Action Report 2 Example

Activity Report 2 Example Activity Report 2 †Article Example Activity Report 2 The enormous issue, as indicated by Stiglitz concerns whether total national output (GDP) offers an unrivaled proportion of expectations for everyday comforts. In various cases, GDP measurements seem to recommend that the money related framework is improving contrasted with most residents own musings (Stiglitz 1). What's more, the focus on GDP prompts clashes: pioneers (political) are encouraged to augment it, yet residents, then again, additionally necessitate that consideration be given to improving security, diminishing water, air, just as commotion contamination, and the preferences †all of which may diminish GDP development. Similar issues in making examinations at the appointed time identified with correlations across countries (Stiglitz 1). The US utilizes more cash on medicinal services thought about some other countries yet gets a lot less fortunate outcomes. Some portion of the uniqueness between GDP per capita in Europe and the US may subsequently be because of the manner in which individuals measure things.Another huge change in many nations is an ascent in imbalance (Stiglitz 1). This implies there is a rising divergence between the middle pay (that of the ordinary worker, whose pay lies falls in the salary dispersion table) and normal pay. On the off chance that a couple of individuals working in the bank get more extravagant, normal or mean pay can increment, even as most peoples’ wages are diminishing (Stiglitz 1). Thusly, GDP per capita measurements probably won't reverberation what is happening to most residents. Any appropriate proportion of how well nations are performing should consider manageability, too (Stiglitz 1). Similarly as an organization requires estimating the decrease of its capital, so does national records require mirroring the drop of common assets, just as the debasement of the environment.Work CitedStiglitz, Joseph. The incomparable GDP cheat. N.p, 2009. Web.

Successful Fashion Marketing Strategy Essay Example For Students

Fruitful Fashion Marketing Strategy Essay At the point when I originally read that the subject of this innovative task was to expound on an effective design advertising effort just one name rung a bell: Marc Jacobs. How would you even start to place his heritage into a one-page paper? Marc Jacobs is genuinely a design symbol and is venerated by anybody with half of a mind. His capacity to make delicate female botanical into something restless and new has consistently been unique. He has more than once changed himself and his image every year into something else. We will compose a custom paper on Successful Fashion Marketing Strategy explicitly for you for just $16.38 $13.9/page Request now From his wacky sweaters in his initial days at Parsons, to his astounding work at Louis Button, Marc Jacobs has done everything. His own words depict him best: a little preppie, somewhat grungy, a little couture. He covers each sort of man and lady. His image has developed with its customers base like no other brand available. As a lady I can shop his assortments regardless of if Im searching for an out of control tee-shirt or a traditionally wonderful outfit. At an early stage he worked for Perry Ellis with his grunge clothing. The world followed his lead and grunge turned into an overall sensation. Marc Jacobs shows are aimless ND untidy, yet marvelous and wonderful all simultaneously. He knows the basic polish of tossing an outfit together that looks half-runway, half-second hand store. His advertisements are grumpy, and attract you altogether. I can't consider one item that he has contacted that hasnt transformed into gold. His efforts into scents and cosmetics have just hardened him significantly more. He inhaled life once more into Louis Button and made them what they are today. Marc Jacobs will keep on being the most moving and persuasive individual in my life. His realm knows no closure.

Government Wrong on Tuition Fees

Government Wrong on Tuition Fees The OE Blog Influential voices from a number of sectors have joined together this week to strongly dispute the government’s calculations for its new tuition fees scheme. As more and more universities come forward to declare their intention to charge the top level of £9000 tuition fees, protesters, independent analysts and members of the education sector alike have voiced their concern that the government’s figures may be wildly optimistic. When they announced plans to introduce fees of £6000 to £9000 per academic year for university degrees, the government were adamant that the top band of fees would only be charged “in exceptional circumstances”, with Universities Minister David Willetts claiming that the average level of fees would balance out at £7500. Consequently the government’s calculations for its university budget have been based on an assumption of that average level of fees, a position Willetts refuses to retract despite the vast majority of universities so far announcing that they will charge the upper limit of £9000. The problem is that the scheme for graduate repayments means that it will be the government itself that picks up the bill for fees in the first instance, with the vastly higher figures meaning that some 70% of graduates will never actually completely manage to pay back their entire loan. This in turn means that the burden of paying for higher fees will fall back on the government and the tax payer, with severe implications if the total level of fees charged is in excess of the assumed £7500 used for the government’s budget calculations. Professor Michael Brown, vice-chancellor of Liverpool John Moores University, explained this week (as he announced fees of £9000) that his calculations showed there was simply no other option for the institution to consider. He revealed that charging fees of £6000 would result in a £26 million deficit for the university, and suggested that any university charging these levels would either quickly become bankrupt or would have to offer vastly lower standards of education provision. This confirms what many other universities have already claimed â€" Oxford University explained that it would have to charge fees of £8000 simply to “stand still” financially (in other words to recoup from fees the funding lost through withdrawn government subsidies) but that the extra £1000 fees were then necessary to fulfil the government’s required extra access provisions for a high-charging institution. Though Willetts has refused to budge on his assertion of a £7500 fees average, the clear indication is that this will fall considerably short of the mark, prompting ministers to begin considering still greater cuts to the education budget in an attempt to balance the extra fees funding that is likely to be required of the government. Willetts himself has threatened further cuts to university teaching budgets if too many institutions charge higher fees, which would be a disastrous blow to a sector already struggling with enormous financial upheaval and strain. Another option being explored by the government is a forced reduction in university places, which would lower the overall bill of student fees, but this would cause considerable protest given the premise of the whole tuition fees scheme in the first place was to widen the availability of higher education provision! Shadow Universities Minister Gareth Thomas has calculated that if the average level of tuition fees even reaches £8000, the government will have a deficit of £430 million to recoup in further cuts to education spending. Should this be achieved by cutting student places, he revealed that a total of 47,000 would have to be culled; the equivalent of 5% of current university places. Willetts seems to have pinned his last hopes on a plethora of further education colleges, which are, he claims, “itching to come in at significantly below these headline top prices”, and ministers even seem to be considering authorising other similar higher education providers where students study for courses like the BTEC to bestow degrees. But experts warn that choosing this solution to the problem would quickly result in a return to the old university: polytechnic divide between better education affordable only to the rich and second class degrees for the poor. So whilst ministers privately admit they have miscalculated, and Willetts stubbornly refuses to accept reality, it seems increasingly likely the eventual outcome will involve either further deep cuts to university teaching budgets, vastly reduced university places or a return to a two-tier, class driven higher education system. None are very appealing prospects.

Schizophrenia And The Middle Of Creativity And...

The out-of-date issue of genius and madness has incited long standing open and clinical hobby among researchers. In spite of the fact that amiableness has different parts than creativity (e.g., insight) and is established in a social setting, it is hard to envision an uncreative genius. Creativity comprising of both oddities and effect is subsequently key for agreeableness (Cropley, 2010). The thought of a relationship in the middle of creativity and mental sick well-being has mostly been maintained by infrequent tales or life stories of incredible craftsmen who battled with discouragement or liquor ill-use. Past studies essentially concentrating on schizophrenia and bipolar disorder have given some experimental proof of a relationship in the middle of creativity and psychopathology. We as of late have found that patients with schizophrenia or bipolar disorder and their non-analyzed relatives are overrepresented in innovative occupations (i.e., logical and imaginative occupations) contrasted with controls (Kyaga et al., 2011). This affiliation was not found in unipolar sadness. Albeit couple of studies has tended to differentiate psychopathology than schizophrenia and bipolar disorder with respect to inventiveness, there is some backing for an affiliation. It has been researched that 294 craftsmen and scientists born in German nations between 1650 and 1900 (Baer, 2012) and discovered a reasonable increment of minor psychiatric aggravations among specialists, though bipolarShow MoreRelatedPYC2602 NOTES2972 Words   |  12 PagesDevelopment †¢ Growth of body brain †¢ Development of sensory capacity motor skills †¢ Health †¢ Cognitive Development †¢ Change stability in mental abilities eg learning, memory, language, thinking, moral reasoning, creativity. †¢ Psychosocial Development †¢ Change stability in personality, emotions social relationships. All these influence each other INFLUENCES ON DEVELOPMENT HEREDITY, ENVIRONMENT MATURATION †¢ Heredity †¢ Inborn traits inherited fromRead MoreAbnormal Psychology. Classification and Assessment of Abnormal Behavior20707 Words   |  83 Pagesclassification of some types of mental health problems generally correspond to diagnostic categories we use today. His description of melancholia, for example, is similar to our current conception of depression. 69 70 Chapter 3 During the Middle Ages some â€Å"authorities† classified abnormal behaviors into two groups, those that resulted from demonic possession and those due to natural causes. The 19th-century German psychiatrist Emil Kraepelin was the first modern theorist to develop a comprehensiveRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesof depression and anxiety disorders. One of our most recent projects was the development of a self-report OCD screening measure called the Clark–Beck Obsessive–Compulsive Inventory (Clark Beck, 2002). Tim Beck’s insights into the nature of psychopathology and its treatment have been inspiring and have challenged me to consider new avenues of inquiry and treatment innovation. The cognitive-behavioral perspective taken in this book is a product of my early behavioral training and of the mentoring

The Necessary Separation of Church and State in America Essay

The Necessary Separation of Church and State in America On January 1, 1802, Thomas Jefferson wrote a letter to the Committee of the Danbury Baptist Association in Connecticut in which he stated: â€Å"Believing with you that religion is a matter which lies solely between Man his God, that he owes account to none other for his faith or his worship, that the legitimate powers of government reach actions only, not opinions, I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should `make no law respecting an establishment of religion, or prohibiting the free exercise thereof, thus building a wall of separation between Church State.† (Jefferson,1802, Letter to Danbury†¦show more content†¦When the original 13 colonies were established in what came to be the United States of America, the goal of the British government was to expand on its resources for trade materials and manufactured goods. Because the colonies were young and not established firmly, there were labor shortages and many of the first colonists died of starvation. In an effort to remedy the shortage, the British government sent indentured servants to work in the colonies until their debts had been repaid. Among the indentured servants and military members sent to the colonies by the government, were a large number of citizens who were seeking freedom from persecution due to differing religious and political beliefs. By the time Thomas Jefferson wrote the Danbury Letter, the country had begun growing in a direction that differed from their British history. Thomas Jefferson’s intent in establishing the wall of separation between church and state was not to eliminate religion from the new society, but to protect the integrity and purity of religion as practiced by its citizens. This protection offered by the separation of church and state has provided a foundation of strength and opportunity gained through understanding and learningShow MoreRelated A Guard on Religious Freedom Essay765 Words   |  4 PagesIn the eyes of our founding fathers, few things seemed as important as the separation of church and state. The first amendment grants all Americans the freedom to subscribe to any religion they wish and promises that the government will not promote any religion above any other. Although the separation of church and state and the freedom of religion are firmly and concretely secured in the Constitution of the United States, events in the recent past bring to question whether this ideal is under threatRead MoreEssay on The Sepa ration of Church and State1043 Words   |  5 PagesThe Separation of Church and State America wastes a lot of time trying to create a democracy completely absent of the moral expectations that our ancestors have put into place. 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An article entitled, â€Å"Standing up for Church-StateRead More Keep Church and State Separated Essay1667 Words   |  7 PagesKeep Church and State Separated missing works cited America is constantly evolving and redefining itself. Those who oppose a separation between church and state claim that because this country was founded on religious principles, our government should continue to base its laws on a Judeo-Christian God. An article entitled, â€Å"Standing up for Church-State Separation in Difficult Times,† states that, â€Å"Religious Right groups are crowing and insisting that they have some sortRead MoreEssay on The Struggle Between Two Sides: Church and State1383 Words   |  6 PagesThe separation of the state and church refers to the distinct distance in the relationship that exists between the national state and the organized church. 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In most of the nations that practice such separation, there exists distinct rulesRead More Separation of Church and State is Necessary for Freedom of Choice855 Words   |  4 PagesSeparation of Church and State is Necessary for Freedom of Choice We in America have the right to be free, so why not listen to the words of Thomas Jefferson and build a â€Å"wall of separation between church and state?†Ã‚   The wall of separation was Jefferson’s interpretation of the first amendment; however, the idea was actually founder of Rhode Island Roger Williams’.   Jefferson’s belief was that religion was a personal relationship strictly between a man and his God and the government should notRead MoreThe Separation Of The State And Church1535 Words   |  7 PagesThe separation of the state and church refers to the distinct distance in the relationship that exists between the national state and the organized church. Although the aspect of separation between the state and the church has worked in a number of nations, the degree of separation varies depending on the valid legal policies and laws in relationship with the prevalence views on the religious aspect of the society. In most of the nations that practi ce such separation, there exists distinct rulesRead MoreCivil Liberties Essay1315 Words   |  6 PagesFrom the beginning, the United States Constitution has guaranteed the American people civil liberties. These liberties have given citizens rights to speak, believe, and act freely. The Constitution grants citizens the courage to express their mind about something they believe is immoral or unjust. The question is, how far are citizens willing to extend the meanings of these liberties? Some people believe that American citizens take advantage of their civil liberties, harming those around themRead MoreSeparation of Church and State, or Not? Essay1151 Words   |  5 PagesToday, people in America believe in the phrase â€Å"separation of church and state.† This has been the belief since trials in the 1960s when people started use a phrase â€Å"wall of separation of church and state† from a letter President Jefferson wrote. These trials took prayer out of public schools along with any textbook having biblical truth. Many people say that this phrase is backed up by the First Amendment. Before â€Å"separation of church and state† was believed by many, schools could use quotesRead MoreThomas Jefferson And The Declaration Of Independence1125 Words   |  5 Pagescompromising state of unrest, and it gave a perfect environment for the development of a new law. According to Thomas Jefferson’s input to the law of the country, this time may have been one of the important for him. In fact, its significance is much better than earlier times when he wrote the Declaration of Independence. In this period, he wrote arrays of new statutes and worked hard to ensure that they were enacted. Principally, there were three major areas that were much concern to him: Separation of the

Critique of a Nursing Research Article Free Essays

The abstract summarizers the chief characteristics of the study: job, methods, consequences, and. decision. The job was to place milk adequateness at yearss 6 and 7 to see if that was an index of what the milk supply would be at hebdomad 6 postpartum. We will write a custom essay sample on Critique of a Nursing Research Article or any similar topic only for you Order Now The method used was mechanical look to originate and keep milk supply for preterm bringings. The healthy full term bringings were to feed their baby at the chest and to make pre and postfeed weighs with each eating and to document consequences. Baseline milk end product was predicted as a†°? 500ml/d at hebdomad 6. Preterm bringings were at hazard of bring forthing deficient sums of milk. Study consequences indicated that that the intercessions used during the first hebdomad is critical. J Hum Lact.21 ( 1 ) :22-30 Introduction The job about milk production is easy identified. I do experience that a quantitative attack to this survey is appropriate and the information collected will assist nurses Carolyn Reagan p. 3 understand more about lactation and the demand for early intercessions to assist bring forth and keep a good milk supply. The article does non hold a subdivision titled background but this information is enclosed in an ignoble subdivision at the beginning of the article. Three surveies were referenced with the sample size being 9-73 participants. One survey referenced used multiparous Caucasic adult females merely. Study found that it was the map of the frequence and strength of suction by the baby. Study findings suggested that milk end product for a healthy term baby ranged from 600-900g/d. In one survey 733 i‚ ± 69 g/d in another survey through the first 4 months of life. In two other surveies preterm bringings were referenced were the female parents were pumping. The sample size was 9-12 participants. The volume yielded at 2 hebdomads was 2032.5 g/w ( SD = 1736.0 ) and 2513.2 ( SD = 1748.0 ) g/wk. Method The article includes a clearly identified trying subdivision. The research inquiries are easy identified. The eligibility standard was: non-smoking ; English or Spanish speech production female parents ; 18 old ages of age or older ; participants had to be able to be reached by telephone ; no history of Thyroid or Endocrine upsets ; non taking steroids or inhalators ; program to entirely breastfeed for 12 hebdomads or longer ; pre-term a†°Ã‚ ¤ 31 hebdomads gestation weighing 1500 gms or singleton, healthy, full term baby ( 37 hebdomads gestation ) weighing a†°? 2500 gm. Written consents signifiers had to be approved by the University of Illinois at Chicago and the four take parting third attention centre in the Midwest. The consents had to be signed by each female parent prior to take parting in the survey. Appropriate processs were used to Carolyn Reagan p. 4 safeguard the rights of the survey participants. The survey was designed to minimise hazards and to maximise benefits to the participants. The sample size was equal at 92 per group which was specified in the survey. The best possible trying design was used and sample prejudice was minimized. The hypothesis is non stated which is justifiable. The research inquiries are clearly identified. In the country of informations aggregation the female parents received samples and equipment necessary for the survey. Verbal and written instructions on survey protocols were provided and each female parent had to make a return presentation on how to piece the chest pump or how to utilize the baby graduated tables. They besides had to finish a questionnaire during survey entry refering to sociodemographic informations and old breastfeeding experience, every bit good as the day of the month and clip following bringing that chest stimulation via the pump or babe was initiated. For preterm bringings th e female parents were ask to pump chest at the same time for 10 proceedingss or until one chest is no longer dripping plus 2 more proceedingss. They needed to pump at least 8 times per twenty-four hours. Then document start clip of milk look ; Numberss of proceedingss pumped utilizing a stop watch ; and the sum of milk in millilitres expressed in to a unfertile bottle. The full term bringings were requested to make prefeed weights and postfeed weights. The female parent were instructed non to alter the babes nappies or vesture one time the prefeed weight was obtained until the postfeed weight was done. They were requested to nurse 8 to 12 times per twenty-four hours. They were instructed to maintain up with the sum consumed during each eating session. The cardinal variables were operational utilizing the best possible method. The information was collected in a mode that minimized prejudice. Appropriate statistical methods were Carolyn Reagan p.5 used, given the degree of measuring of the variables, and figure of groups being compared. Consequences â€Å" Descriptive statistics were used to depict the features of the full sample and the 2 gestation groups. SPSS, version 12.0 was used for analysis. XA? was used to prove differences for nominal variable with T trials for intervals with 2 groups and 1-way analysis of discrepancy for interval variables with more than 2 groups. Following review of the histograms and trials for normalcy, the square root transmutation was selected for the dependent milk volume variable when parametric statistics are reported ( Hill and Chatterson ) Same as below. â€Å" To exam the association between milk end product for the 2 gestation groups. Spearman p correlativity coefficients were generated. Repeated-measures analysis of discrepancy utilizing the general additive theoretical account was used to analyze average milk end product over clip for the 2 gestation groups. In add-on, GLM REPEATED was computed for each gestation group to depict and find the important tendency for the several group. ( Hill and Chatterson, Date ) . Is this a direct citation? Need close parentheses. The hazard of insufficiency was determined for each gestation group, and the comparative hazard with the 95 % assurance interval are reported. XA? is reported to prove differences of Carolyn Reagan p.6 preterm and term quintiles and hebdomad 6 milk production adequateness. A significance degree of P a†°Ã‚ ¤ .05 was accepted. ( Hill and Chatterson ) Analysiss were undertaken to turn to each research inquiry. Appropriate statistical methods were used, given the degree of i‚ ±measurement of the variables, and figure of groups being compared. The most powerful analytic method was used and it helped to command the confounding variables. Information about statistical significance, consequence size, and preciseness of estimations was presented. All the findings were adequately summarized, with good usage of tabular arraies and figures. Findingss were reported in a mode that facilitates a meta-analysis, and with sufficient information needed for Evidence Base Practice. Discussion This article suggests that during the first six hebdomads postpartum the variableness of milk end product automatically expressed by female parents of a nonnursing preterm baby was greater compared to the variableness in the sum of milk transferred at chest to the healthy term baby. In one prior survey with multiparae of term babies the milk supply increased quickly over the first 14 yearss. Full term bringings milk production can run from 523 to 1124 g/d and norm approximately 812 g/d at 3 months. In the present survey, term female parents at 6 hebdomads postpartum were bring forthing a mean of 663 i‚ ± 217.5 ml/d and preterm female parents 541 i‚ ± 460.0 wk/d. Some possible account could be supplementing with expression, breast milk volume is self-regulated by baby ‘s consumption, or residuary milk end product can be automatically expressed. Carolyn Reagan p.7 For female parents of preterm nonnursing baby, 3 surveies were found that mensural milk production in female parents who automatically express their milk. In one survey 2787 i‚ ± 1939 milliliter was reported. In two other surveies the average hebdomadal milk production volume were reported with great variableness in milk production for all survey hebdomads. There were no important differences in hebdomadal milk end product that was automatically expressed for hebdomads 2 through 6 postpartum. These surveies need to be cited. You give no mention for them. In this experimental survey for each gestation group, the hebdomadal milk end product was extremely correlated, the sum of milk produced at two hebdomads correlated with the sum of milk produced in the approaching hebdomads ; no intercessions were implemented to increase milk volume. The average milk end product at yearss 6 and 7 was associated with hebdomad 2 end product and reasonably associated with hebdomad 6. The findings suggest that early intercession my demand to happen during the first few yearss postpartum. By the 4th hebdomad full term female parents milk volume continued to increase while preterm female parent ‘s milk tended to diminish in volume. In this analysis 500 ml/day in a 24-hour period was used as a lower limit for milk adequateness. The recommendation for breastfeeding nonnursing female parents is to set up an abundant milk supply the first 7-10 yearss after bringing 750 to 1000 ml/d. The female parent ‘s milk supply could decrease and she would stil l be able to feed her baby. The preterm female parent has a 2.8 times more hazard for developing an unequal milk supply than do full term female parents. The mean at 6 – 7 yearss did predict whether a female parent of a term suckling baby or nonnursing preterm baby would accomplish milk adequateness at hebdomad 6 Carolyn Reagan p.8 postpartum. Study findings suggest that intercessions that promote an equal milk supply by the first hebdomad postpartum are critical. All Major findings are interpreted and discussed within the survey ‘s model. Interpretations are consistent with the consequences and the survey ‘s restrictions. The research workers discuss the deductions of the survey for clinical pattern and the deductions are sensible and complete. The study was written in a mode that makes the findings accessible to practising nurses. The research workers ‘ clinical makings and experiences enhance assurance in the findings and their reading. The survey does lend meaningful grounds that can be used in nursing pattern or that is utile to the nursing subject. How to cite Critique of a Nursing Research Article, Essay examples

Crime as a Socially Construct Altering out Understandings on the Caus

Question: Discuss about the Crime as a Socially Constructfor Altering out Understandings on the Causes. Answer: The Discovery of the Victim and a Shift in Focus from the Offender to the Offence: Altering our understandings of What Causes Crime Introduction Various ideological schools of thought and various societies define crime differently; these definitions are influenced by various factors such as law, moral precepts, social perceptions, political influence among others. There are various ways of analysing and interpreting crime, criminology is only one of them(Carrabine, et al., 2014). The purpose of this essay is to analyse the developments in the definition of crime and victimisations, guided by criminological ideologies. It will look into the classical and positivist schools of thought on the concept of crime and the definition of a criminal. Additionally, it will consider the emergence of the victim and how victimisation has developed in criminology. Furthermore, the essay will outline the strengths and weaknesses of the official and unofficial sources used to measure crime and victimisation; it is also important to consider the developments in the definitions of crime. This analysis will serve to conclude that crime is an ever -changing social construct. Changes to Our understandings of What Causes Crime Criminological Schools of Thought The theoretical foundation of criminology is built on two criminological ideologies; the classical school of thought arising in the eighteenth century and the positivist school of thought which emerged in the nineteenth century(Carrabine, et al., 2014). The classical ideology drew its principles from enlightenment thinking and posits that human beings possess free will and as such crime results from this choice. Ideally, punishment, imprisonment or surveillance and other preventative measures can be applied to deter the criminal from engaging in crime. Beccaria, in his attempt to humanise punishment, stated that the severity of punishment should coincide with the crime done and also guided by law. Essentially, crime was a choice which could be deterred by punishment; what constituted a crime and the subsequent punishment was determined by law(Beccaria, 1995). The positivist school of thought is usually associated with scholars like Lombroso and Ferri who approached criminology scientifically rather than on the basis of social ideologies. Lombroso, after conducting studies on various convicted criminals, identified a correlation between physical attributes and the tendency to commit a crime. As such, according to him, certain features; low foreheads, protruding ears, long arms, could be used as identifies for potential criminals. However, the challenge lies in the fact that these attributes can be found in non-criminals as well. Ferri expanded this philosophy by highlighting three components used to identify the causes of crime; anthropological, telluric and social(Mclaughlin, et al., 2003). The positivist school of thought has developed from these theories among others to present a more scientific approach to the causes of crime. Emergence of the Victim Traditionally, a victim was defined as an offer for sacrifice; the animal or person presented as a life sacrifice to appease a supernatural being(Karmen, 2015). However, this definition has since evolved to encompass those who suffer harm, injury or loss either from accidents, natural tragedies, illnesses or the illegal acts of others. Victimisation, the relationship that leads to one being a victim, is a growing concept; raping and theft causes victimisation, overcharging customers is also a form of victimisation, however, unlike the former, the latter is not an illegal act. Over time, the comprehension of the concept of victimisation and who is a victim has evolved as scholars move from subjectivity to a more objective approach. Traditionally, victimisation was analysed from a subjective viewpoint; influenced by morality, ethics, emotions, personal views and ideologies. As such, the victim in this approach is always the party who suffers the injury in question. This socially constructed ideology perceives a victim as one who is likely weaker than their attacker, virtuous and possibly a stranger to the oppressor who is stronger and driven by ill motive(Dignan, 2005). The challenge with this theory arises with the complexities brought about by real-life scenarios, for example where a targeted victim of a crime overpowers and possibly kills their attacker. Originally victims were presented as the good guys, however research shows that even criminals can fall victim, and are more likely to be victims, than innocent people. For example, prostitutes are likely victims of assault and battery, exploitation(Brents Hausbeck, 2005) and even murder by serial killers. Additionally, the perpetrators of a crime in police investigations may be acting in self-defence. As such, with the adoption of an objective approach, the understanding of victimisation has evolved and will continue to evolve. Measuring Crime and Victimisation Information on crime and victimisation can be derived from various official and unofficial sources; these include the media through, uniform statistics and reports, criminological research among others(Walklate, 2017). According to Soothill et al.(2002), these data sources can be categorised as direct experience of crime, mediated experience, official information and research knowledge(2002, p. 24). Statistics produced by prisons, governments or the police among other relevant authorities would serve as official data sources and are recognised as such the world over. Although these sources provide an official and reliable report, they are usually incomplete. This is because not all offences might be recognised as crimes in certain countries, additionally not all crimes are reported and finally not all reported crimes are recorded(Walklate, 2017). This inconsistency is referred as the dark figure of crime and as such, the interpretation of these data sources should be carried out with these shortcomings in mind. Criminal victimisation surveys and criminological research are another source of official data that attempt to bridge the gaps created by official statistics and reports. Self-report studies and other records, such as those compiled by businesses or newspapers; provide unofficial data on crime and victimisation. A self-report study entails engaging some members of the public in reporting whether or not they have committed crimes or have been victims of crimes. This method can be used, for example, to identify the percentage of youth engaged in criminal activity and the type of crimes they are likely to commit(Walklate, 2017). The weakness with these modes of data collection are that one cannot entirely qualify what would constitute a crime; circumstances might change had the issue been reported to the police. They, however, provide a good background to begin research into crime and victimisation statistics. Definitions of Crime According to Michael and Adler(1933), crime is simply any act prohibited by criminal statutes; this is the most commonly referred to definition of crime(Muncie, 2001). Sutherland and Cressey expanded this definition to illustrate what would be referred to as criminal law, whom it applies to and who enforces it(Sutherland Cressey, 1924/1970). This definition has been adopted by jurists and social scientists alike and from it, various criteria have been outlined in order to determine a crime; prohibition by law, criminal intent, voluntary act and a legally prescribed punishment. Over the years, crime has been defined in an array of concepts; as an infraction of moral rules, a social invention, a censure of ideals, a historical construct and as a social harm. As an infraction of moral principles and codes of conduct, what is considered as criminal today was at some point in time morally acceptable in society; there is no strict standard on crime(Wilkins, 1964). With this in mind, an act is not criminal by its own right, criminality is determined by what society at the time believes is wrong(Muncie, 2001). As such, it is not what is done but rather how society feels about it that determines what is a crime. Additionally, the definition of a crime can also be determined by political influence or power; those with the power to influence laws determine what will be considered as criminal in the society(Chambliss, 1975). As mentioned, the concept of crime has evolved with time; influenced by the perceptions of society and the ideologies of those with political influence and power. Historically, most of the behaviours termed as crimes today were simply undesirable acts governed by civil law and religion; crime is, therefore, an invention of his torical social perceptions. It is evident that crime, therefore, cannot be conclusively defined. This is because the definition is influenced by various factors which in themselves are subject to continuous change. Conclusion As illustrated in the discourse above, the concept of crime and victimisation has evolved greatly over the years. The classical school of thought attempted to define crime and the concept of the criminal based on free will; a criminal could choose whether to commit a crime or not. This school of thought was however overtaken by the positivist ideology that certain external and physical factors could contribute to crime. Additionally, the understanding of the victim has also changed over the years as scholars and investigators alike adopt a more objective approach to victimology. This analysis relies on official and unofficial sources of data; however, caution should be observed in the reliance of these sources as they are subject to various weaknesses. The concept of crime has evolved and will continue to evolve as it is a socially constructed phenomenon influenced by various factors such as social perceptions, laws and the political influences. Reference List Beccaria, C., 1995. Beccaria: On crimes and punishment and other writings. In: R. Bellamy, ed. A short selection of Beccaria's original writings. s.l.:Cambridge University Press. Brents, B. G. Hausbeck, K., 2005. Violence and legalised brothel prostitution in Nevada. Journal of Interpersonal Violence, Issue March, pp. 270-295. Carrabine, E. et al., 2014. Criminology: A sociological introduction. 3rd ed. Oxon: Routledge. Chambliss, W. J., 1975. Toward a political economy of crime. Theory and Society, Volume 2, pp. 149-170. Dignan, J., 2005. Understanding victims and restorative justice. 1st ed. Berkshire: Open University Press. Karmen, A., 2015. Crime victims: An introduction to victimology. 9th ed. New York: Cengage Learning. Mclaughlin, E., Muncie, J. Hughes, G., 2003. Criminological perspectives: Essential readings. 2nd ed. London: SAGE Publications. Michael, J. Adler, M., 1933. Crime, Law and Social Science. New York: Harcourt. Muncie, J., 2001. The construction and deconstruction of crime. In: J. Muncie E. McLaughlin, eds. The problem of crime. London: Sage, pp. 9-23. Soothill, K., Peelo, M. Taylor, C., 2002. Making sense of criminology. Oxford: Polity. Sutherland, E. Cressey, D., 1924/1970. Criminology. 8th ed. Philadelphia: Lippincott. Walklate, S., 2017. Criminology: the basics. 3rd ed. London: Routledge. Wilkins, L., 1964. Social Deviance. London: Tavistock.

20 Synonyms for Ghost

20 Synonyms for Ghost 20 Synonyms for â€Å"Ghost† 20 Synonyms for â€Å"Ghost† By Mark Nichol Ghost conjures an image of a visual but incorporeal representation of a person, but not all ghosts are alike, and like ghost, most of its synonyms also have connotations that apply to the everyday, substantial world. Here are twenty of those terms, with references to their natural connotations as well as supernatural ones: 1. apparition: a ghostly figure, or a sight that is unexpected or unusual 2. bogey (or bogie or bogy): synonymous with phantom and spirit, but also something that prompts fear or dread; by extension, an unidentified aircraft, especially an enemy warplane (also the source of the term bogeyman often spelled boogeyman referring to a monster whose name is invoked by parents or other adults to frighten children into obedience 3. banshee: a female spirit whose appearance or wailing cry presages death 4. bogle: synonymous with specter (the word from which bogey and its variants were derived) 5. eidolon: synonymous with phantom, but also refers to an exemplar or ideal 6. familiar (or familiar spirit): a spirit that takes animal form and protects or serves a person, especially a witch (also refers to flesh-and-blood figures, including a companion or other well-known person or a person seen frequently in a specific place or in general, a household attendant for a important official, or somebody who knows a subject well 7. haunt (or hant): synonymous with ghost; also, a frequented location, or, as a verb, to visit or reappear or recur frequently, or to trouble, or to inhabit or visit (said of a ghost) 8. materialization: synonymous with apparition 9. phantasm (or fantasm): synonymous with specter; also, an illusion or product of the imagination, or a mental image of a physical object 10. phantom: synonymous with apparition, but other figurative senses include something that is elusive or that has no physical form, including a representation, or something that evokes dread 11. poltergeist: a noisy, mischievous ghost 12. shade: a spirit, or a fleeting or unreal appearance, in addition to the standard meanings associated with the obscuring of light 13. shadow: synonymous with apparition, in addition to literal and figurative senses regarding partial darkness 14. specter (or spectre): a visible ghost; also refers figuratively to some threat or imminent disturbance, such as the threat of famine or war 15. spirit: a ghost that may or may not be visible, or a being capable of possessing a person; also, an animating force, a supernatural being, or a characteristic quality or temper 16. spook: synonymous with specter, but also slang referring to a spy 17. sprite: synonymous with ghost, though more often synonymous with elf or fairy or used to refer to an elflike person 18. vision: a supernatural appearance, not necessary of a lifelike figure, that reveals something to the viewer, in addition to connotations associated with sight as well as imagination 19. visitant: a visitor from a spirit realm; also, a real-life visitor 20. wraith: synonymous with specter, but also has the sense of a representation of a living person that appears to another just before that person’s death; also, like shadow, refers to a remnant, either of a person or a thing Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureThe Many Forms of the Verb TO BE20 Clipped Forms and Their Place (If Any) in Formal Writing

Metabolic Process notes These are just notes for

Metabolic Process notes These are just notes for Chemical Basis of Life (1)Biology is the study of living organisms. In turn, organisms are chemical machines, i.e. organisms are composed of molecules, which are collections of smaller units called atoms. Therefore, we need to consider the chemistry of life or biochemistry.Chemical Bonding-electrons occupy various positions (distances) from the nucleus of an atom, known as energy levels.-as an electron moves further from the nucleus of an atom, its potential energy increases. Why? Energy is input to reduce its everyday attraction to the positively charged nucleus.-the outermost orbital or energy levels are termed the valence orbital; the valence electrons ** the chemical behaviour of an atom is determined by the number and arrangement of the valence electrons.The need for stability - there are a group of elements in the Periodic Table called the noble gases that are inert (non-reactive). Except for helium that has 2 valence electrons, all members of this group have 4 pairs or 8 valen ce electrons.First-ever high-resolution images of a molecule as...Chemical Basis of Life (2)Therefore 8 seems to be a 'magic' number i.e. the noble gases do not attempt to gain, lose, or share electrons with other atoms. All other elements attempt to gain, lose and share electrons to achieve the ability of the noble gases. These interactions are the cause of chemical reactions that will establish the chemical bonds between atoms.Types of Bonds1.Ionic- Atoms lose electrons to become positively charged ions called cations-atoms gain electrons to become negatively charged ions called anions.-an ionic bond forms between metal cations and non-metal anions; it is simply electrostatic attraction involving opposite charges.e.g. table salt - NaCl- Sodium has 1valence electron; if it loses this, it becomes stable, resulting as the cation Na+-Chlorine has 7 valence electrons; the addition...

The Role of Product Feature Similarity and Brand Concept Consistency Dissertation

The Role of Product Feature Similarity and Brand Concept Consistency - Dissertation Example It is assumed that the consumers already understand the usefulness of the core brand and therefore are likely to associate new products with it. The familiarity of the consumers with the firm and the core brand enhances acceptance of the new product. The brand extension may also be used to market a modified product of the core brand. For example, Unilever produces various products. Initially, the company produced a washing liquid, which had brand equity. However, the firm realized that washing powder would be preferred by some consumers. The firm extended fairy from a liquid brand to include powder. The new washing powder gained popularity among consumers mainly because of the existing fairy brand that had brand equity. When firms identify investment opportunities in the market that have not been exploited, they can easily establish through extending their strong brands to ensure that all the needs of consumers are met by one firm (Chandon, 2004). Such strategy prevents other firms from the entry into the same market especially when the extended brand establishes. Companies such as Microsoft have used this strategy whereby they provide all that is needed in the market through brand extension thereby barring potential organizations from entry. There are opportunities for emergent companies to invest but they may not have a large market share for them to be profitable.

How Plants are fingerprinted (Genetic) Research Paper

How Plants are fingerprinted (Genetic) - Research Paper Example It is based on polymorphism reaction taking place on the bases of the genome at molecular level and a number of techniques are based on Polymerase Chain Reaction ( PCR) used for the amplification of DNA. The basic technique of fingerprinting was developed by geneticist Alec J. Jeffery of Great Britain, who was associated with University of Leicester. DNA profiling is also used in plants for identifying different characters, identification of gene diversity and for the management of biodiversity. Widely used techniques are Restrictive fragment length polymorphism, randomly amplified polymorphism DNA, Inter sample sequence repeats, Simple sequence repeats. However, a number of traditional techniques are being used for the identification of DNA fingerprinting but new innovations are being made in the field to make the process easier and precise. These traditional methods of DNA testing involved the comparison of random pieces of DNA but afterwards more reproducible and accurate analysis were conducted based on the comparison of gene sequencing in a particular DNA strand. Living cells, from flora and animals to human beings, are composed of basic building blocks namely DNA or deoxy-ribonucleic acid. It guides the production of enzymes or compounds that are required for growth or development of various traits of living being. It is a hereditary material which is passed from one generation to another for the production of specific types of characteristics as guided by the genetic material. Nearly every cell in an organism’s body is composed of same type of DNA. The genetic information is stored in DNA in the codes of these four chemical bases namely Adenine, Thiamine, Guanine and cytosine. The order of these bases determines the encoded genetic information. And all of these parts combine to form a single nucleotide structure. The sugar from one nucleotide links with the base of other nucleotide forming the structure of double helix. Meanwhile the bases links

Factors Affecting Reading Habits

Factors Affecting Reading Habits Reading is a process of decoding, understanding and interoperating information from pictures, signs, codes and written letters Leedy, 1956; Smith and Robinson, 1980; Devarajan, 1989; and Irwin 1998. Reading has numerous benefits that improve a persons language acquisition, cultural enrichment, critical thinking and social skills. However, literature has shown that young adults in Malaysia seem to have poor reading habits. Kaur and Thivagarajah, 1999 confirmed that most of their Malaysian undergraduate respondents read very little and this showed a major decline in reading English Materials. Another researcher, Pandian (2000) found that majority of university students stated that they were not willing to read English Language Material or any other second language. There are many problems faced by undergraduates in reading such as lack of interest, undergraduates are forced to read and insufficient time to read. The purpose of this study is to identify factors affecting reading habits among undergraduates in University of Malaya. The respondents of this study are undergraduates from different faculties in University of Malaya. The objective of the study is twofold; The first is investigate the reading habits of undergraduates in University of Malaya and the second is to identify the factors affecting reading habits among undergraduates in University of Malaya. The instruments used in this study is a questionnaire consisting of 30 items adopted from various instruments including instruments from of Christina Clark and Amelia Foster from the National Literacy Trust (2003), Kumar Ansari (2010), Oyeronke (2009) and Lone (2011). Twenty University Malaya undergraduates were selected to participate in this study. After the data was analysed it was found that there were four factors that affected the reading habits among undergraduates in University of Malaya. There four factors are enjoyment of reading, reading interest, time factor and influence of media and peers. INTRODUCTION Reading is a process of decoding, understanding and interoperating information from pictures, signs, codes and written letters (Leedy, 1956; Smith and Robinson 1980, Devarajan, 1989; and Irwin 1998).This process has been around since humans started interacting with each other. Reading is also seen as a process of communicating between the writer and the reader. Reading started as interpretation symbols and picture as this can be proven by the vast drawings found in ancient artefacts and in caves. As humans evolved so did language and this brought to the development of the alphabets. By recognising individual alphabets, humans were able to read. One the oldest definition can be found from Leedy (1956) who mentioned that reading is an attempt to absorb the thought of the author and know what the author is conveying. Smith Robinson (1980) defined reading as an active attempt on the part of reader to understand a writers meaning. Devarajan (1989) defined reading as the art of interoperating printed and written words. According to Goodman (1995), reading begins with a linguistic surface expression encoded by a writer and ends with meaning which the reader decoded. In other words, Goodman says reading is seen as the receptive process of written communication. In 1998, Allen and Burton cited in Goodman mentioned that reading is a complex process of making meaning from pictures, diagrams or written text and finally interoperating it by its context. Irwin (1998) said that reading is the ability to recognise words, understand its meaning and interoperating the meaning base on our comprehension and background knowledge. There are man y definitions of reading from many researchers, yet the simplest definition agree by many is reading is a complex process of understanding and interoperating a text composed of written signs. Readers make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand a written text Reading not only improves the reading achievements and language acquisition but also improves social skills. Reading improves general knowledge and communication skills and this leads to more participation in the community. A person is able to share the ideas, opinions and feeling with those around him especially with the other gender (Cunningham and Stanovich, 1997) However, literature has shown that young adults in Malaysia seem to have poor reading habits. Kaur and Thivagarajah, 1999 confirmed that most of their Malaysian Undergraduate respondents read very little and this showed a major decline in reading English Materials. Another researcher, Pandian (2000) found that majority of university students stated that they were not willing to read English Language Material or any other second language Problem Statement Reading is a necessary skill when it comes to acquiring a second language. Reading has a lot of benefits including improving the language acquisition, improving the structure of the knowledge and grammar and improving fluency and accuracy. The benefits of reading are well known but there are still a large number of people with poor reading habits especially undergraduate students. The purpose of this study is to identify factors affecting reading habits among undergraduate in University of Malaya. The respondents of this study are undergraduates from different faculties in University of Malaya. It is hoped that with this study, a better understanding of reading habits will be obtained and will help in the pedagogy of teaching reading to undergraduates. Research Objective The objective of the study is twofold; The first is investigate the reading habits of undergraduates in University of Malaya and the second is to identify the factors affecting reading habits among undergraduates in University of Malaya. Significant of the Study This research will be carried out to identify the factors affecting reading habits among undergraduates in UM. This is important as it tells us the different factors affecting reading habits. By understanding the factors, appropriate measures can be taken to increase reading habits of the next generation of undergraduates. The information obtained through this study can benefit various parties who are involved in tertiary level reading. Such parties are the parents, teachers of primary and secondary schools, teachers in Pre University, lecturers in undergraduates, students and the curriculum developers. The first party to benefit from this study would be the parents of the child. By knowing the childs reading habits, parents are able to introduce the benefits of reading at an early stage of life, change the ways of encouraging the childs reading. Parents can increase the level of the childs reading by providing rewards. A correct reading habit exposure may lead to better acquisition of the second language. Teachers from both primary and secondary schools can use the information gathered to strengthen reading among their students. Since reading starts from young it is hoped that the findings of this study could help incubate good reading habits from a young age as good reading habits are important tools for the development of personalities and mental capacities LITERATURE REVIEW Reading is a process of decoding, understanding and interoperating information from pictures, signs, codes and written letters (Leedy, 1956; Smith and Robinson 1980, Devarajan, 1989; and Irwin 1998).This process has been around since humans started interacting with each other One the oldest definition can be found from Leedy (1956) who mentioned that reading is an attempt to absorb the thought of the author and know what the author is conveying. Smith Robinson (1980) defined reading as an active attempt on the part of reader to understand a writers meaning. Devarajan (1989) defined reading as the art of interoperating printed and written words. According to Goodman (1995), reading begins with a linguistic surface expression encoded by a writer and ends with meaning which the reader decoded. In other words, Goodman says reading is seen as the receptive process of written communication. In 1998, Allen and Burton cited Goodman and mentioned that reading is a complex process of making meaning from pictures, diagrams or written text and finally interoperating it by its. Irwin (1998) said that reading is the ability to recognise words, understand its meaning and interoperating the meaning base on our comprehension and background knowledge. There are many defin itions of reading from many researchers, yet the simplest definition agree by many is reading is a complex process of understanding and interoperating a text composed of written signs. Readers make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand a written text Reading has numerous benefits to young adults who are pursuing the degree. According to Cunningham and Stanovich (1998), reading improves ones ability to improve vocabulary, and, writing skills. Elley (1992) mentioned from her study that the more frequent a young adult independently reads, the reading achievement of that person increases. Elley also explained that the persons health improves as reading leads to lower stress levels and thus the happier the person gets. In their research, Magubhai Elley (1983) concluded that the more ESL books read leads to better understanding of second language usage and improves the first language. Reading ESL books frequently help to further strengthen fluency, pronunciation, word choices and linkage of ideas. Reading not only improves the reading achievements and language acquisition but also improves in social skills. Reading improves general knowledge and communication skills and this leads to more participation in the community. A person is able to share the ideas, opinions and feeling with those around him especially with the other gender (Cunningham and Stanovich, 1997) Listed below are explanations on how readings are beneficial to the readers. Reading helps to improve a persons vocabulary, spelling, writing skills, fluency, proficiency, language enrichment, cultural enrichment, critical thinking, personal involvement, sociolinguistic and pragmatic knowledge and emotional intelligent Vocabulary According to the studies carried out by Magubhai and Elley (1983), Cunningham and Stanovich (1998), and Elley (1992), reading helps to improve an ESL learners vocabulary list. By reading a book or any printed text, a person is exposure to new words he has not encounter before. The reader will be tempted to know the meaning of the word by referring to the context of the text or by referring to a dictionary. The reader will then be tempted to use the particular word in his oral or written communication. Saragi et al. (1978) carried out research on the merits of reading in acquiring second language. They found that extensive reading results in a substantial increase in the vocabulary of the learner which is acquired by grasping the meanings of words in context. They mentioned reading is vital for increasing learners selection of vocabulary in context, which cannot be acquired even by referring to the dictionary. Classroom activities do not provide enough scope for the acquiring of vocab ulary in context, therefore the reader has to read extensively to acquire a usable level of vocabulary in context. Spelling According to Walpole (2009), reading improves ones phonological awareness, knowledge of phonology, grapheme, phoneme and morpheme. By reading a person can blend the word sound together, matching other sound together and then categorise the two sounds together to form meaning. This means the person is aware how the grapheme, morpheme and phoneme are combined phonologically. This leads to understanding the word, knowledge of the meaning from the contexts and the spelling of the word. The more frequent that particular word appears, the more familiarised the person be with the spelling Writing Skills Reading has a special relationship with writing. Whatever is read is remembered and this helps in writing. Reading has many genres that help us to learn the structure of a particular language. By reading a lot, the reader will be more familiar with the targeted language. Vocabulary will be expended and so will the grammatical structures. Rules of grammar wil be automatically acquired. Reading again and again will lead to the curiosity of trying to combine sentences of words together and writing them down Fluency Wolfe and Katzir-Cohen (2001) mentioned that fluency is an important part of reading comprehension. Samuel (2002) defined fluency as the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little attention to the mechanics of reading. Dowhower (1987) has proven through his research that fluent readers are able to read a text faster, more accurately, and better understanding. In another word, fluent reading allows readers to make connections among the ideas in the text and between the text and their background knowledge. In the end, fluent readers can recognise words and comprehend at the same time. By fluently reading, the readers can automatically recognise the meaning of the word with the help of the background knowledge and link it to the context of the text. Proficiency By frequently reading books in a target language, a person can improve his proficiency. Reading again and again helps a reader to be familiar with the language structure and the rules of the grammar. Reading materials from other genres, helps the reader to comprehend the situations from different contexts. For example what do you say during a funeral or what to say in a shopping complex? The reader will be tempted to use the phrases found in the books or reading materials, and when the phrase is repeated, the reader will then be proficient. Language Enrichment Reading provides learners with a huge range of the various lexical or syntactic items. Readers will become familiar with the features of the written language. They learn about the syntax and discourse functions of sentences, the target language structures, the different ways of connecting ideas, which develop and enrich their own writing skills. Readers also become more productive and adventurous when they begin to perceive the richness and diversity of the language they are trying to learn and begin to make use of some of that potential themselves. Thus, they improve their communicative and cultural competence in the authentic richness, naturalness of the authentic texts. On top of that, reading helps to develop the grammatical aspects of the language. Literature involves a profound range of vocabulary, dialogues and prose (Truong Thi My Van, 2009). Though poetry is usually criticized for its complex and far-fetched syntactic structures, it can simultaneously be a good source for pr acticing grammatical structures. Cultural Enrichment Literary texts such as poems, short stories, plays and novels facilitate understanding on how communication takes place in certain cultures in different parts of the world. Although the worlds of literary texts are imaginary one, it presents a full and colourful setting in which characters from many social and regional backgrounds can be described (Collie, and Slater. 1990). By reading, the reader will be able to experience the characters feelings, thoughts, customs and behaviours. This colourful created world can quickly help Malaysian Undergraduates to feel for the norms that shape a society through written forms. Literature can complement other materials used to develop the Malaysian learners understanding into the English language. As a conclusion literature can provide students with access to the culture of the people whose language they are studying. Critical Thinking In his 2009 paper Truong Thi My Van, literature is a good medium for critical thinking enhancement among language learners. The author also states that reading can bring about changes in the attitudes of the learners. According to Langer (1997), reading allows SLA readers to reflect on their lives, learning, and language. In page 607, Langer said that by reading literature text it helps to open horizons of possibility. This allows students to question, interpret, connect, and explore. Literature therefore helps in the development of higher order thinking skills. Today, critical thinking is extremely important for education especially at advanced levels of education or in order words Undergraduates. Critical thinking prepares us not to take things for granted and to attempt to unravel the hidden agenda of texts. Personal Involvement Reading can be useful in the acquisition of second language as it actively involves the reader to the text. Once any SLA reader begins to read, he or she will be drawn to the text. The longer the reader reads the more captive he or she becomes and when this happens, the purpose of reading changes from understanding the meaning to finding out what happens next in the plot (Hismanoglu 2005). The reader then becomes so involved that nothing else matter. When this happens, the reader the reader feels closer to the characters or a particular character and shares their emotional responses. This is beneficial to language acquisition. At this juncture, the prominence of the selection of a reading text in relation to the needs, expectations, and interests, language level of the students is evident (Elliot, 1990). Sociolinguistic and Pragmatic Knowledge As mentioned by Hismanoglu (2005), literature is an example of authentic material land this can help with the development of the English Language among Malaysian Secondary School Students. Due to its authenticity, literature can develop sociolinguistic and pragmatic knowledge as manifested in communicative competence models (McKay, 2001). Sociolinguistic and Pragmatic competence are two of the main components of the communicative language. Literature due to its authenticity is equipped with sociolinguistic and pragmatic information. These two features are more related to appropriateness in language which can be found only in contextualized language such as literary texts especially dramas and plays. Readers can get firsthand experience as how to use the real language situations. Emotional Intelligent Reading literary texts foster emotional intelligence. Emotional Quotient is specifically related to human ability to control and manage their emotions and feelings in difficult situations. Students learn to control their anxiety affection, feeling and emotion through reading (Gajdusek, and van Dommelen, 1993). Therefore literature is a good source for nurturing Emotional Quotient. Problems in Reading among Undergraduates of a Second Language There are many problems in reading faced by undergraduate readers of a second language. The main problem is the lack of interest in reading books in English or other second language. Readers prefer to read book or any printed or online material in their mother tongue. They are familiar with the language structure and have been reading in their mother tongue since young. Many readers have difficulties in understanding what they read as the words are alienated to them. This may be caused by their unfamiliarity with the spelling of the word and sometimes the word may have two different meanings. They are no able to understand the context of the text and therefore lose interest in the book. Another major problem is readers are forced to read. Dowhower (1987) has proven through his research that when a person is forced to read something, then the person will not enjoy the book and this leads to hating the book. The information from the book will not be absorbed into the persons mind. Smith Robinson (1980) defined reading as an active attempt on the part of reader to understand a writers meaning and when you are forced to read nothing is understood. Reading for pleasure or in other words reading for the fun of it will improves ones language acquisition, critical thinking skills and pragmatic knowledge. Frustration of readers towards text is frequent problem to reading. Frustration happens when the reader is unable to understand the meaning of the sentence in the first two times of reading Hismanoglu (2005). Readers will then take time to decode the text and if they still cant understand they will leave the book. Another reason according to Hismanoglu is the reader is unable to connect with the context of the test. Readers of academic books find it difficult to comprehend the meaning because of the long explanations and the blend mood of the text. When there are too many unknown words, reader tend to skip those unknown words and this leads to not understanding the context of the reading material. Time is another problem faced by undergraduates. With a hectic schedule, undergraduates are able to spend sufficient time reading. Hismanoglu 2005 stated that the reader will be more familiar with the language structure as reading material are authentic material and this can help with the development of the English Language or other second language. Due to its authenticity, literature can develop sociolinguistic and pragmatic knowledge as manifested in communicative competence models (McKay, 2001) If a reader doesnt have enough time to read, he or she will miss out in improving themselves. METHODOLOGY Research Design This study uses a quantitative research approach. Quantitative research is the precise count of behaviour, knowledge, opinions, or attitudes (Cooper and Schindler, 2006, p.716). There are several reasons why a quantitative questionnaire survey was chosen. According to Sekaran (2003), a questionnaire survey will ensure comparability of data, increase speed and accuracy of recording and facilitating data processing. Many relevant studies relating to perceptions have used the quantitative survey approach. Quantitative method can elicit information from a larger number of subjects in a short period time and it is cost effective Research Instrument The instruments used in this study is a questionnaire consisting of 30 items adopted from various instruments including instruments from of Christina Clark and Amelia Foster from the National Literacy Trust (2003), Kumar and Ansari (2010), Oyeronke (2009) and Lone (2011). The questionnaire has three sections. The first section had 8 questions regarding the respondents personal information, questions in this section ranged from gender to the spoken language at home. Section B consists of 10 questions regarding the respondents reading preferences. The final section consisted of 10 questions that focused on reading and two questions on problems in reading. The questions in all three sections were choice base questions. Sampling Twenty undergraduates from five faculties which are Faculty of Arts and Social Science, Faculty of Business and Accountancy, Faculty of Engineering, Faculty of Languages and Linguistics and Faculty of Science participated in this study. They were conveniently selected. The researcher administered the questionnaire to those who were in University of Malaya Main Library and the parking lot Data Analysis The questionnaires were collected and the data was entered in a template using Microsoft Office Excel 2007.The data was cleaned and analysed. As this is a pilot study with 20 subjects, it was easier and faster to analyse the data without using SPSS (Statistical Package for Social Science. Descriptive statistics was used to summarise the undergraduate students responses. RESULTS The Demography of the Respondents The demographic profile of the respondents is given in Table 1 Table 1 Demography of the Respondents Variable Frequency Percentage Gender Male 6 30% Female 14 70% Age 18-20 3 15% 21-23 13 65% 23 above 4 20% MUET Band 1 1 6% 2 13 76% 3 0 0% 4 3 18% Undergraduate Year 1 5 25% 2 10 50% 3 4 20% 4 1 5% Mother Tongue Malay 7 35% Mandarin 5 25% Tamil 7 35% Arabic 1 5% Spoken Language Malay 7 35% Mandarin 5 25% Tamil 7 35% Arabic 1 5% Base on Table 1, majority of the students are females (70%), aged 21-23 (65%), have obtained Band 2 in MUET (76%) and are in the second year of study (50%). The percentage of students with the Mother Tongue and their Spoken language correspond to each other. Reading Preferences The reading preferences among undergraduates in University of Malaya are summarized in Table 2 Table 2 The Reading Preferences Variable Frequency Percentage Enjoy Reading Books Yes 16 80% No 4 20% Read Books In? English 5 25% Mother Tongue 15 75% Number Of Books Read In The Past 6 Months One 2 10% Two 3 15% Three 3 15% Four 3 15% Five 1 5% Six And Above 8 40% Frequently Of Reading In A Month Once A Week 4 20% Two To Three Times A Week 8 40% Four Times A Week 2 10% Everyday 6 30% Time Spend Reading In One Session Less Than 30 Minutes 1 5% 30 Minutes To One Hour 4 20% One And A Half Hour 2 10% Two Hours 2 10% More Than Three Hours 4 20% Time Of The Day Morning 4 20% Afternoon 2 10% Evening 4 20% Night 14 40% Table 2 shows majority of the students (80%) enjoy reading books while most of them (75%) prefer to read in their own Mother Tongue. 40% of the students read more than five books in the past six months. Eight of the students (40%), read two to three times per week. The time spent per reading session is distributed evenly over less than 30 minutes and more than three hours where both are 20%. Out of 20 students, only 40% or 14 students prefer to read at night Reading Materials The reading materials of undergraduates in University of Malaya is given in Table 3 Table 3 Reading Materials Variable Frequency Percentage Reading Material Printed Material 7 35% On-Line Material 4 20% Both 11 55% On-Line Devices Computer 2 10% Laptop 17 85% Tablet 3 15% Smart Phone 2 10% Reading Genres Thriller 7 35% Classic 3 15% Horror 4 20% Crime 5 25% Romance 9 45% Fantasy 7 35% History 6 30% Biography 2 10% Sports 4 20% Politics 1 5% Education 7 35% Academic 3 15% Religious 7 35% Magazine 6 30% Health 7 35% Cookery 5 25% Science Fiction 6 30% Source Of Material Bookstore 14 70% Library 11 55% Friends 7 35% Photostatted 3 15% Free On-Line 14 70% Amazon 1 5% Other On-line Store 1 5% Table 3 describes that 11 students (55%) like to read both printed and on-line material. The most often used on-line device for reading on-line material is the laptop (85%). The Romance Genre was reported to be the most preferred reading genre with a total of 11 students (45%). Only one student (5%) preferred the political genre. The major source for printed material was the bookstore. This can be seen with 70% of the students said they bought they reading material from the bookstore. For on-line materials, 70% of the students mentioned that they read the material on-line for free Reading Influence The current reading influence of the undergraduates in University of Malaya is given in Table 4 Table 4 Reading Habit Variable Frequency Percentage Current Influence Parents 4 20% Siblings 2 10% Friends 8 40% Lectures 8 40% Media 7 35% Prefer To Read At: Home 12 60% Library 8 40% Alone 17 85% Selection Of Reading Material Author 6 30% Title 11 55% Summary 8 40% Price 2 10% Illustration 3 15% Genre 6 30% Pages 4 20% Cover 2 10% Suggestion From Others 3 15% Base on Table 4, most of the students cited that their friends (40%), their lectures (40%) and the media (35%) influence their current reading. 85% of the students (17) reported that they prefer to read alone and their preferred place to read is either at home (60%) or in the library (40%) 11 students or 55% select their reading material based on the title, while only 2 students, 10% choose their material based on the price of cover. Reading Purpose of undergraduates The reading purpose among undergraduates in University of Malaya is provided in Table 5. Table 5 Reading Purpose of undergraduates in University of Malaya Variable Frequency Percentage Purpose Of Reading Get Information 16 80% Reference 6 30% To Pass The Time 6 30% To Complete A Course 3

How to Communicate with Stakeholders Essay

Discuss each image crisis for Barclays. – Image crisis no. 1: ‘A world needs a big bank’ campaign vs. closing 170 branches in the UK. In 2000 Barclays launched a ‘Big’ campaign with the slogan: ‘a big world needs a big bank’. Barclays wanted to be seen as an ‘big’ bank by its important stakeholder groups. The adverts were slick and had received good pre-publicity, but it turned into a communication disaster. Because Barclays was spreading the word that is was a big bank, while closing 170 branches in the UK. Barclays started to lose more reputation when it was revealed that the new Chief Executive had been paid  £1.3 million for just 3 months’ work. The situation was further aggravated by the arrogance with which Barclays announced and justified the decision of closing all the branches in the rural areas. – Image crisis no. 2: ‘‘Children; do not pile up debts on your credit cards.’’ A nother image crisis occurred in 2003 when the CEO of Barclays, Matthew Barret, said that he did not borrow on credit cards because they were too expensive and that he has advised his four children not to pile up debts on their credit cards. Since Barclays is the biggest credit card company of the UK, the CEO stunned his customers with what appeared to be a similar vote of no confidence in his own product. – Image crisis no. 3: ‘‘Excessive risk taking’’ In 2008, at the height of the global financial crisis, a third image occurred. Many banks turned to the government for cash injections. Barclays, however, raised billions from investors in Qatar and Abu Dhabi. The reason for this was that it would allow the bank to retain ‘complete control’ over running their business, like paying the bonuses to its top executives and investment bankers. Although some financial analysts thought it was a good move, Barclays was heavily criticised in the med ia for its excessive risk taking and for the remuneration packages given to its top executives and investment bankers. 2. What was the exact cause or event that led to each of these crises? Barclays did not succeed in integrated communication. The bank did not coordinate and align all communications so that the organisation speaks consistently across different audiences and media. For example: the corporate identity did not match with the things Matthew Barret told the public. Besides that, Barclays has the following value stated on their website: ‘‘Build trust with the colleagues and partners we work with’’, this value is in contrast with closing 170 branches without any dialogue with their stakeholder. Besides that the company did not show regret for closing all those branches, instead they played a very defensive role. By showing such an arrogant attitude and lack of remorse Barclays created anger within the public. The timing of the campaign was very unfortunate. If the campaign and the announcement of the closing of the branches did not happen at or around the same time, the campaign could have been very successful. Since it received very good pre-publicity. Matthew Barret did not realise that the media is a big stakeholder of the organisation. Anything that a corporate executive says in public can be held against him and can have a huge impact on the reputation of the company. The decision not to ask the government for cash injections became an image crisis because not only did they take an excessive risk, they wanted to continue with the enormous bonuses. The public probably felt Barclays had the best interest for their shareholders, not for their stakeholders. 3. What could Barclays have done to avoid these crises, or to anticipate the potential fallout? Barclays clearly did not manage very well with their communication under crisis. Because crises have the potential to Barclays Bank: how (not) to communicate with stakeholders damage an organisation’s reputation it is important that organisations anticipate and plan for probable crisis scenarios and prepare crisis communication plans. Instead of getting in the defensive mode as Barclays did with image crisis no. 1, they should have started an acceptance strategy. A tactic of apologising for the crisis and accepting the blame. Instead of being arrogant, they could have said that they are sorry for closing 170 branches and give an explanation. Barclays also should have started a dialogue. They should have announced what they were going to do and why and then let the public react on their announcement. And to create less anger within the public they could have announced some form of compensation or help to the employees who were going to be harmed by the closing of the branches. The CEO of Barclays should have had a media training. In media trainings is thought how to work with journalists by creating simulations. If he would have known how to behave and what to say around media, the second crisis would not have happened. A third image crisis would have happened anyway, because if they had chosen to get a cash injection of the government the public would also have been angry. Because they pay such excessive bonuses, it is not fair to ask they government and thus the taxpayers for an cash injection because they are short on money. They could have limited the image crisis by explaining the public the positive aspects of the fact they chose investors for money and not the government. Overall, Barclays should have an more ope n attitude to the public with room for dialogue. And not such an arrogant attitude.

Internet Encyclopedia of Philosophy

War, by its very nature, is an act that is a display of horror, violence, terror, suffering and most of all death (William Einwechter, 2004). But the question is, can the engagement of a nation in a war be considered just? What exactly is a just war? By definition, a just war is a conflict that is engaged by two nations with a fixed set of rules for combat (Internet Encyclopedia of Philosophy, 2006). But this exception applies if the two combatants possess similar traits (Philiosophy, 2006). In the Christian perspective, war, or the engagement in it, is bound by certain qualifications to make the war devoid of sin (Einwechter, 2004).God Himself has depicted Himself as a warrior, waging wars on the unrighteous (Einwechter, 2004). It would be understood that if warfare is inherently evil, then warfare would not be a correct and accurate depiction of God's character (Einwechter, 2004). And second, God directly ordered his people to engage in war, to annihilate threats to their country a nd people (Einwechter, 2004). But to better get a grasp of war, we must include in the two views that are inherent in the decision to see if a war is right or wrong.The pacifist belief holds that all war or the engagement in war is inherently wrong, while the realist belief states that in war, all is fair and right (John Buell, 2002). But the concept of engaging in war cannot be deduced to the superiority of one party over the other in terms of military might (Paul Ramsey, 2002). To Christians, what is made as the case for declaring a war unjust is when the commandment against killing is viewed in a legalistic manner, precluding all other interpretations (Ramsey, 2002).The war on terrorism cannot be viewed therefore as a just and correct conflict (Dale Snauwaert, 2002). Terrorism is not an identifiable enemy, just as what God commanded in the ordering of wars against certain and specific people (Einwechter, 2004). As President Bush's statement attests, the war is on terrorism, not o n a single threat of a nation or alliance (Snauwaert, 2002). The President's â€Å"war† is not with a terrorist nation, but an ideology, a strategy (Snauwaert, 2002). Secondly, in the Bush war, the threat is not imminent (Snauwaert, 2002).It is what the government calls â€Å"pre-emptive action†, an attack against a perceived, not an actual, threat (Snauwaert, 2002). The mandate for the use of violence, such as in engaging in war, is the prevention of violence, not the spread of it (David Nils Gyllenhaal). Citing from law enforcement, if a criminal will do more harm if he is not killed, then the actions in war is to stop the incidence of a nation's actions in spreading its violence, and that will take force to accomplish (Gyllenhaal).ReferencesBuell, J. (2002). Just war theory and the wars of the 20th century. Retrieved September 24, 2008, from http://www. yale. edu/ynhti/curriculum/units/2002/3/02. 03. 01. x. html Einwechter, W. (2004). A Christain Perspective on just war. Retrieved September 24, 2008, from http://www. visionforumministries. org/issues/ballot_ box/a_christian_perspective_on_jus. aspx Gyllenhaal, D. (n. d. ). Just war theory: a new church perspective. Retrieved September 24, 2008, from http://www.newphilosophyonline. org/journal/data/111a/Gyllenhaal_Article– New_Philosophy_January-June_2008. pdf. Ramsey, P. (2002). The Just War: Force and Political Responsibilty. Maryland: Rowman and Littlefield 2002 Snauwaert, D. T. (2002). The Bush doctrine and just war theory. Retrieved September 24, 2008, from http://www. trinstitute. org/ojpcr/6_1snau. pdf. The Internet Encyclopedia of Philosophy. (2006). Just war theory. Retrieved September 24, 2008, from http://www. iep. utm. edu/j/justwar. htm

Consulting Case Interview Preparation Guide - 2252 Words

CONSULTING CASE INTERVIEW PREPARATION GUIDE 2005 - 2006 Recruiting Season -2nd EditionDecember 5, 2005 BUSINESS SCHOOL CONSULTING CLUB  © 2005 Michigan Consulting Club Contents Editor’s note Introduction to cases †¢ †¢ Administering cases Receiving cases The case list The cases 2005-2006 MICHIGAN CONSULTING CASE INTERVIEW PREPARATION GUIDE -1-  © 2005 Michigan Consulting Club Editor’s Note Dear Michigan Consulting Club Member, If you are reading this, then it is likely you are interested in pursuing a consulting career upon graduation from business school. In order to increase your familiarity with the consulting interview format, the Michigan Consulting Club has established a multilateral training program†¦show more content†¦Before discounting questions as wrong, ask the candidate for their thinking†¦ if it makes sense, go with it †¢ Consider what a consultant would be looking for in the candidate †¢ Presentation: can I put this person in front of a client? †¢ Aptitude: Can this person accurately do the work? †¢ Interest: Does this person like what they are doing? After interview †¢ Provide feedback †¢ This is possibly the most critical step of the case interview process †¢ Honestly let the candidate know strengths, but more importantly areas for improvement †¢ Without honest feedback and constructive criticism, it is very difficult to improve With these steps in mind, you should be able to With these steps in mind, you should be able to conduct a concise and rewarding case interview. conduct a concise and rewarding case interview. 2005-2006 MICHIGAN CONSULTING CASE INTERVIEW PREPARATION GUIDE -4-  © 2005 Michigan Consulting Club Contents Editor’s note Introduction to cases †¢ †¢ Administering cases Receiving cases The case list The cases 2005-2006 MICHIGAN CONSULTING CASE INTERVIEW PREPARATION GUIDE -5-  © 2005 Michigan Consulting Club Receiving Cases You will have a lot of instruction about general conduct and how to receive specific types of cases during the Consulting Club’s training program, however there are several things to always keep in mind to maximize the value ofShow MoreRelatedDiscuss Data Gathering and Presentation Skills of Consultants.1064 Words   |  5 Pagesstart of the project the problem is defined by the consultant and confirmed by the client. 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