoms are partially positive. Because of the presence of positive and negative poles, each water molecule bonds with other water molecules. This leads to strong intermolecular hydrogen bonding. The boiling point and the freezing/melting point of water are higher than that of other compounds of similar makeup, such as H2S, H2Te and H2Se, because larger amounts of heat are required to overcome the strong hydrogen bonds in water compared to other compounds where hydrogen bonds are absent. Thus, the freezing point of water (which is equal to the melting point) is 100 ºC higher than expected and the boiling point is 200 ºC higher than expected (Spencer, Bodner, and Rickard 333).

We Can But Should We Research Paper Example | Topics and Well Written Essays - 750 words

We Can But Should We - Research Paper Example ) The company has already announced that about 280 people from New Jersey have consented to having chips implanted under their skin that contain health records for the trial use of the technology. (p. 65) The most important use of the human implantable chip, hence, is quick and reliable access to communication, including its communication and processing, without the need for another device. For instance, people could use a laptop, a flash disk or a cellular phone to store and transmit data, which could be lost, including the information they have, in the process. This will not be the case with the chip because it has to be implanted in the human body. According to Edwards (2005), chip implants are beneficial because it, in effect, would simplify life by making it possible to do away with driver’s licenses, passports, and other identification necessary in order to avail services such healthcare. (p. 164) The chip mentioned earlier, as manufactured by Applied Digital Solutions, contains a 16-digit number that communicates with a scanner. The process links the chip, including the identification and information stored therein, to the medical facility’s electronic database. This is seen as most beneficial to those patients entered into the emergency rooms after an accident or severe trauma. If the patient is unconscious or unable identify himself as well as his medical history, the chip could prove extremely useful. The information on the chip would allow the hospital to determine â€Å"family contact information, recent lab results, pharmacy prescription information and medical information.† (Hunt, Puglia and Puglia, p. 65) So far, the body of literature on the subject is silent in regards to the health risk of the healthcare chip. It is supposedly as small as a grain of rice and seems to pose no real danger to its bearer. What this means is that the most significant drawback to chip implantation is the ethical question. The groups raising opposition to the chip

Managerial Escalator Essay Example | Topics and Well Written Essays - 2000 words

Managerial Escalator - Essay Example In order for them to be successful, they need to position the priorities of the business before their private priorities. If the managers put the interest of the business after their interests, they may end up not becoming successful in their management; this is because their personal interest may not be in line with the interests of the organization. The different causes of poor management have also been identified. There are a number of factors that may lead to a manager not being successful such as having managerial concept that are not good enough. Managers need to have well researched strategies in order for them to be successful. The models used by the authors in explaining this points is through breaking down the broad topic of management into less detailed sub topics. They explore these subtopics into details in order to explain management in detail. The authors have different point of views about management. They begin by defining management as the art of making things get done through the use of other people or a way of achieving some results through other people. Some people view management as a cycle involving identification of different objectives, setting of targets, making plans, resource organization, good communication regarding information, motivation of workers, getting feedback, control and taking actions. Some researches were done by separate people who do not agree with this. This is because it was noted that managers make decisions abruptly according to the situation at hand. They mostly do not take time to strategize their decisions (David, 2001). Individuals turn into managers through a given process. The organizational structure is defined in a way that the majority of the staffs are often engaged in given activities and the managers usually oversee some specialized activities. Most of the managers have some giv en specialized backgrounds. During the early stages of their careers, they were at some lower levels in different departments. They may have learned some skills through training, experience or through the combination of both. Most of the managers in top positions have passed through these stages. They begin as normal workers and improve on their skills. As they improve and gain more experience, they are promoted through the different ranks until they get to the managerial position. There are a number of responsibilities accounted to managers. They play the role of planning and allocating of work. Managers plan what is to be done in an organization. They give different employees specific works to be done or allocate them into different areas of work according to the plan. They identify what is of priority to the organization so that they may be given attention first. They review and establish different working methods and ensure that they control all the activities in an

Nokia Company Product Marketing Plan Assignment

Nokia Company Product Marketing Plan - Assignment Example Nokia Corporation is one of the major global producers of mobile phones, serving consumers in more than 130 countries. Nokia is separated into 4 business groups which include Mobile phones, Multimedia, Enterprise Solutions and Networks. The Nokia group, promotes wireless voice and data products in consumer and corporate markets. The Nokia solution group manufactures wireless phone for use in the corporate sector. Wireless broadcast and switching equipment is sold (Nokia, 2012).In the beginning of 1960, Nokia started to diversify in an effort to change the company into Regional Corporation with increase in interests outside Finnish borders. Being unable to begin effective internal development, the company turned its focus into achievement. However, the local government realized to decrease two underperforming local industries which supported Nokia’s development within the country and encouraged its eventual merger with â€Å"Finnish Rubber Works†, which was founded in 18 98, and â€Å"Finnish cable works†, which was formed in 1912, to form Nokia Corporation.In 1967, Nokia started a division to demonstrate design and manufacturing abilities in data processing industrial computerization and communications systems. The division was later expanded and made into several divisions, which then concentrated on developing information system, including personal computer and workplace, digital communication system and mobile phones. Nokia’s essential focus was development of the electronics sector.... Eco-friendly Mobile. This paper shows how Nokia can develop a marketing plan by implementing their past strategies, which the company has already applied. Firstly, in this paper, it shows the brief background about the company and its existing products and also shows the company’s past strategies i.e. how Nokia achieved its brand name and goodwill in past and current market situations. Next, it highlights the company’s situation analysis and overall study of internal and external factors through different marketing tools. For examining the situation analysis of Nokia’s market PEST analysis, competitor and consumer analysis have been applied. In internal analysis, it depicts the company’s current position in the market and the current data on brand performance of Nokia. This marketing plan also provides information of the company’s basic goals and objectives and shows after launching the Eco-friendly product, within this 12 months campaign, what can be expected regarding the fulfillment of their goals and objectives. Then, in this paper, Nokia’s target market and customers of their eco-friendly product has been analyzed and this paper also provides a clear picture regarding how the company segments their market for their eco-friendly product using four perspectives of segmentation. The marketing mix strategy of Nokia’s eco-friendly mobile using 4P’s has been provided. Certain evaluation and control methods have been provided which shows how the company can evaluate their market performance when they would launch their new eco-friendly product. An action plan is also provided which highlights the various elements of marketing plan through â€Å"Gantt chart† of 12 months campaign. 2 Table of Contents 3

Freedom of Religion in the Bill of Rights Research Paper

Freedom of Religion in the Bill of Rights - Research Paper Example Moreover, the Establishment Clause of the First Amendment prevents the government from making laws that establish any religion as the state religion. This clause ensures the secular nature of the US Constitution. The First Amendment to the US Constitution deals with religious freedom. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble and to petition the Government for a redress of grievances...Amendment 1 (The United States Constitution, 2009). The First Amendment also provides the right of Freedom of expression. These rights cannot be interfered with by the government. Freedom of expression includes the rights of Freedom of speech, press, and assembly. It also includes the freedom to petition the government for a redressal of a grievance. The Supreme Court and the lower courts have interpreted the definition of the freedoms provided by the First Amendment to the Constitution, through their case law. These freedoms and rights apply to all the people who live in the US, and not just its citizens (Citizen Rights). The Establishment Clause precludes the government from enacting legislation that accords any religion the status of the state religion. It also prohibits the government from treating any religion with greater preference than the other religions. This clause has been interpreted by the courts to engender separation of Church and State. The Free Exercise Clause restricts the government from interfering with any individual’s religious practices. All the same, civil and federal laws are permitted to restrict religious acts and ceremonies, wherever warranted (Citizen Rights).

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

Spanish - Essay Example En la otra mano, la migraccion es como un descanso durante el dia. Esta musica combiinada con la magnifica fotografia de Vittorio Storaro crea una gran escena de cuando los immigrantes entran por la luz. Lo mismo occurre para la danza illustrada en la pelicula. Una gran escena para explicar como la musica y el baile crean semtimientos en los caracteres cuando Laura y Elena bailan con el mismo hombre durante una cancion. Para mi esta escena es la sumatoria de toda la pelicula. El hombre esta supuesto a representar los sentimientos de Mario y como su corazon miente com ambas mujeres, La musica cambia un poco cuando las mujeras bailan con el hombre. El uso de colores en la pelicula tambien esta represntado en las sentimientos de los caracteres. El trasfondo durante los diferentes bailes illustran el sentir de la escena. Un punto de vista interesante cuando examine la pelicula por segunda vez, es que Elena siempre se viste de rojo. El color rojo puede significar muchas cosas. Y pienso que significa el amor mutuo entre Mario y Elena y tambien pienso que su amor era

Organizational Citizenship Behavior Essay Example for Free

Organizational Citizenship Behavior Essay Human Resource Management (HRM) is defined as the organizational function that focuses on recruiting, management, and the directing of the employees that work in the organization. It also deals with compensation, performance management, organization development, safety, wellness, benefits, employee motivation, communication, administration, and training. Even though the HR functions evolved, some things never change. Since most companies will always need the traditional HR functions such as hiring and firing employees, providing pay and benefits packages, training and developing the workforce, and dealing with employer – employee conflicts. Organizational citizenship behavior (OCB) is a concept defined as the set of additional activities that are beneficial to an organization and its employees. These activities are not required in a formal way; that is, they are not stated in a contract nor required by the company. OCB is commonly a behavior of employees towards their company and vice versa. It is clear that the organization’s HRM plays a vital role in implementing OCB through creating a well-established relationship between the organization and the employees. Rousseau and Geller argued that this relationship’s status is critical in the amount of OCB produced by employees where the company must deliver first a few requirements. (cited in Morrison, 1996). Schuller states that each company’s HRM has a set of principles and values that are integrated in its overall philosophy, which includes a respectful treatment of its employees (cited in Morrison, 1996). According to Eisenberger, Huntington, Hutchison, and Sowa, how effective is an organization in applying that philosophy is related towards how much the employees feel appreciated in their work place and therefore related to the amount of OCB displayed (cited in Morrison, 1996). OCB is present in all companies and can be considered a cycle. In fact, the HR department encourages OCB through several actions, which pave the way to creating a healthy organizational culture where the company protects its employees who are devoted to their company. This report will discuss OCB in Middle East Airlines (MEA) by taking a closer look at the employee – company relationship and the company – employee relationship. Literature Review on Organization Citizenship Behavior How Companies Encourage OCB In order for employees to work on achieving OCB, the human resource management has to work on some issues to help encourage each individual to participate in developing the company. The management must ensure that several things should be well done: Social Exchange, ldentification with Organizational Objectives, Empowerment, Selection and Socialization, Evaluation and Rewards, Rules and Job Descriptions. In an organization, Blau identified two types of relationships that tie the management and the employees together: the economic relationship and the social relationship (cited in Morrison, 1996). Konovsky and Pugh’ analysis states that it is more likely for employees to perform OCB under good social conditions than economic (cited in Morrison, 1996). Organ claims that this fact is due to several reasons: First, social relationships allow employees to have feelings of mutual trust with the organization and they will build long-term relationships with the management. This will encourage employees to help enhance the image of their company by practicing OCB. Second, the social relationship is one that is ambiguously defined, that is it does not have clear boundaries; therefore employees will more likely include certain citizenship acts in their job tasks (cited in Morrison, 1996). The identification of the employees with the organizational objectives is crucial for achieving OCB. That is because each individual will adopt and familiarize with the values and principles of the company, and hence become a part of its system, which will give a feeling of belonging and an encouragement for being part of the progress of the company. For employees to achieve OCB, Conger and Kanungo believe that they must be first willing to do so, and that is by being encouraged and empowered (cited in Morrison, 1996). Bowen and Lawler claim that many benefits are generated as a result of empowerment. First, it will shorten the time of response of employees to serve their customers. Second, the relationship between the employees and the customers will be more enthusiastic and kind. Third, it will allow the employees to be more innovative and generate ideas for the benefit of the company (cited in Morrison, 1996). Selection is the first phase of the entrance of an employee into a company. During this stage, Shore and Tetrick claim that each individual becomes aware of the job responsibilities in his field. Also, it is through this stage that the company indicates to the employee the responsibilities that the company has towards him as well, such as security, progress and training; hence it identifies a two-way relationship. This will lead to a feeling of respect and interest from the other party, which will lead to employees achieving OCB (cited in Morrison, 1996). Selection is also important in what is referred to by Chatman as person-organization fit: by learning about the organization’s objectives, the employee becomes aware that he or she will be chosen not solely for their job qualification, but for their compatibility with the work environment as well (cited in Morrison, 1996). Socialization as defined by Van Maanen and Schein is when the company prepares the new employees with the set of knowledge, approaches, and behaviors that they should apply in order to fit into their roles (cited in Morrison, 1996). Similar to selection, socialization is about showing the new employee that the relationship with the organization is based on social exchange. This can be clarified through such processes as orientation that holds within it more value than it shows. Chatman claims that socialization also familiarizes the employees with the company’s objectives and values not to mention that it plays a vital part in the empowerment process. (cited in Morrison, 1996). There are two extremes stated by Jones in applying socialization. The first is a highly institutionalized one where the new employees are separated and offered a common learning program. The second end is highly individualized, where employees are left on their own to engage in informal relationships with their fellow employees and to have self-learning experiences. There is however one disadvantage to socialization: when the objectives are clearly defined for employees, they tend to perform solely what they were expected to (cited in Morrison, 1996). Therefore, a company that seeks employee OCB will tend to have a more individualized socialization. OCB by definition includes the set of actions performed by employees that are not asked by management, therefore it is not directly rewarded. Thus, to encourage employees into applying this behavior, O’Reilly and Chatman believe that the company should employ indirect means that will encourage them to do so. That can be done by giving a reward to the organization’s performance as a whole. This will be helpful in two ways: first, it will further familiarize the employees with the company’s objectives and this way they will tend to act more upon achieving those goals through citizenship behavior. Second, by giving an award for the entire company’s performance, the organization will indirectly inform the employees that their job goes beyond what is clearly specified and limited into a certain role or department (cited in Morrison, 1996). According to Bowen, Siehl, and Schneider, when the company imposes a high number of rules and regulation, it is limiting and discouraging the employees’ ability to perform tasks outside their field of work, therefore limiting the OCB that can be achieved in that organization. A high number of rules will clearly define the limits of the economic exchange relationship between the employees and their company which will diminish their will to achieve OCB by determining exactly what the employees are asked to do and not to do and preventing them from engaging in any other action that is indirectly rewarded even if it benefits the company as a whole. Hence, in order for employees to want to perform citizenship behavior, the company must reduce its rules and thus create a social exchange relationship (cited in Morrison, 1996). Like rules and regulations, if a company describes the employees’ job in a very precise and narrow matter, it will reduce according to Bowen and Lawler the citizenship behavior applied by its subordinates. Employees will then have extremely well defined tasks to perform with no regard to any other company-wide actions. That way the exchange relationship between employee and company will more likely to be economic, not to mention that it reduces empowerment by limiting the resources needed by employees such as knowledge and skills to taking action towards OCB (cited in Morrison, 1996). How Employees Exercise OCB: To achieve organizational citizenship behavior, employees must practice different means. First, as Organ defines it, helping behavior is critical and evident in creating inter-employee relationships. Such behavior can be noted in the simplest acts such as when an employee assists his co-worker when the latter is overstrained with his paperwork or any other task being done. Second, according to Organ as well, sportsmanship, another dimension of OCB, is the ability to accept criticism and unfortunate events in the company without complaints, verbal or written. Consider a meeting for a marketing idea where employees are brainstorming. When the group rejects someone’s idea and the latter accepts that without being offended, he/she is considered to have a sense of sportsmanship. Third, organizational loyalty is a major concept when it comes to having a constructive organizational culture. This is evident whereby when employees are loyal to their company, they would feel safer and more content about the workplace and the organization’s culture. Podsakoff, MacKenzie, Paine, Bachrach, 2000) Individual initiative, a fourth aspect of OCB, is represented in taking on additional responsibilities and engaging in task-improving actions without being asked to do so. This also includes encouraging others to do so, which helps the company as a whole improve. (Podsakoff, MacKenzie, Paine, Bachrach, 2000) An example is when an employee suggests to adopt a new method of performing a task, which he/she knows will improve the way things s done. Related to this is self-development, which is yet another dimension of OCB. According to George and Brief, self-development pertains to voluntarily engaging in development courses that are not required from the company in the attempt of improving one’s skills and broadening one’s knowledge. (Cited in Podsakoff, MacKenzie, Paine, Bachrach, 2000) For instance, an employee could learn about upcoming seminars and training sessions and inform his colleagues of their dates. A different aspect of OCB is civic virtue, which can be defined as a commitment to the organization as a whole. This takes place through engaging in governing the organization indirectly, looking out for its best interest, and protecting it from threats. (Podsakoff, MacKenzie, Paine, Bachrach, 2000) A simple example of this is turning off the lights after having used the restroom. Similar to this is organizational compliance, the last dimension of OCB, which is when an employee complies with the company rules and regulations whether or not the latter is being monitored. Podsakoff, MacKenzie, Paine, Bachrach, 2000) Returning to work right after having finished the permitted lunch break is an example of organizational compliance. It is crucial to note that all these behavioral aspects of organizational citizenship behavior are not part of the work contract or job description. Factors that diminish OCB: Several factors antecede and affect organizational citizenship behavior. Such factors can be set into four basic categories: employee characteristics, organizational characteristics, task characteristics, and leadership behaviors. The influence of these categories on OCB can be either positive or negative. It is evident that OCB is present in all companies, whether on a noticeable scale or an imperceptible one. This report will be depicting the negative relations between OCB and its antecedents, whereby, according to studies done in a meta-analysis by Podsakoff, MacKenzie, Paine, and Bachrach, it has been found that organizational and task characteristics have little impact on OCB relative to individual and leadership behaviors which have greater impact on OCB. Employee or individual characteristics affect the presence of OCB and how much the latter contributes to building a constructive organizational culture. Taking two extremes, one can consider an employee who is indifferent of his/her company’s interest. The latter would surely not engage in activities pertaining to civic virtue, thus not exercising good citizenship behavior. The other extreme is an employee who is very concerned about the company’s interest and always seeks to attain goals that hold the company’s benefit. Such employee is more likely to be engaged in the different dimensions of citizenship behavior. To go back to the bigger image, an employee’s characteristics help in determining how well OCB is exercised in an organization. Indeed, it is found that the existence of OCB increases with the increase of employee loyalty and concern to the organization, and decreases with indifference to the greater benefit of the company and the rewards granted for good citizenship behavior. Podsakoff, MacKenzie, Paine, Bachrach, 2000) Leadership behaviors are quite correlated to the presence of citizenship behavior in an organization. According to another meta-analysis reported by Podsakoff, MacKenzie, and Bommer in 1996, leadership behaviors are mostly positively related to OCB, whereby most leaders reward citizenship behavior within performance in general, which increases such behavior in the company as employees are aware of such rewards. The only negative leadership behaviors are contingent and non-contingent punishment behavior as well as leader specification of procedures. This is due to the fact that employees feel confused as to why leaders perform contingent punishment, thereby decreasing their citizenship behavior. Non-contingent punishment is a discouraging factor by itself, which makes it obvious why it negatively affects OCB in an organization.

A Piece of Peace Essay Example for Free

A Piece of Peace Essay The terrorist attacks on September 11th affected more than just the lives of those in people who were the direct victims of the attacks. An entire nation was victimized and the whole nation grieved for those who suffered in New York City. As the attacks occurred I sat in my high school English class and while the teacher taught I day dreamed. It was a typical Tuesday morning and to be truthful I did not ever hear her the first time she explained the tragic events that had taken place just moments ago. I heard the word â€Å"terrorists† and the fragments of statements like â€Å"hundreds died this morning when†. Then, I could only hear my heart beat in my ears. I watched my teacher turn on the TV. She flipped through several stations. I dont remember what I saw but I can remember what I heard. It was the sound of people crying. Over the next few months, as a nation, we followed the story as did the world. I can remember President Bush attempting to comfort the United States and telling us America would be going to war for reasons that werent clear to me then and certainly arent clear to me now. Somewhere between the night of September 10th, when I was plotting how I was going to avoid school the next morning and the night of September 11th, I grew up. When I look back on that time in my life I am left with a single haunting thought It is the pursuit of peace which leads to destruction. Even today, years after the terrorist attacks, people still talk about how that day changed everything. I agree, in some ways. It changed me and I became something new. It changed my family. It changed how American view other Americans and how we view the rest of the world. Americans have since the birth of the nation believed that their way was the best way. Americans were shocked to find out that people hated them enough to want to kill them. September 11th forced Americas to reflect on the military, social, and political actions of America and how they effected people of other countries. Perhaps Americans are not always in the right. For example, President Bush I gave weapons to the Afghan people to win a war against Russia. When the Afghan people defeated the Russian, Afghanistan was completely destroy. American promised them they will help rebuild but they did not. That is why the terrorist were able to come into the country and making a terrorist breeding ground. I dont think that September 11th effects the way Americans conduct their lives daily. People who say it does are feeling the pressure of guilt. Society says we must not forget, and as Americans say we wont. As a nation the citizens learned that there is a fine line between terrorist and freedom fighter- we are just afraid to admit it and seem unamerican. Those men who ran planes into building, killed Americans and killed themselves wanted only one thing peace. They wanted freedom from the western world and choose to die. Just as we wanted independence from England centuries ago. In looking for peace they destroyed lives, families, and shook the protected ground the United States sat on. It made the country stronger but not smarter. I am anxious over the global discord and the cultural ignorance that seems to grow between the United States and the rest of the world. The problems in Iraq foretell and may spark future clashes with a number of civilizations in the future. Just recently I drove home from work and I flipped through different radio stations. I caught the end of Bob Dylans â€Å"The Times They Are A-Changing†. Its funny because that is my moms favorite song and I had forgotten it existed. I still can hear her sing, â€Å"Come gather round people Wherever you roam / And admit that the waters Around you have grown /For the times they are a-changin†, while she tinkered around in the kitchen way before anyone else got up. I dont know that I ever really listened to the words before. Dylan knew and my mom knew things I was just beginning to. Dylan and my mom knew â€Å"theres a battle outside And it is ragin† and September 11th did shake our â€Å"windows† and rattled our â€Å"walls†. As a nation its citizens have no right to â€Å"criticize What we [you] cant understand† and our â€Å" sons and [y]our daughters Are beyond our [your] command† (Dylan). Our soldiers fight a war for reasons no one really knows for America that would rather criticize them then help in country that does not seem to want peace. Dylan sings about the injustice in war and that we should not be afraid to speak our minds: Come writers and critics Who prophesize with your pen And keep your eyes wide The chance wont come again And dont speak too soon For the wheels still in spin And theres no tellin who That its namin. For the loser now Will be later to win For the times they are a-changin. (Dylan) Bush wants peace but for his own reasons and through those reasons American soldiers are dying, and so are the Iraqi people. It is ironic that while those terrorists die nobly but ur soldiers die in such a cruel way. McKay writes in his poem, â€Å"If We Must Die,† that people should not die for nothing or by doing nothing. That death is inevitable, especially in war, but all people must fight for the things we want in this world and hold on to life and liberty as long as we can: O kinsmen we must meet the common foe! Though far outnumbered let us show us brave, And for their thousand blows deal one deathblow! What though before us lies the open grave? Like men well face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back! (Claude McKay) In the summer of 2001 I was lying in my hammock and I could see a butterfly in my backyard. I remember as a child learning that caterpillars itch and go into cocoons to find peace from that. Change in a way is a form of destruction. To be able to be someone new people have to give up their old selves and move past who they used to bee. When a child develops into an adult, he must give up his toys, his childhood beliefs like believing in Santa Claus. His childhood fantasies must be destroyed if he is to move on. In the years that followed September 11th I could feel myself â€Å"adapt to my new surroundings† (White Line 2). White, through the use of nature explores the scary nature of change: I have to shed my skin again Adapt to my new surroundings become another version of myself. The change within me does not happen overnight but through the evolution of my life (White) I was filled with Americans sense of patriotism and unity. The new American was like â€Å"the first fish that grew tiny legs† (White Line 8). Christine Whites poem, â€Å"Molting† reminded me that it was not just me that grew up, the United States did too. Whites point of view is that change is not a bad thing and is inevitable. Nearly every person around the country joined together as one united entity to pay tribute and homage to all the fallen heroes. There was a sense of harmony and peace. In way I think America, even those the terrorist attacks were tragic, knew that such an event was needed if we were going to â€Å"shed our [my] skin† (White Line 1) and become a stronger nation. As time goes by and my bad memories fade I remember America in its full glory. Watching the cumulative effect of humanity shining through the fire and smoke. I remember how many people spoke about the importance of peace and understanding. I wonder if there can be peace if Americans are divide both support and protest our soldiers in Iraq. The war over there caused a war here between Americans. It is the protesters protest protesters on both sides of the issues – each wanting peace in their own way. People who do not want our soldiers fighting in Iraq believe that they would be peace if America stopped butting into everyones business. People who are for the war in Iraq believe peace will only come after the destruction of all terrorists. In the end these protesters (on both sides) are destroying the morale and lives of people fighting in the Iraq war and are disgracing the memories of those that died. The price of peace is extremely high especially because Americans do not know if we can ever have it. I do know that â€Å"The line it is drawn The curse it is cast / The slow one now Will later be fast / As the present now Will later be past† (Dylan). I do know that America must hold her ground against the terrorists. Americans will not be tyrannized and forced to live like cowards. Even when we face â€Å"the murderous, cowardly pack, Pressed to the wall, dying, but fighting back! † (McKay Line 14). The American fight for freedom and peace has also managed to destroy our economy. Oil prices increased, the value of the American dollar decreased, and the stock market bottomed out. When Clinton was President the stock market was well over 10,000 after 9/11 it drop well under 8000. President Bush spent the Clinton Surplus on military, and it is just now in 2006 that the stock has become stabilized. I think that our economy will emerge from this disaster and become strong once again like it was before the attacks. In the pursuit of peace and destruction, people in Americans have finally understood their place in society and were back â€Å"in the sun† (White Line 10). Not as a not as a bystanders but an active and willing participants. Americans realize that there needs to be a great deal of change and those changes have started. American citizens encourage our â€Å"senators, congressmen Please heed the call / Dont stand in the doorway Dont block up the hall† (Dylan). And governmental officials are making changes. I think our nation needs to help a new generation of people realize that aftermath of that day when humans lives were lost and Americas unique humanity and independence was demonstrated. This generations hearts were opened and turned around in the wake of airplane crashes. On September 11, 2001 many people lost their lives because men were seeking their own personal peace. Daily our soldiers are destroyed one by one for the goal of peace. The American economy struggles because of the war for peace against terrorism. Americans fight Americans over whether we should be in Iraq or not which tears apart soldiers pride. Before that Tuesday in September, I never thought about life and death. I never considered the consequences of war and the denial of freedoms. Now that I am older, I realize that September 11, 2001 was not just pivotal point for me but America itself. Not since Pearl Harbor had the United States been unexpectedly attacked on its own land. Just as families pulled together so did the United States as a whole. As a nation we cried together and we healed together. To actually witness the attacks was life changing but to be part of the healing process was life affirming.

Teaching Conditional Sentences

Teaching Conditional Sentences The Teaching of Conditional Sentences Part 1: Evaluation of the Textbook Treatment of Conditional Sentences I. Introduction: Definition of Conditional Sentences In grammar, conditional sentences refer to the discussion of factual implications or imaginary or hypothetical situations and their results. They express something that must happen or be true if another thing is to happen or be true (Hornby, 2000; Swan, 1996). Generally, conditional sentences consist of two main clauses – a main (‘conditional) clause containing a verb in a form with will or would, and a subordinate clause that is introduced by if (Parrott, 2000). The order of the two clauses can appear interchangeably. When the if-clause leads the sentence, normally a comma is used. However, when the conditional sentence takes the lead, no comma is found after it. In certain cases, the way we use this comma in conditional sentences lies ‘partly on their length and partly on personal preference (Parrott, 2000, p. 231). II. First Conditional A. Basic Form In the basic form of the first conditional, the verb in the if-clause takes the present tense, and the verb in the main or conditional clause takes the simple future. If Clause Conditional Clause If + present tense, Future tense Conditional Clause If Clause Future tense If + present tense B. Meaning and Use Generally, the first conditional or conditional sentence type one is used to express a probable condition and its probable result in the future (Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). Nonetheless, it does not limit itself only to this use. Parrott (2000) points out that this type of conditional is employed to show ‘aspects of persuasion such as cajoling and negotiation and for giving warnings and making threats'(p. 232), as can be seen in the examples below. Examples: [a] If you have enough rest, you will feel better. [b] Ill cook for you this evening if you help me with this assignment. [c] If he procrastinates, hell miss the flight. [d] Ill kill you if you dont stop your relationship with my sister. Apart from these functions, the first conditional sentence can possibly appear in certain variations. Variations can be present in both the conditional clause and the if-clause. In the conditional clause, a range of other forms, such as may, might, can, must, should or imperative or any expression of command, request or advice, may be used instead of will, depending on what messages we want to send (Parrott, 2000; Thomson Martinet, 1986). For example, if we want to show that something is possible, we can use either may or might instead of will, or when want to indicate permission, either may or can is possible. Moreover, when we want to advise or suggest someone to do something, we can use should or had better or imperative form. Examples below show these. Examples: [a] If you drive fast, you may/might hit others on the road. [b] If you dont feel well, you may/can leave early today. [c] If you want to thoroughly enjoy Christmas, you should finish your assignment well before the deadline. [c1] If you want to gain weight, you had better eat and sleep more. [c2] If dont feel well with coffee, never drink it again. Interestingly, two present tenses can also appear in both the if-clause and the conditional clause. When it is the case, it is usually used to indicate automatic or habitual results (Thomson Martinet, 1986). An example below shows this usage. It should be noted here that this kind of use can mostly be seen in the zero conditional, which mainly discusses factual situation or natural phenomena. Therefore, students at a lower level should not be presented this difference. Example: If there is a shortage of any product, prices of that product go up. Similar to the variations in the conditional clause, we can also use a range of present forms in the if-clause, depending on the meaning we want to convey (Parrott, 2000; Thomson Martinet, 1986). For example, we can use present continuous or present perfect instead of present simple to show a present action or a future arrangement. When we want to show that something is less likely possible and it may happen only by chance, we can use should because it helps weaken the possibility (Parrott, 2000). All these can be found in the examples below. Examples: [a1] If you are coming over next week, Ill bake our traditional cakes for you. [a2] If the letter hasnt arrived by the next hour, well have to phone the post office. [b] If she should call me at night, I wont answer. Moreover, we can also find the use of will or would in the if-clause when we want to indicate polite requests. However, often will is seen as less polite than would (Swan, 1996). At this point, it should also be noted that should can also be used in replacement of if, usually in more formal, written contexts (ibid, 2000), without any change of the meaning (Azar, 2002). This kind of use indicates offer or suggestion. Here are the two examples: If you will/would carry this bag, Ill treat you lunch. Should you need more help, you can call me any time. III. Second Conditional A. Basic Form In general, the basic form of Type 2 conditional uses the past tense in the if-clause, and would + bare infinitive or ‘the conditional tense in the conditional clause to ‘distance our language from reality (Swan, 1996; Thomson Martinet, 1986). If Clause Conditional Clause If + past tense, would + bare infinitive Conditional Clause If Clause would + bare infinitive If + past tense B. Meaning and Use The second conditional is used to talk about an unreal situation and its probable results now or in the future. The situation or condition is improbable, impossible, untrue, imaginary or contrary to know facts (Azar, 2002; Parrott, 2000; Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). It is important to note that there is no time difference between Type 1 and 2 conditionals, and the past tense in the if-clause of Type 2 conditional is not a true past, but a subjunctive (Parrott, 2000; Thomson Martinet, 1986). However, while Type 1 conditional is viewed as a real possibility, Type 2 is not the case. Besides, were instead of was is more often found in the if-clause in more formal sentences, and many people consider it more correct, especially in American English (Parrott, 2000; Swan, 1996; Thomson Martinet, 1986). Examples below show these uses. Examples: [a] If I had enough saving, Id buy that grand house. [b] If I were rich, Id be happy! [c] If the plan crashed, Id be terrified. Not different from the first conditional, the second conditional likewise has its possible variations, in both the if-clause and the conditional clause. For the variation in the conditional clause, we can use, for example, might or could or the past tense in place of would to talk about several other things. This ranges from ability or permission to the past automatic or habitual actions. Below examples show this use. Examples: [a1] If she applied for that position again, she might get it. [a2] If they had tickets, they could enter the theater. [b] If he got home late, his wife slept first. In the if-clause, instead of using if with a simple past, it is possible to have if with a past continuous, indicating a wish for a difference for a temporary situation. Moreover, sometimes were + infinitive, in placement of a past tense form in the if-clause, is used to make the situation more hypothetical or polite. At other times, the inversion of the if-subject and were can be seen, and when were takes the if-subjects place, if is then left out. The meaning is still the same. Here are the examples: Examples: [a] She doesnt like the children but now they are going to her home. If they were not going there, shed be a lot fine. [b] If they were to study harder, their teacher would be much happier to help them. [b1] Were they to study harder, their teacher would be much happier to help them. IV. Third Conditional A. Basic Form The basic form of the third conditional takes the past perfect in the if-clause, and would with have plus past participle, or ‘the perfect conditional in the conditional clause. If Clause Conditional Clause If + past perfect, would + have + past participle Conditional Clause If Clause would + have + past participle If + past perfect B. Meaning and Use The third conditional is generally used to speculate about the past events, which are unreal or imaginary, and about the ways things might have been affected just because how other things happened or did not happen. This conditional is also used to talk about regret, criticism or excuse (Parrott, 2000; Thomson Martinet, 1986; Vince Emmerson, 2003). Examples: [a] Kate would have been nice if Peter had treated her equally. [b] If she hadnt gone out late at night, she wouldnt have been rapped. [c] If my car hadnt broken down, Id have been able to catch you up. The same as the first and second conditional, the third conditional has its possible variations, in both the if-clause and the conditional clause. In the conditional clause, in place of would, we can use, for example, might or could to discuss ability, possibility or permission. Examples: [a1] If we had found him earlier, we could have saved his life [a2] If we had found him earlier, we might have saved him. [a3] If our documents had been in order, we could have left at once. In the if-clause, had can be used in the form of inversion. When had is used, then if is to be deleted. No meaning is changed in such usage. If you had asked for his permission, he wouldnt have been that mad at you = Had you asked for his permission, he wouldnt have been that mad at you. V. ‘Unless in conditional sentences In conditional sentences we can use a wide range of conjunctions, such as supposing, as long as, provided, unless, etc., instead of if. Here, however, only unless is discussed. Unless is usually perceived as sharing similar meaning with if†¦not (Swan, 1996; Thomson Martinet, 1986). However, as Parrott (2000) argues unless has a ‘strong degree of reservation compared to if†¦not. Examples: I wont go with you unless you pick me up. Ill go with you only if you pick me up. There is an exceptional case when unless cannot be used in replacement to if†¦not. We would rather use if†¦not instead of unless if it refers to something negative that would be the main cause of the situation we are talking about (Swan, 1996). Instead of saying, ‘My wife will be very upset unless I get back tomorrow, we say, ‘My wife will be very upset if I dont get back tomorrow. This being so because the root cause of the wifes unhappiness is if the speaker does not go back. VI. Implications for teaching conditional sentences Different types of conditional sentences are taught at different levels. A general suggestion given by Parrott (2000) is that the first conditional should be introduced at an elementary or intermediate level; the second at a lower intermediate; and the third at an upper intermediate level. As for the Secondary 3, Band 2 students who are seen as pre-intermediate level, they should be introduced to all the four types of conditional. However, the introduction of details or variations of each type should be carefully considered. As can be seen from the detailed explanation of the three types above, there are many variations in each type, in both the if-clause and the conditional clause. The Secondary 3 students at this level should therefore not be taught all these variations. Otherwise, this will become a very good confusion for them. However, if there are some strong students in the class and if the teacher is ambitious, he or she can introduce his or students to some kind of the variations of the conditional clause Type 1 and 2. These variations could be the use of might or may instead of will in the first conditional, and might or could instead of would in the second conditional. The third conditional is already very difficult and the students should not be made confus ed because of these variations. It should be noted that before all these variations can be introduced, teachers should make sure that the students are made clear with the basic forms of the four types. Furthermore, the way how the conditionals are punctuated should also be ensured since for most Chinese students, recognizing the order of conditional sentences is difficult for them. This being so because the order of clauses does not go with the order in their language (Parrott, 2000). VII. Treatment of a Hong Kong textbook on conditionals The Living English 3B by Nancarrow, Thomas and Yuen (2005) used for Secondary 3 features all the four types of conditionals. Type 0, 1 and 2 are introduced mainly in terms of revision and of some forms of variations. Type 3 is presented virtually exclusively in form of basic rule and usage. However, there is no introduction of conjunctions which can be used in place of if. Perhaps this may be helpful for the students instead, for they are not overwhelmed with too many things at this level. The presentation of the use of the first conditional is simple and well enough for the students to understand. Nevertheless, there seems a bit vague for weaker students to fully recognize the changing of the order of the clauses, explained in the note on page 43. The students should be drawn to the fact that there is no change in meaning even if the position of the two clauses is changed. Another thing is that there is an explanation of variation of this conditional in the Teachers Book (TB), which requires teachers to tell their students but which is generally not necessary at this level. There are two problems in the explanation of the first conditional. The first one is with its description of usage. The explanation tells that this type of conditional is used to describe ‘the future consequences of a situation that is true now (Nancarrow, et al., 2005, p. 43). The wording here looks easy but it may not be the case for the students to grasp the whole picture, and thus needs revision. The second problem concerns with the variation of this type. The book explains that it is possible to use can or may instead of will. However, in the Students Book (SB), it does not give any example of this possibility, nor does it indicate what it means when they are used. A short explanation is available only in TB, though. For the second conditional, it carries only the last problem of the first conditional. In other words, SB gives the same explanation that variation is possible for the second conditional, but fails to show the usage and meaning. Again, only TB explains this va riation in more details. The presentation of the third conditional in this book is very well structured. It introduces the students to the most basic use of this conditional through clear explanation and examples. It suits the students level quite well. One last note is that the textbook should not introduce the variations of the first three types of conditional. Ironically, the title is devoted only to revising, yet the students are also presented with variations. At this level, the students should learn mainly the basic or general forms and usage. Variations should be presented in the next levels. However, one good thing is that there is no presentation of conjunctions, which can be used to replace if. It is good to make sure that the students can understand the basic first. Part Two: Critique and Reflection I. Critique on Ms Leungs teaching Ms Leung is revising conditional sentences Type 1 and 2 and trying to introduce Type 3 and conjunction unless to her Secondary 3 students. Certain problems appear as she handles these grammatical aspects in each excerpt. Among all problems, her inadequacy of knowledge of the underlying system of language is the central one and in turn affects the ways she handles her teaching. In excerpt 1, in which she revises the first and second conditionals, Ms Leung generally appears unclear herself in what she explains to her students. She asks her students to remember that with Type 1 conditional, it has to be future in the main clause. She yet does not point out specifically what kind of future tense it is to which she is referring since there are many future tenses. Although this is apparently clear that she is referring to the simple future will, being a well-language aware teacher, she should present it to the students to clear confusion it may have. Concerning her explanation of the use of this conditional, I feel the word choice is rather ambiguous. She tells her students that conditional Type 1 is for a prediction. Even though the form of will here is used as the normal future form in general, there is a significant difference between the use of will in conditional sentences and in general sentences. In a general sentence, will is used ‘for unplanned fu ture events, or to make predictions that arent based on present or past evidence (Parrott, 2000, p. 170). However, in a Type 1 conditional sentence, the use of will in the main or conditional clause is to indicate a probable result, not a prediction of it. This can be implied that the teacher is not truly well aware of the content subject. When Ms Leung revises the second conditional in the same excerpt, she seems to create similar problems as when she handles the first conditional. The first problem concerns with the relationship between her own explanation of the use of the second conditional and her examples. She gives two examples to her students and informs the students that the second conditional is used to talk about ‘things which are not so probable, they are possible but not very probable. To some degree, the examples do carry an improbable meaning. However, the two are just contrary to known fact, with the first example indicates an imaginary future situation, and the second an imaginary present situation. The second example also indicates clearly that it is advice, which the teacher misses to convey to her students. The second problem is the extent of her explanation, in addition to the first problem. She does not make it clear to her students whether the past tense used in the if-clause refers to the real past, or present or future speculation. Some students may be still doubtful about this tense, though they have already gone through it. This implies that the teacher is not well aware of the students difficulties or that she is not thinking about the language content from the viewpoint of the learners (Andrews, 2007). In excerpt 2, she introduces the third conditional, and here two critical problems come about. The first one is about overgeneralization of the conditional form in both the if-clause and the main clause. Ms Leung presents to her students that all the third conditionals begin with if plus Past Perfect. To say that all the third conditionals start with if is already too exaggerated. She seems not to take into consideration the variation of this form. It is questionable in her explanation whether it is still called Type 3 conditional when ‘had is used instead of if in the case of inversion. As she goes on to explain the form in the main clause, Ms Leung makes the same overgeneralized mistake. She mentions that would have done is always used in the main clause. This rule again ignores the fact that there are variations in the third conditional too. In addition, it creates confusion in the use of ‘have done. As can be seen from her example, ‘done is not used with ‘have. Instead, it is ‘woken that is being used with ‘have. The example and the rule then do not match, and so another question arrives whether this is a conditional sentence or not. The second problem in her presentation of this Type 3 conditional is the fact that there is no explanation of when it is used at all. She presents to her students only the form and a single example. Why or when the third conditional is used is not explained. Although the students may know how to structure this conditional, they surely do not know when to use it. This seems like it is nothing for the students to learn because how useful it is to use this conditional they are not aware of. One last note is that the teacher seems not willing to give more examples to help with her explanation. This insufficient example would mean to limit the general understanding of the students, and so they will not learn. Ms Leung finally finishes her class by trying to introduce another language point. She teaches her students how to use unless in place of if†¦not. Even though she can manage to tell her students relatively well that unless can be used instead of if†¦not when the if-clause is negative, she perhaps may not be well aware that meaning of the two sentences is not exactly the same as she has claimed. According to Parrott (2000) unless carters a stronger degree of reservation compared to if†¦not. This shows that the teachers knowledge of the subject-matter is insufficient enough. Besides, Ms Leung is unable to clarify when to use unless instead of if†¦not. From the beginning of this introduction, she tries to tell her students that they can use unless sometimes. Nonetheless, she ends up not explaining when exactly, and so abruptly changes the way she presents to the students. This perhaps indicates also that she lacks ‘strategic competence (Bachman, 1990). Through her teaching of all the language points, it is obviously clear that Ms Leung does not check with her students whether or not they have understood what has been taught. Instead, she seems to rush from one language point to another very quickly. This seems that she does not care about the students learning or that she wants to escape from the students questions. An implication from this behavior and her so far inability to clarify each language point is that she is short of necessary subject-matter knowledge as well as language competency. These inadequacies will in turn impact the way the teacher handles the teaching in a negative way. According to Andrews (2007), professional factors of teacher affect the teachers attitudes in a way that the teacher is afraid of giving serious attention to language-related issues. Because of this, the learners cannot get a meaningful learning from the teacher. II. Reflection of what can be done differently better If I were Ms Leung, I would adopt a different approach to teaching this language point to the students in this target group. As can be seen from her teaching, she is trying both to revise two conditional types and to introduce two other major language points at the same time. This teaching is already too much with the time available and the target group, and therefore can be unfruitful. ‘At different levels of language learning students will need to be shown different aspects of grammar and teachers will need to decide how detailed their approach to grammar will be (Joyce Burns, 1999, p. 66). If I were the teacher myself, I would not introduce conjunction unless to the students. At this level, the students should be taught only the basic form or marked feature, that is, if†¦not first. The unmarked feature such as unless should be left for the students to learn by themselves naturally before the right time comes (Ellis, 2006). I would therefore use the available time for teaching this conjunction to focus more on the revising of Type 1 and 2 conditionals and on the elaboration of Type 3, for I believe this intensive teaching will help them progress through the sequence of stages involved in the acquisition of that structure (ibid, 2006). For the explanation of Type 1, I would simplify the wording that the teacher uses to discuss when this conditional is used. Instead of telling the students that this conditional is used for predictions, I would say it is used to show a possible condition and its probable result in the future. In the same way for Type 2, I would tell t he students that it is used to talk about an unreal situation and its probable results now or in the future, or to give advice to someone. I would also draw their attention to the fact that the past tense used in the if-clause is not the real past, but a subjunctive which indicates unreality or improbability. In addition, I would give the examples that truly reflect its usage, so that the examples can help facilitate the students understanding in a better way. For Type 3 conditional, I would first change the extreme generalization the teacher makes in both clauses. I would tell the students that in the if-clause, we usually use the Past Perfect, and would plus Past Participle in the main clause. Then I would give them 3 examples. From this, I would present to them when we use this third conditional. The students will find it easier to understand the central meaning with the facilitation of the examples on the board. If I had some time left, I would establish connections between form and meaning for them to practice the language point since this is a fundamental aspect of language acquisition (VanPatten, Williams, Rott, 2004, as cited in Ellis, 2006).