South Dakota Higher Education Funding Policy Essay

South Dakota Higher Education Funding Policy - Essay Example The State of South Dakota should enact a better higher education funding policy to enable more students to enroll in local colleges and Universities. Hook: Did you know, for three years running (2009-2011), the State of South Dakota were fourth from the bottom in graduate school enrollments nationwide? Moreover, out of 26 higher education institutions, only eleven are public schools. Introduction I.  There is a dire need for financial support in most of the public schools in South Dakota due to a shortage in state funding (Pullman, par. 4). II.  The State of South Dakota should enact a better higher education funding policy to enable more students to enroll in local colleges and Universities. Indictment  Ã‚   I. The number of students enrolling into universities in South Dakota has reduced  significantly due to the current higher education funding policy.  Ã‚   A. According to Joy Smolnisky (2013), the State of South Dakota has consistently lagged behind in terms of per-student funding for education compared to surrounding states’ and national average.

Violent video Games Essay Example for Free

Violent video Games Essay There is perhaps no bigger or more important issue in America right now than youth violence. Our children are being fed a dependable daily dose of violence-and it sells. The affects on childrens behavior from violent video games is a newly, well-researched topic for psychologists. Violent video games are giving our children the practice and experience needed to act out these aggressive behaviors in the real world. Alienated, disaffected youths, Dylan Klebold and Eric Harris, vent their anger to get famous by shooting up their school. On April 20, 1999 at Columbine High School in Littleton, Colorado, these two young men carried out a shooting rampage. They killed twelve fellow students and a teacher, as well as wounding twenty-four others, before committing suicide. It is considered to be the deadliest school shooting, and the second deadliest attack on a school in US History (DeGaetano 47). Both of these boys were drowning in a violent pop culture of bloody movies and video games. High on the morning of April 20, 1999, before the massacre, Dylan and Eric filmed their own back story videos, explaining their aims and motives. Its going to be like f**king Doom! Harris said on one of the tapes, referring to his favorite shoot-em-up video game. Tick-tock, tick, tick? Ha!? Straight out of Doom! (qtd. in Steyer 70). These two young boys had played this game very often and were so used to the violence of killing innocent people with no remorse. They gained the experience and knowledge from this video game on how to kill other human beings while getting a sense of satisfaction. A direct link between violent video games and increasing rates of violence among children is right in your backyard with this chilling story. In Paducah, Kentucky a fourteen-year-old boy, Michael Carneal, steals a gun from a neighbors house, brings it to school, and fires eight shots into a student prayer meeting that is breaking up. Prior to stealing the gun, he had never shot a real handgun in his life. The FBI says that the average experienced law enforcement officer, in the average shootout, at an average range of seven yards, hits with approximately one bullet in five. So how many hits did Michael Carneal make? He fired eight shots; ho got eight hits, on eight different kids. Five of them were headshots, and the other three were upper torso. The result was three dead and one paralyzed for life. Nowhere in law enforcement or military history can an equivalent achievement be found. And these from a boy on his first try. How did Michael Carneal acquire this kind of killing ability? Simple: practice. At the age of fourteen he had practiced killing thousands of people. His simulators were point-and-shoot video games he played for hundreds of hours in video arcades and in the comfort of his own home. His superhuman accuracy, combined with the fact that he stood still, firing two handed, and firing only one shot at each target, are all behaviors that are completely unnatural to either trained or native shooters, behaviors that could only have been learned in a video game. If you do not think these games resemble the real thing, you should know that the military and law enforcement communities use video marksmanship training simulators to supplement their training. And the most popular simulator the United States Army uses in a minor modification of a popular Super Nintendo game. Across America we are reaping the bitter harvest of this training as ever more kids are shooting other individuals that they have a grudge against. A horrific development in this is that rather than just stopping with their intended target, these kids keep firing- and a simple grudge turns into a mass murder (DeGaetano 4, 9, 74). As a player in the video game your goal is simply to rack up the highest score as quickly as possible. And, many of the video games (such as House of the Dead, Golden-eye, or Turock) give bonus effects for headshots (Gerdes 61). These kind of video games provide the motor reflexes responsible for over 75% of the firing on the modern battlefield. In addition, they provide violent suggestions and reinforcement for violent behavior. These games teach young people to kill with all the precision of a military training program, but none of the character training that goes along with it (Gerdes 62). For children who get the right training at home and who have theability to distinguish between real and unreal consequences, they are still games. But for children who are especially vulnerable to the lure of violence, they can be far more. Even more than violent television and movies, violent video games have been shown to increase aggression among those who play them. It seems as if even a brief exposure to these games can temporarily increase ones aggressiveness. Researchers stated that Violent video games provide a forum for learning and practicing aggressive solutions to conflict situations. New aggression-related scripts can become more and more accessible for use when real-life conflict situations arise (qtd. in Steyer 90). One study reveals that young men who are habitually aggressive may be especially vulnerable to the aggression-enhancing effects of repeated exposure to violent games (Violent). Violent video games have stronger effects on childrens aggression because the games are highly appealing and interactive. Also, the games are rewarding violent behavior, and because children repeat these behaviors over and over as the play. The more often children rehearse violent acts; the more likely they are to commit them in real life. This is what makes electronic games different from more inactive experiences of violence, in movies and on television. Through practice, the use of violence can become a learned response- a scripted reflex like the trigger rate effectively refined by the army (Steyer 90-91). There can be intense psychological effects from playing interactive video games. Recent research has begun to find connections between childrens playing of violent video games and later aggressive behavior. A research review done by the National Coalition on Television Violence found that 9 of 12 research studies on the impact of violent video games on normal children and adolescents reported harmful effects. In general, while video game playing has not been implicated as a direct cause of severe psychopathology, research suggests that there is a short-term relationship between playing violent video games and increased aggressive behavior in younger children (Steyer 130). Violent video games appear to also put the human brain in a mood to fight, according to a new study from Michigan State University. In the study, 13 males played the first-person shooter game Tactical Ops: Assault on Terror while in a functional magnetic resonance imaging (fMRI) system, which measures brain activity. The brain scans of 11 of thesubjects exhibited large observed effects, a characteristic of aggressive thoughts. The researchers said the pattern of brain activity could be considered to be cause by virtual violence. fMRI monitors the brain and examines how different types of physical sensation or activity stimulate it. Sight, sound, touch and other physical sensations show up on an fMRI image. Increased blood flow to a section of the brain indicated increased activity. Playing violent video games like Doom, Wolfenstein 3D or Mortal Combat can increase a persons aggressive thoughts, feelings and behavior both in laboratory settings and in actual life, according to two studies. Furthermore, violent video games may be more harmful than violent television and movies because they are interactive, very engrossing and require the player to identify with the aggressor, say the researchers. Psychologists Craig A. Anderson, Ph. D. , and Karen E. Dill, Ph. D. said, One study reveals that young men who are habitually aggressive may be especially vulnerable to the aggression-enhancing effects of repeated exposure to violent games. The other study reveals that even a brief exposure to violent video games can temporarily increase aggressive behavior in all types of participants. The first study involved 227 college students who completed a measure of trait aggressiveness and reported their actual aggressive behaviors (delinquency) in the recent past. They also reported their video game playing habits. We found that students who reported playing more violent video games in junior and high school engaged in more aggressive behavior, said lead author Anderson, of Iowa State University. We also found that amount of time spent playing video games in the past was associated with lower academic grades in college. In the second study, 210 college students played either a violent (Wolfenstein 3D) or nonviolent video game (Myst). A short time later, the students who played the violent video game punished an opponent (received a noise blast with varying intensity) for a longer period of time than did students who had played the nonviolent video game. Violent video games provide a forum for learning and practicing aggressive solutions to conflict situations, said Dr. Anderson. In the short run, playing a violent video game appears to affect aggression by priming aggressive thoughts. Longer-term effects are likely to be longer lasting as well, as the player learns and practices new aggression-related scripts thatcan become more and more accessible for use when real-life conflict situations arise. One major concern is the active nature of the learning environment of the video game, say the authors. This medium is potentially more dangerous than exposure to violent television and movies, which are known to have substantial effects on aggression and violence (Video 220-235). Violent video games can increase aggressive behavior in children and adolescents, both in the short- and long-term, according to an empirical review of the last 20 years of research. These findings are presented at the 113th Annual Convention of the American Psychological Association in Washington, DC. According to researchers Jessica Nicoll, B. A. , and Kevin M. Kieffer, Ph. D. , of Saint Leo University, youth who played violent video games for a short time experienced an increase in aggressive behavior following the video game. One study showed participants who played a violent game for less than 10 minutes rate themselves with aggressive traits and aggressive actions shortly after playing. In another study of over 600 8th and 9th graders, the children who spent more time playing violent video games were rated by their teachers as more hostile than other children in the study. The children who played more violent video games had more arguments with authority figures and were more likely to be involved in physical altercations with other students. They also performed more poorly on academic tasks. Violent video game players tend to imitate the moves that they just acted out in the game they played, said Dr. Kieffer. For example, children who played violent karate games duplicated this type of behavior while playing with friends. These findings demonstrate the possible dangers associated with playing this type of video game over and over again. The authors also found that boys tend to play video games for longer periods of time than girls. Boys may play more of these types of video games, said Kieffer, because women are portrayed in subordinate roles and the girls may find less incentive to play. But those girls who did play violent video games, according to the review, were more likely to prefer playing with an aggressive toy and were more aggressive when playing. Both Nicoll and Kieffer say that the recent changes that put age limits and rating systems on games make it more difficult for young children to purchase and play these video games. But, say the psychologists,future research needs to explore why many children and adolescents prefer to play a violent video game rather than play outside, and why certain personalities are drawn to these types of games (Playing). The observational studies looking at childrens free play, tended to show that children become more aggressive after either playing or observing a violent video game. At a theoretical level, these evidences suggest empirical data supporting the social learning theory. As others have cautioned, the validity and reliability of the procedures used to measure aggressions should be questioned (Griffiths, 99; Cooper Mackie, 19). The limiting conditions under which video games may have an affect that were considered were gender, age, and class/level of education. With regards to gender, although few studies looking at the differential effects were found, the study mentioned above suggests that females are more affected by video game violence than males. Cooper and Mackie, which inexperience with video games led to greater arousal, suggested one hypothesis for this difference. Another possibility may be that since males have been found is have more experience with video games; they may have become more desensitized to the violence than females. Once again, more research is necessary to draw conclusions on the differential effects of video game violence on gender. When age was look at it was discovered that age played no significant part in determining if a player was affected by the content of video games or not. The difference of age showed up in the manifestation of its affect. Herz introduces an interesting explanation of this increase in aggressive behavior of children. A large number of the studies involved adolescent children; these children are at an age when they are naturally violent, aggressive and moody. So when put in a situation with increased agitation like many of the studies involved, increases in aggressive behavior may be natural regardless of stimulation. While this particular situation is not true of older students the method of study does need to be questioned. The effects of education levels and economic class have not yet been looked at, possibly due to a lack in conclusive evidence showing an overall relation (Herz, 51-59). I couldnt make myself clearer when I say that there is a deadly link between this kind of graphic imagery and the escalating incidence of youth violence. Violent video games are giving our children the practice and experience needed to act out these aggressive behaviors in the real world. If you dont think that these games resemble the real thing, you should take some time to play one of these games once. You will be absolutely shocked as to what our children are seeing on a daily basis. Works Cited Cooper, Joel, Mackie, Diane. Video Games and Aggression in Children. Journal of Applied Social Psychology. Vol. 16, No. 8, 726-744. DeGaetano, Gloria, and Dave Grossman. Stop Teaching Our Kids to Kill. New York: Crown, 1999. France, Bill. Violent video games are training children to kill. HeraldNet 18 Nov 2003. 19 Oct 2005 . Gerdes, Louis. Media Violence. Farmington Hills, MI: Greenhaven, 2004. Griffiths, Mark. Violent Video Games and Aggression: A Review of the Literature. Aggression and Violent Behavior. Vol. 4, No. 10, 203-212. Herz, J. C. Joystick Nation: HowVideogames Ate Our Quartes, Won Our Hearts, and Rewired Our Minds. Toronto: Little, Brown Company, 1997. Steyer, James P. The Other Parent. New York: Atria Books, 2002. Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and in Life, Craig A. Anderson, Ph. D. , Iowa State University of Science and Technology and Karen E. Dill, Ph. D. , Lenoir-Rhyne College, Journal of Personality and Social Psychology, Vol. 78, No. 4. Violent Video Games Can Increase Aggression. Science Daily. 25 Apr 2000. American Psychological Association. 02 Oct 2005 . Willenz, Pam. Playing violent video games can heighten aggression. Medical News Today 21 Aug 2005. 25 Nov 2005 .

A Stressful Life :: Biography, Faulkner

William Faulkner was an American Poet, and writer. When he was young he loved football and later discovered that he also liked writing. When he started to work as a writer he started to fill stressed by the pressure he had so he started drinking. William Faulkner was born on 25 September 1897 in New Albany, Mississippi (Akers 1). He was the son of Murry Cuthbert and Maud Butler, and the first out of his four brothers (Kawin 1) His other three brothers were Murry born 1899, John born 1901, and Dean born1907. He learned to handle guns and hunt during his childhood. He lived among horses and dogs while their father ran the livery stable (Skei 2). He became shy, and did not do his schoolwork (Inge 6). He later quit school, returning only during the fall to play football (Skei 3). He attended school until eleventh grade because he was denied graduation (Inge 6). His family was well known for banking and the railroad. His father soon became the secretary and business manager of the University of Oxford (Kawin 1). Attended the University of Mississippi studying William Shakespeare(Skei 4). During his early life he worked as a store clerk, carpenter, general construction- worker, coal shoveler, deck hand, cadet –aviator, and in a bookstore in NY (Akers 2). He also worked at his grandfather’s bank and learned the medicine value of his liquor (Inge 1). Then he returned to Mississippi and worked as a postmaster from December 1921 to October 1924, but was accused of throwing all incoming mail into the garbage can (Inge 3). In 1918 he tried to join the U.S. Army Signal Corps, but did not meet the height and weight requirements (Kawin 1). He liked the British uniform and was nicknamed â€Å"Count† because his uniform was the latest in fashion (Inge 6). So then he enlisted in the Canadian RAF. He joined the air force in 1918 and got a commission as a R.F.C. pilot (Kawin 1). In training he crashed a plane that cost the British government $ 84.30 (Inge 1). World War 1 ended before he finished his training as a pilot (Inge 2). In 1919 he entered Oxford Unive rsity as a special student until 1920. As a special student he surpassed French and Spanish but did performed awful in English (Inge 2). In 1918 Estelle Oldham announced her engagement with Cornell Franklin. She had two children from her marriage with Cornell (Skei 3).

History of Golf Essay

The word ‘golf’ has originated from Dutch word ‘colf’. It is translated as ‘club’ in English. Golf was often referred to as ‘spel metten colve’ meaning a ‘game with clubs’ in the medieval ages. On Dec. 26, 1297, in Northern Holland, the commoners played the game of colf to celebrate the Kronenburg Castle. ‘Colfers’ or golfers can also be seen in the Dutch artwork of that time period. According to legend, golf started when shepherds near St. Andrews started hitting round stones into the rabbit holes using their wooden crooks. Another group presents the theory that Scottish fisherman amused themselves with this game when they returned from their boats. Roman emperors in the days of Caesar played a golf like game called ‘Paganica’ which involved hitting a feather filled ball and a stick. A similar game was played by the Celtics called the ‘Shinty’ and the people from Laos played ‘Khi’. The origins of the game are still debated by many countries but it is generally assumed that the Scots in the Middle Ages were the first addicts of golf. Scots have made the biggest contribution because they refined the game completely. However, all countries have contributed to making the game what it is today. China, England, Rome, Belgium, Laos all had a game or two in history which used sticks and balls. In 1338, territories were marked in Germany by hitting pebbles with crooks. The greater the distance covered by the pebble the larger the territory owned by the Shepherd. According to the Dutch historian, Steven J. H. van Hengel, Golf originated from the games of ‘Chole’ and ‘Jeu de mail’. The game of golf has existed for more than 500 years. It can be traced back to the times of James II of Scotland. He banned golf on March 6, 1457 because it interfered with archery practice which was badly needed in times of war. In the year 1603 the golf enthusiast and Scottish Baron James VI introduced the game to the English. For countless years the game was played on uneven, rough land with no lush greenery and simple holes were dug in the ground. King Charles I endorsed this game and popularized it in the 16th century. While studying in France, Mary Queen of Scots also introduced Golf to the French people. The term caddie is French for the word ‘cadets’. It was intended for the queen’s helpers or the French Military. The period between 1750 and 1850 has been very important in the history of Golf. During this era, many young golfers were discovered and clubs were formed. Allan Robertson, the first popular golf star was discovered during this time. In 1843, a very important contest took place between the best players which included Willie Dunn and Allan Robertson. Golf grew further during the 1848-1852 period because of many significant events that took place turning the game from local to global. The Gutty Ball introduced in this era drastically changed how golf was played. Tom Morris, the greatest exponent of Gold was also born during this time. The oldest golf course recorded in history is The Old Links at Musselburgh Racecourse. Mary, Queen of Scots played on this course in 1567. No golf society or club was formed before 1744. Some golfers from Edinburgh joined together finally in 1744 to form the Honourable Company of Edinburgh Golfers. Many years later ‘St. Andrews Golfers’ was formed and the name was changed in 1834 to ‘Royal and Ancient Golf Club of St. Andrews’. In 1888, Golf became increasingly popular in United Stated. A Scottish man named John Reid constructed a three hole course near his home in New York. The same year he constructed a golf course on a 30 acre site and formed the St. Andrews Club of Yonkers. The game took off from these humble beginnings and soon became a national sport. The next century saw the arrival of more than thousands of golf courses and clubs all around the United States. Through the years better equipment has helped to change how the game is played. Since the 19th century, we have seen technologically advanced mowers and the introduction of newer golf ball designs and metal shafts. Wooden shafts have been completely replaced today. The golf ball has also evolved through the years. Golf was first played with a feather filled leather ball. These balls were relatively expensive which is why it was commonly played by the Royals. In 1848, Rev. Dr. Robert Adams Paterson made a ball using packing material of Gutta Percha. This ball enhanced the pleasure of playing golf. However, many golfers realized that nicked balls had better flight as opposed to smooth gutta balls. Hence the balls became uneven textured. Today, Golf has broken all boundaries and is played by almost every nation. Talent is emerging from Sweden, Taiwan, Japan etc. Perspectives regarding Golf have also evolved thanks to young golf stars such as Tiger Woods. It is no longer considered a boring game or played only by the elite older generation. Golf is loved and adored by millions around the world.

How does Shakespeare present Ophelia Essay

In â€Å"Hamlet† Shakespeare presents Ophelia as a helpless girl, who is continually manipulated by the men around her for their own gain. In many of his other plays the women are presented as strong and admirable people who play major roles in the live of the protagonist, such as Lady Macbeth in â€Å"Macbeth. † In Hamlet, however, Ophelia becomes a very different role-she is conveyed as a lesser to the men around her. She is continually manipulated by her father, Polonius, her brother, Larertes and Hamlet, the supposed love of her life. Her sweet and innocent nature results in her becoming dependent on the man in her life to tell her how to behave. Hamlet shows a very different style in Shakespeare writing, no longer is the women controversially given respect by the male character, but is instead shown in a more traditional mere pawn for their fathers, brothers and lovers. Ophelia’s relationship with her father is less then the traditional intimate one expected. Instead it shows a controlling man, obsessed with what others think, and a daughter respectful of her fathers wises. Polonius becomes convinced that Ophelia’s relationship with Hamlet will result in the diminish of his families honour, and to him, the respect others have for his families reputation is very important. He thus begins to pressurise Ophelia into breaking off any understanding between herself and Hamlet. Shakespeare uses these characters and their interaction to present a more traditional view of how a woman should act toward the men in their lives during this time period. I personally do not see her as a week character, but instead see her as a women with no other choice than to respect and obey the man who has looked after her all her life. Their relationship is a cold one, with little compassion between the two, but apparent respect on Ophelia’s behalf. Her brother too becomes set against her love for Hamlet, believing that she will ruin herself for Hamlet, yet he will never actually marry her, due to her lower social standing. During the actual play, Larertes is the only man who conveys to her that he actually cares for her, but we can see clearly that he believes her continuous open regard for Hamlet will reduce their family’s nobility. He too adds to the pressure put on her to distance herself from Hamlet. Hamlets strategic plans towards Ophelia are probably the most conniving and vicious. He not only manipulates her constant love for him, but also toys with her emotions throughout, making her play exactly how he wants. He uses the courts knowledge of his relationship with Ophelia to get deeper involved in his plot to avenge his father and kill the king. He evolves Polonius’ theory that Hamlet is mad with love for Ophelia. When she returns Hamlets love letters and other tokens of his affections in act III scene I, Hamlet seizes this moment to cement the beginning of her descend into madness in both Ophelia’s eyes and in Polonius’ and Claudius’ as Hamlet is aware they are watching this encounter between the two ex-lovers. He appears troubled and hysterical as he denies giving her anything and laments the dishonesty of beauty. Confusingly, he claims to both have loved, and never loved her. As he leaves she mourns the â€Å"noble mind† that has now lapsed into apparent madness. Hamlet believes that by hearing this fight between Ophelia and himself, Polonius and Claudius will think he is now crazy and thus not fear him, making Claudius more vulnerable. Hamlet, Polonius and Larertes all put pressure on her to do what they want, they all use her to gain themselves and they all have little regard for her genuine love for Hamlet. Her heart begins to dictate over her head and as a result of being caught in the crossfire of all the men in her life; Ophelia goes crazy, unable to cope with the stress and contradiction. Finally, she kills herself finding no place in the situation for her own feelings. Hamlet is the least idealistic of Shakespeare’s plays, with women being presented in a more realistic view, rather than an idealistic outlook on society where women have more control over their lives and aren’t controlled by the men around them. Ophelia is presented in a more traditional feminine way, relying on men around her. This fits into Hamlet, and makes the play appear more legitimate, due to the emotion involved in the twisted love story. Still, I do not believe she is weak, but instead love struck and susceptible to manipulation by the men closely involved in her life. Many critics have argued that she is a dismal character, which no one can admire, but I see her as instead, a woman who is young, weak and naive to the world around her.

Italian Personal Pronouns - Pronomi Personali

Italian Personal Pronouns - Pronomi Personali Italian personal pronouns (pronomi personali) replace proper or common Italian nouns (and in some cases even animals or things). There are three forms in the singular and three forms in the plural. They are also further divided into personal subject pronouns (pronomi personal soggetto) and personal object pronouns (pronomi personali complemento). Personal Subject Pronouns (Pronomi Personali Soggetto) Oftentimes in Italian, the personal subject pronouns are implied because the form of the verb indicates the person. egli (he) and ella (she) refer only to people: Egli (Mario) ascoltà ² la notizia in silenzio.He (Mario) heard the news in silence. Ella (Marta) gli rimproverava spesso i suoi difetti.She (Martha) often reproached him for his faults. NOTE: ella is now a literary form and has fallen into disuse in spoken language. esso (he) and essa (she) refer to animals and things: Mi piace quel cane perchà © (esso) sia un bastardino.I like that dog because (he) is a mutt. NOTE: In colloquial language essa is also used to indicate people. essi (they) and esse (they) refer to people, animals and things: Scrissi ai tuoi fratelli perchà © (essi) sono i miei migliori amici.I wrote to your brothers because they are my best friends. Il cane inseguà ¬ le pecore abbaiando ed esse si misero a correre.The barking dog chased the sheep and they began to run. NOTE: Often, in the spoken language, but also when written, the personal object pronouns lui (him), lei (her), and loro (them) function as the subject, and in particular:  »Ã‚  When they follow the verb È stato lui a dirlo non io.It was him who said it, not I.  »Ã‚  When you want to give special emphasis to the subject Ma lui ha scritto!But he wrote!  »Ã‚  In comparisons Marco fuma, lui (Giovanni) non ha mai fumato.Mark smokes, he (John) has never smoked.  »Ã‚  In exclamations Povero lui!Poor him! Beata lei!Lucky you!  »Ã‚  After anche, come, neanche, nemmeno, persino, proprio, pure, and quanto Anche loro vengano al cinema.They too are at the cinema. Nemmeno lei lo sa.Not even she knows. Lo dice proprio lui.He says it himself. Personal Object Pronouns (Pronomi Personali Complemento) In Italian, personal object pronouns replace direct objects and indirect objects (that is, those preceded by a preposition). They have toniche (tonic) and atone (atonic) forms. toniche or forti (strong) are those forms that have a strong emphasis in the sentence: È a me che Carlo si riferisce.Its me that Charles is referring to. Voglio vedere te e non tuo fratello.I want to see you and not your brother. atone or debole (weak) (also called particelle pronominali) are those forms that do not have particular significance and that may depend on the adjacent word. The unstressed forms are referred to as:  »Ã‚  proclitiche when they relate to the word they precede Ti telefono da Roma.Ill phone from Rome. Ti spedirà ² la lettera al pià ¹ presto.Ill send the letter as soon as possible.  »Ã‚  enclitiche, when they relate to the previous word (usually the imperative or indefinite forms of the verb), giving rise to a single form Scrivimi presto! Write to me soon! Non voglio vederlo.I do not want to see it. Credendolo un amico gli confidai il mio segreto.Thinking he was a friend, I confided in him my secret. NOTE: When verbal forms are truncated the consonant of the pronoun is doubled. fa a me- fammidi a lei- dille Pronomi Personali PERSONA SOGGETTO COMPLEMENTO Forme Toniche Forme Atone 1a singolare io me mi (reflexive) 2a singolare tu te ti (reflexive) 3a singolare maschile egli, esso lui, s (reflexive) lo, gli, si (reflexive), ne femminile ella, essa lei, s (reflexive) la, le, si (reflexive), ne 1a plurale noi noi ci (reflexive) 2a plurale voi voi vi (reflexive) 3a plurale maschile essi loro, s li, si (reflexive), ne femminile esse loro, s le, si (reflexive), ne

Writing Algebraic Expressions

Writing Algebraic Expressions Algebraic expressions are the phrases used in algebra to combine one or more variables (represented by letters), constants, and the operational ( - x / ) symbols.  Algebraic expressions, however, dont have an equals () sign. When working in algebra, you will need to change words and phrases into some form of mathematical language. For instance, think about the word sum. What comes to your mind? Usually, when we hear the word sum, we think of addition or the total of adding numbers. When you have gone grocery shopping, you get a receipt with the sum of your grocery bill. The prices have been added together to give you the sum. In algebra, when you hear the sum of 35 and n we know it refers to addition and we think 35 n. Lets try a few phrases and turn them into algebraic expressions for addition. Testing Knowledge of Mathematical Phrasing for Addition Use the following questions and answers to help your student learn the correct way to formulate Algebraic expressions based on mathematical phrasing: Question: Write seven plus n as an Algebraic expression.Answer: 7 nQuestion: What Algebraic expression is used to mean add seven and n.Answer: 7 nQuestion: What expression is used to mean a number increased by eight.Answer: n 8 or 8 nQuestion: Write an expression for the sum of a number and 22.  Answer: n 22 or 22 n As you can tell, all of the questions above deal with Algebraic expressions that deal with the addition  of numbers - remember to think addition when you hear or read the words add, plus, increase or sum, as the resulting Algebraic expression will require the addition sign (). Understanding Algebraic Expressions with Subtraction Unlike with  addition  expressions, when we hear words that refer to subtraction, the order of numbers cannot be changed. Remember 47 and 74 will result in the same answer but 4-7 and 7-4 in subtraction do not have the same results. Lets try a few phrases and turn them into algebraic expressions for subtraction: Question: Write seven less n as an Algebraic expression.Answer: 7 - nQuestion: What expression can be used to represent eight minus n?Answer: 8 - nQuestion: Write a number decreased by 11 as an Algebraic expression.Answer: n - 11 (You cant change the order.)Question: How can you express the expression two times the difference between n and five?Answer: 2 (n-5) Remember to think subtraction when you hear or read the following: minus, less, decrease, diminished by or difference. Subtraction tends to  cause students greater difficulty than addition, so its important to be sure to refer these terms of subtraction to ensure students understand. Other Forms of Algebraic Expressions Multiplication, division, exponentials, and parentheticals are all part of the ways in which Algebraic expressions function, all of which follow an order of operations when presented together. This order then defines the manner in which students solve the equation to get variables to one side of the equals sign and only real numbers on the other side. Like with addition and subtraction, each of these other forms of value manipulation come with their own terms that help identify which type of operation their Algebraic expression is performing - words like times and multiplied by trigger multiplication while words like over, divided by, and split into equal groups denote division expressions. Once students learn these four basic forms of Algebraic expressions, they can then begin to form expressions that contain exponentials (a number multiplied by itself a designated number of times) and parentheticals (Algebraic phrases which must be solved before performing the next function in the phrase). An example of an exponential expression with parentheticals would be 2x​2 2(x-2).

Citing an Online Video with Chicago Footnote Referencing

Citing an Online Video with Chicago Footnote Referencing Citing an Online Video with Chicago Footnote Referencing From TED Talks to e-courses, platforms like YouTube offer a lot of educational resources these days. You can even use them when researching a college paper. But how do you cite an online video in academic writing? In this post, we explain how this works with Chicago footnote referencing. Citing an Online Video in a Footnote In Chicago referencing, you cite a source with a superscript number in the text. These numbers point to footnotes. For an online video, the information required in the first footnote include: The citation number Subject or creator name (e.g., the presenter or writer) The words â€Å"interviewed by† and the interviewer’s name (if applicable) Video title in quote marks Video format and length Name of uploader (if different from creator) Date of upload URL Date of access (if required by your institution) Timestamp for part of video cited (if applicable) You might not be able to find all this information. However, as long as you provide enough detail to identify the source and where it can be found, you’ll be fine. For instance, we could cite a TED Talk by Kate Darling like this: 1. Kate Darling, â€Å"Why we have an emotional connection to robots | Kate Darling,† YouTube video, 11:51, TED, November 6, 2018, https://www.youtube.com/watch?v=Uq6XgrYBugo, 6:26. Here, we’ve clearly identified the video, where it can be found, and the relevant part of the video. If we then cited the same video later, we would use a shortened citation format to prevent repetition. Reference List Any videos cited in your paper should also appear in the reference list at the end of the document. The information to include here is similar to the first citation. However, the punctuation is slightly different, and the creator’s names should be inverted. For example: Darling, Kate. â€Å"Why we have an emotional connection to robots | Kate Darling.† YouTube video, 11:51. TED. November 6, 2018. https://www.youtube.com/watch?v=Uq6XgrYBugo. Putting the surname first allows you to sort the reference list by author surname. As shown above, moreover, you do not need to include a pinpoint citation in the reference list, unlike footnotes.

Philosophy of Immigrant Groups Assignment Example | Topics and Well Written Essays - 250 words

Philosophy of Immigrant Groups - Assignment Example The influx of European immigrants at the turn of the century has been associated with the formation of ethnic gangs and organized crime. Different values of people from diverse geographical area also tend to raise the criminal activities. Many immigrants obtain employment in low-skilled jobs eating into the jobs of the natives. Additionally these immigrants lend a reason to employers to push down the wages even further thus creating conditions for crime. Sociological theorists posit that the immigrants may themselves not have a negative disposition towards crime; however, the strains of immigration are such that the subsequent generations indulge in organized crime. That there exists a category of illegal immigrants is no secret. Since there is no official financial support available to this section of the society, these illegal immigrants are more prone to indulging in organized crime. Ousey, Graham C., and Charis E. Kubrin. "Exploring the Connection between Immigration and Violent Crime Rates in U.S. Cities, 1980-2000." Social problems 56.3 (2009): 447,447-473. ABI/INFORM Complete. Web. 26 Aug.

Presentation on Web-Based Essay Example | Topics and Well Written Essays - 1000 words

Presentation on Web-Based - Essay Example These functions are inevitable and their successful execution ensures the achievement of aims and objectives of every organization. Specific functional areas are given the responsibility of executing specific types of business processes within a Human Services Organization. The following purposes are narrated well by Teachmebusiness.co.uk (2011): Considering Customer services a web based example of a customer services software would be highlighted. The tasks involved in the Customer Services Functional Area can be summarized in tabular form as follows: An example of the functional area of customer services can be SugarCRM. CRM stands for Customer Relationship Management. This is an integral functional area of every Human Services Organization as it involves all the customer related processes in it. Details of SuagrCRM are stated on the pages that follow. These CRM based information systems integrate the CRM related processes of a business environment and provide effective and productive linkage between a business environment and its customers. A leading present day commercial example of a CRM based management Information System is SUGAR CRM. SUGAR CRM is web based Open Source CRM software that has many Project Management Tools Embedded right into it. Gantt Charts and Other Add-ons are also available. Being open source means that modifications can be made within the software at almost all levels of it. Created by a California based company in the early years of 2000, it is an application that enables multi user login and contains excellent reporting provisions. Sugar CRM integrates best into the environment of just about any business. The OPEN nature of this software enables businesses to integrate this application package in accordance with the requirements of their business processes. Being labeled as OPEN the entire source code of the software is provided to the

A Comparison on Non-traditional Middle School Students Essay

A Comparison on Non-traditional Middle School Students - Essay Example From the discussion it is clear that  due to globalization, the United States has experienced an influx of foreigners in the last four decades resulting in changes in the public education sector. There has been a variation in academic performance between traditional and non-traditional students. According to Texas State’s statistics, 80% of traditional students move to high school in contrast to 34% for non-traditional students. Also, community-based providers and school officials that serve students in public schools have reported an increase in the number of non-traditional sixteen-year-old seventh graders or seventeen-year-old eighth graders remaining in middle school.This study stresses that  school districts are attempting to address the problem by making changes in their educational systems in order to address the needs of these students. The school officials have developed special programs and various strategies within schools to target the specific group of student s in middle school. The retention impacts negatively on the non-traditional students in middle school.  There are many middle school students who are retained in middle school, which increases the dropout rate by the time students reach high school. Various studies have evidenced other factors that cause students to be retained and become over-age in middle schools without interventions to alleviate the problems.  These students experience self-esteem issues, low reading and math skills, behavioral/emotional needs, a high need for individual attention.

Develop a Literature review Essay Example | Topics and Well Written Essays - 2000 words

Develop a Literature review - Essay Example This therefore means that there is a big responsibility for teachers and instructors to impart the art and science of reading and comprehension to students and pupils at all stages of their academic lives. â€Å"Whereas reading is primarily concerned with the decoding the message of a given text, comprehension goes a step further to attempt to understand and apply the information written in the text appropriately† (Ganske & Fisher, 2010). Nation & Angell (2006) make a clear distinction between reading and comprehension. To them, reading seems to be a form of communication but comprehension requires further understanding and clarification. Comprehension involves inferring the intended effects of what is read and identifying and explaining the cases written in the discourse for producing the effects (Finder, 2003). This therefore indicates that the core idea behind reading, is to enable the reader to grasp a message, idea or information put together by the encoder and then take action on it. This is practically the aim of formal communication that most students will apply in the future, when they begin to work. It is therefore essential that these students get a good ability to understand the basics of decoding messages and understanding them fully in the wider sense. The central role and the formative nature of secondary education can never be ignored. Thus, it is essential that secondary education focuses on some important factors that can enable an individual to grasp and understand the concept of reading and comprehension. However, this effort of teachers to achieve this is sometimes frustrated by some challenges that makes it difficult to teach students how to read, analyse and understand texts. Challenges in Teaching Reading & Comprehension in Secondary Students In practice, there are several difficulties that stand in the way of teaching students to read and understand text. Snowman et al (2010) identify that inherent disabilities and challenges in students, like down syndrome, physical disabilities like hearing, sight and speech impairments as well as cultural differences and language barriers can stand in the way of a child who attempts to read and decode messages. This therefore makes it difficult for the teacher to impart the art and science of reading to children with such inherent challenges and problems. Also, poor comprehension can result from poor teaching methods used to team students about reading and comprehension at the primary and lower grades of education. â€Å"Comprehension difficulties often go unnoticed by teachers [in primary schools] and are discovered later by specialist professionals [at the secondary levels]† (Nation & Angell, 2006). This implies that some of the problems and challenges that the secondary school teacher faces in teaching students to comprehend what they read is carried forward from their primary education. This is linked to the fact that most primary curricula are focused on simp ly decoding and not comprehension (Ellis & McCartey, 2009). However, in spite of the focus of primary education being on decoding, Ricketts et al (2008) state that the problem with reading challenges carried forward from the primary school is in two folds: the decoding problem and the comprehension problem. Aside these issues that are brought into the secondary school classroom, there are some other challenges that are

Restoring Toyotas Reputation Essay Example | Topics and Well Written Essays - 750 words

Restoring Toyotas Reputation - Essay Example The blow based on reputation was very damaging (Costea 2010). The first thing Toyota should have done is to clarify any point that the consumer needed to know more about the problem that had caused the recalling of cars. Toyota actually did this right as good management would do. They came up with a way to confront the criticism put forward and to respond to any questions and points that needed clarification to the consumer. Their strategy to handle all the inquisitions was through social media using Social Digs, Twitter and Facebook (Toyota 2009). The next step would be to immediately identify where they had gone wrong during the production that affected the quality of the final product. Somewhere along the line of production an error must have occurred to cause the problem that would come to affect the quality and thus damage the reputation of Toyota (Ohnsman and Kitamura 2010). After performing this review and identifying where the production had gone wrong, they should have mende d that loophole. The better way of dealing with this was for the management to change the system of reviewing quality in cars. This would build some confidence and form assurance of a proper method of evaluating quality to the consumers who have become distrustful of the current method of checking for quality. If the management changes the evaluation system and makes this public, they will reassure the public of good quality and in turn revive their reputation (Anon, 2010). The Toyota management should also try to make policies that consider the customer’s point of view in their implementation. They should not make cars with the quality that they feel they need to be producing, but they should make cars with the quality standards that their customers need in a car, making the production be all about what the customer needs. There was a lot of speculation on the cause of the acceleration in the Toyota cars. Some of the critics even cited a ridiculous claim such as electric fau lts in the cars (Kaufman 2010). The management should thus have fit the Toyota cars with an event data recorder that would record all the data a car outputs, and thus the cause of the problem would have been quickly identified, hence avoiding speculation from critics that would be more damaging to the product. The company should also have set up regional technical offices to help evaluate the cars needed to recall. In 2009, they had to recall entire shipments of cars. There was no evaluation on the status of the car regionally, which led to massive recalling. Analysis at a regional level would have reduced the number of cars being taken back to the company greatly by solving some of the technical issues regionally. The Toyota has raised its reputation since the 2009 crisis, and it was rated at number 74 as of 2012 (Davis 2012). Coming up with a new managerial structure that is set to achieve proper marketing of the product will see them get their competitive edge back and rise to th e level they were before. One such structure is the organisation of the TNGA planning division that will see the company realise the Toyota Global Vision (Toyota 2013). To sustain Toyota’s competitive advantage, they have come up with a Kaizen approach in lean production. The Kaizen approach involves continual development and implementation of new better changes in its method of production. It brings in team effort and the opinion of each team player is considered and evaluated on the improvement in the production system. This system has great improvement in the

Develop a Literature review Essay Example | Topics and Well Written Essays - 2000 words

Develop a Literature review - Essay Example This therefore means that there is a big responsibility for teachers and instructors to impart the art and science of reading and comprehension to students and pupils at all stages of their academic lives. â€Å"Whereas reading is primarily concerned with the decoding the message of a given text, comprehension goes a step further to attempt to understand and apply the information written in the text appropriately† (Ganske & Fisher, 2010). Nation & Angell (2006) make a clear distinction between reading and comprehension. To them, reading seems to be a form of communication but comprehension requires further understanding and clarification. Comprehension involves inferring the intended effects of what is read and identifying and explaining the cases written in the discourse for producing the effects (Finder, 2003). This therefore indicates that the core idea behind reading, is to enable the reader to grasp a message, idea or information put together by the encoder and then take action on it. This is practically the aim of formal communication that most students will apply in the future, when they begin to work. It is therefore essential that these students get a good ability to understand the basics of decoding messages and understanding them fully in the wider sense. The central role and the formative nature of secondary education can never be ignored. Thus, it is essential that secondary education focuses on some important factors that can enable an individual to grasp and understand the concept of reading and comprehension. However, this effort of teachers to achieve this is sometimes frustrated by some challenges that makes it difficult to teach students how to read, analyse and understand texts. Challenges in Teaching Reading & Comprehension in Secondary Students In practice, there are several difficulties that stand in the way of teaching students to read and understand text. Snowman et al (2010) identify that inherent disabilities and challenges in students, like down syndrome, physical disabilities like hearing, sight and speech impairments as well as cultural differences and language barriers can stand in the way of a child who attempts to read and decode messages. This therefore makes it difficult for the teacher to impart the art and science of reading to children with such inherent challenges and problems. Also, poor comprehension can result from poor teaching methods used to team students about reading and comprehension at the primary and lower grades of education. â€Å"Comprehension difficulties often go unnoticed by teachers [in primary schools] and are discovered later by specialist professionals [at the secondary levels]† (Nation & Angell, 2006). This implies that some of the problems and challenges that the secondary school teacher faces in teaching students to comprehend what they read is carried forward from their primary education. This is linked to the fact that most primary curricula are focused on simp ly decoding and not comprehension (Ellis & McCartey, 2009). However, in spite of the focus of primary education being on decoding, Ricketts et al (2008) state that the problem with reading challenges carried forward from the primary school is in two folds: the decoding problem and the comprehension problem. Aside these issues that are brought into the secondary school classroom, there are some other challenges that are

Coherent Diffraction Imaging Essay Example | Topics and Well Written Essays - 5000 words

Coherent Diffraction Imaging - Essay Example The purpose of this paper is to give a general overview of the phase problem; to discuss existing iterative phase reconstruction algorithms, aimed to solve the problem; to consider their peculiar properties and differences. In addition, the recent developments in coherent diffraction imaging are reviewed, with an emphasis on the impact that this technique has on biophysics, biochemistry and nanoscience. Various lens-based optical techniques, starting from conventional optical microscopy to more advanced methods, such as phase-contrast, fluorescence, confocal and electron microscopy are based on the exploiting of lenses to reproduce an image of the target object. The development of these techniques revolutionized many of scientific fields, especially biology, chemistry, medicine and physical sciences. Nowadays new methods of imaging have been appeared, among which the coherent diffraction imaging deserves a special attention, as one of the most promising methods of high-quality imaging of complex objects, including the imaging on the nanometre length scale. Coherent diffraction imaging (CDI) is a modern approach of 2-dimensional and 3-dimensional reconstruction of an object’s image on the basis of its diffraction pattern, which is recorded as a result of illumination of the object by a coherent beam of x-rays, electrons or protons and subsequent backscattered reflection. The collected diffraction pattern is measured and used for obtaining the image via iterative computational algorithms rather than via lenses (see Fig.1). Because of an image of a target object is created without the use of lenses or other optics, the method is also often called â€Å"lensless imaging.† Such technique allows avoiding an excessive aberration and improving a quality of image, increasing its resolution. CDI involves the â€Å"phase problem† related to the loss of the information that describes

Workmens Compensation Law Ghana Essay Example for Free

Workmens Compensation Law Ghana Essay Section 1-Application to employees employed by the Republic This Act applies to employees employed by the Republic as well as private persons, except in the case of persons in the Armed Forces. Section 2-Employers liability for compensation (1) Where an employee sustains personal injury by accident arising out of, and in the course of employment, the employer is liable, subject to this Act, to pay compensation in accordance with this Act. (2) An injured employee shall not suffer a diminution in earnings while the employee undergoes treatment for injuries sustained through an accident arising out of, and in the course employment. (3) Where an attending medical officer assesses an incapacity in respect of an injured employee, the employer shall pay the injured employee compensation commensurate with the incapacity so assessed. (4) Subject to sections 3 and 4, where the injury results in death or serious and permanent incapacity, the Court on consideration of the circumstances, may award the appropriate compensation under this Act. (5) The employer is not liable to pay compensation in respect of an injury to an employee resulting from an accident which is attributable to the employee ha ving been under the influence of drink or drugs at the time of the accident (6) For the purposes of this Act, an accident resulting in the death or serious and permanent incapacity of an employee arises out of and in the course of employment, (a) although the employee was at the time when the accident happened acting in contravention of a statutory or any other regulation applicable to the employment, or was acting without instructions from the employer; (b) if the act was done by the employee for the purposes of and in connection with the employers trade or business. (7) Compensation is not payable under this Act in respect of incapacity or a death resulting from a deliberate self-injury. (8) Compensation is not payable under this Act in respect of an inc apacity or a death resulting from personal injury, if the employee has at any time represented to the employer that the employee was not suffering or had not previously suffered from that or similar injury, knowing that the representation was false. Section 3-Compensation in fatal cases (1) Where death results from the injury, (a) if the employee leaves dependants, the amount of compensation shall be a sum of money equal to sixty months earnings: but where in respect of the same accident compensation has been paid under section 5, 6 or 7, there shall be deducted from the sum payable under this paragraph the sums so paid as compensation; (b) whether the employee had dependants or not, the employer shall pay the medical expenses; (c) if the employee did not leave dependants, the employer shall bear the expenses of the burial as required by custom; (d) if the employee left dependants, the employer shall bear the expenses of the burial to the sum of five million cedis or as stipulated in the relevant Collect ive Agreement, whichever is the higher. (2) Where an employee survives an injury, whether the employee has dependants or not, the employer shall pay the medical expenses in respect of the injury. Section 4-Employer to pay medical expenses In an injury under this Act, the employer shall pay the medical expenses in respect of the injury. Section 5-Compensation for permanent total incapacity Where permanent total incapacity results from the injury the amount of compensation shall be a sum of money equal to ninety-six months earnings. Section 6-Compensation for permanent partial incapacity (1) Where permanent partial incapacity results from the injury the amount of compensation shall be, (a) in the case of an injury specified in the Third Schedule, a percentage of the compensation which would have been payable in the case of permanent total incapacity specified in the Third Schedule as being the percentage of the loss of earning capacity caused by that injury; and (b) in the case of injury not specified in the Third Schedule, a percentage of the compensation which would have been payable in the case of permanent total incapacity and proportionate to the loss of earning capacity permanently caused by the injury. (2) Where more injuries than one are caused by the same accident, the amount of compensation payable under this section shall be aggregated, but shall not exceed the amount which would have been payable if permanent total incapacity had resulted from the injuries. Section 7-Compensation for temporary incapacity (1) Where a temporary incapacity, whether total or partial, results from the injury, the compensation shall be the periodical payments or a lump sum of money calculated accordingly, having regard to the probable duration, and probable chan ges in the degrees, of the incapacity. (2) The periodical payment shall be the difference between the monthly earnings the employee was earning at the time of the accident and the monthly earnings which the employee is earning or is capable of earning in any other suitable employment or business after the accident; but (a) the aggregate of the periodical payments or the lump sum of money payable under this subsection shall not exceed the lump sum of money which would be payable in respect of the same degree of incapacity under section 5 or section 6, if the incapacity were permanent; (b) a period of absence from duty certified necessary by a medical practitioner shall be regarded as a period of temporary total incapacity irrespective of the outcome of the injury and a period subsequent to the first period but preceding the final assessment of disability shall be regarded as a period of temporary incapacity; (c) the maximum duration of periodical payments under this section shall not exceed twenty-four months except where the chief labour officer directs the continuance of periodical payments during the continuance of a disability for a further period not exceeding six months; (d) a lump sum of money payable under section 5 or 6 shall not be disturbed by r eason of periodical payments having been made under this section in the event of permanent incapacity following or after temporary total incapacity or temporary partial incapacity. (3) In fixing the amount of the periodical payment the Court may consider a payment, an allowance or a benefit which the employee may receive from the employer during the incapacity. (4) On the ceasing of the incapacity before the date on which a periodical payment falls due, a sum of money proportionate to the duration of the incapacity in that period is payable in respect of that period. (5) Where an employee in receipt of periodical payments under this section intends to leave the neighbourhood in which the employee was employed, for the purpose of residing elsewhere, the employee shall give notice of that intention to the employer who may agree with the employee for the redemption of the periodical payments by a lump sum of money or for the continuance of such periodical payments. (6) Where the employer and the employee are unable to agree, either party may apply to the Court which may order a redemption and may determine the amount to be paid or may order the continuance of the periodical payments. (7) A lump sum of money so ordered to be paid together with the periodical payments already made to the employee shall not exceed the lump sum which would be payable in respect of the same degree of incapacity under the section 4 or 5, if the incapacity were permanent. (8) Where an employee in receipt of periodical payments unde r this section leaves the neighbourhood in which the employee was employed, for the purpose of residing elsewhere, (a) without giving notice as provided in subsection (5), or (b) having given the notice leaves the neighbourhood without having come to a n agreement with the employer for the redemption or continuance of the periodical payments, or (c) without having made an application to the Court under subsection (6), the employee is not entitled to the benefits under this Act during or in respect of the period of absence. (9) Where the employees absence from the neighbourhood exceeds six months without justifiable cause, the employee shall cease to be entitled to the benefits under this Act. Section 8-Compensation for desfiguring injuries (1) Where in an employment personal injury of the description specified in an entry in the first column of the First Schedule by accident arising out of and in the course of the employment, is caused to an employee, the employer shall pay as compensation an amount of money for the injury determined by a medical practitioner recognised by the Government, not exceeding the percentage of the compensation payable in the case of permanent total incapacity that is specified in the corresponding entry in the second column of that Schedule. (2) The compensation payable under subsection (1) is irrespective of whether or not a compensation is payable under any other provision of this Act; but a mutilation in respect of which compensation is provided under the Third Schedule shall not rank as disfigurement under the First Schedule. (3) Where more injuries than one are caused by the same accident, the amount of compensation payable under this section shall be aggregated, but shall not exceed the amount which would have been payable if permanent total incapacity has resulted from the injuries. Section 9-Method of calculating earnings (1) For the purposes of this Act, the monthly earnings of an employee shall be computed in the manner that is best calculated to give the rate per m onth at which the employee was being remunerated during the previous twelve months if the employee has been so long employed by the same employer, but, if not, then for a shorter period during which the employee has been in the employment of the same emplo yer. (2) Where by reason of the shortness of the time during which the employee has been in the employment of the employer, or the casual nature of the employment, or the terms of the employment, it is impracticable at the date of the accident to compute the rate of remuneration, consideration may be given to the average monthly amount which, during the twelve months previous to the accident, was being earned by a person of similar earning capacity in the same grade employed at the same work by the same em ployer, or, if there is a person who is not so employed, by a person of similar earning capacity in the same grade employed in the same class of employment and in the same district. (3) For the purposes of subsection (1), employment by the same employer m eans employment by the same employer in the grade in which the employee was employed at the time of the accident, uninterrupted by absence from work due to illness or any other unavoidable cause. (4) Where the employee had entered into concurrent contract s of service with two or more employers under which the employee worked at one time for one employer and at another time for another employer, the monthly earnings shall be computed as if the earnings under those contracts were earnings in the employment o f the employer for whom the employee was working at the time of the accident. (5) The earnings of the employee under the concurrent contract shall be disclosed to any other employee at the time of engagement with the latter and shall be taken into account only so far as the employee is incapacitated from performing the concurrent contract. (6) On the request of the employee to the employer liable to pay compensation, that employer shall furnish in writing a list of the earnings which have been earned by t hat employee on which the amount of the monthly earnings may be calculated for the purposes of this section. Section 10-Persons entitled to compensation (1) Compensation is payable to or for the benefit of the employee, or where death results from the injury, to or for the benefit of the employees dependant as provided by this Act. (2) Where a dependant dies before a claim in respect of death is made under this Act, or, if a claim has been made, before an order for the payment of compensation is made, the legal personal representative of the dependants do not have a right to payment of compensation, and the claim for compensation shall be dealt with as if that dependant had died before the employee. Section 11-Distribution of compensation (1) Compensation payable where the death of an employee resulted from an injury shall be paid to the Court, and the Court may order the sum of money so paid (a) to be apportioned among the dependants of the deceased employee or any of them in the proportion determined by the Court, or (b) in the discretion of the Court, to be allotted to any one dependant, and the sum of money so allotted to a dependant shall be paid to the dependant or be invested, applied or otherwise dealt with for the dependants benefit in the manner determined by the Court. (2) Where, on an application made in accordance with the Rules, it appears to the Court that, on account of the differences of the circumstances of the various dependants, or for any other sufficient course, an order made under subsection (1) ought to be varied, the Court may make an order for the variation of the former order appropriate in the circumstances of the case.

Haimon in Antigone

Haimon in Antigone Sophocles Antigone tells a beautiful story of a woman who fights for her brother, Polynices, to be buried after her uncle and King, Creon, has declared that Polynices body will remain unburied for his blasphemy towards the state. For the culture this is dishonorable. Disobeying her uncle, Antigone goes ahead and buries her brother with miserable consequences. As characters are introduced to the plot, their purposes are clear, but one character may stand ambiguous in purpose; Antigones fiancà © Haimon for instance. But Haimon plays a very crucial role within the play, both conveying the true feelings of state and sympathizing with Antigones cause. Haimon as heir to the throne of Thebes remains very close with his father, but as fiancà © to Antigone, Haimon is torn as to advise his father whom he holds high. Therefore Haimons advisement starts timid: I cannot say [father] that you have reasoned badly. Yet there are men who can reason too; and their opinion might be helpful. Haimons clear drive to change his fathers mind is exhibited upon his first entrance in the play. You are not positioned to know everything says Haimon, for his father has stubbornly sentenced Antigone to be stoned to death, but Haimon is stern to tell of the countrys feelings towards the matter. I have heard them muttering and whispering in the dark about [Antigone.] They say no woman has ever, so unreasonably, died so shameful a death for a generous actthis is the way they talk out there in the city. Haimon clearly informs his father of the peoples disapproval of the Kings actions. Haimon serves as the only person to stand up to Creon. Clearly no resolution is brought about after the two have quarreled. But Haimon does in fact have a small effect on Creon, for Antigones sentence is changed for a much less demeaning one. Haimons presence is the only firm stand against Creons through the entire play. And this stand roots guilt within Creon that serves as motivation for the character. The final straw is pulled as the prophet Teiresias comes to Creon announcing his similar distaste, and bears a prophecy of tragedy. Creon is finally swayed to retract his horrible sentence but is too late, Antigone has killed herself, Haimon has killed himself, and Creons wife of the news kills herself. Everyone around Creon who had shared loved for one another have passed. And Haimons purpose is finally clear and digested.  

contiential not drifting but raising :: essays research papers

A skull of 95 million year old dinosaurs which unearthed from narmada river bed region of India has raised hot debate among researchers. Because the dinosaurs fossils totally contradict with the theory of continental drifting which proposed by German meteorologist Alfred Wagner. According to this theory before 200 million years ago all the present day continents were jointly present and the super continent was called as pangaea.and then splited in two major continents called as northern laurasia and the southern gonduwana.the theory continue to explains... From the gonduwana south America, south africa, antartica, australia, india and Madagascar separated before 150 million year ago and India was splited and drifted northward crossing the equator 70 million year ago and then collided with the Asian continet.due to the collision the Himalayas was formed and the collision also caused earthquake. But based on the study of dinosaur?s skull paleontologist say the dinosaurs that unearthed from the Gurath region was appeared 95 million years ago. The Gujarat dinosaurs have close relation with the dinosaurs that lived in South America and Madagascar. How this species can reach India that evolved after the splitting of these continents. To solve this problem today the supporters of Wagner explained that the splitting of gonduwana splited before 100 millions years ago instead of 150 million years ago. But this explanation was seriously questioned by a dinosaur?s species known as saropod.this saropod dinosaurs appeared just 65 million years ago. The saropod dinosaurs also lived in South America, and Madagascar. During this period the Indian continent splited from this continents and crossed the equator and existed as an island continent which surrounded by ocean. so obviously there is no way for the saropod dinosaurs to reach India. And supporters of Wagner also have no explanation for this question. But paleontologist said saropod dinosaurs entered in to the India before 65 millions years ago. This proves that India has always attached with Asia as now. And also disproved the drifting continents story. If the continents were not drifting then what caused the earthquake? Whale fossils are discovered from simla hill region and Kutch region of gujaath.which indicate the continents are raising from beneath the ocean. And it is become clear the rising of continents from the earth surface caused the earth trembling. PROOF FOR CONTINENTS ARE RISING UPWARD Posted Date : 26/05/2005 - Author: G.Ponmudi Trilobites is a shrimp like creatures which lived 540-560 millions years go under seawater and for some unknown reason they become extinct.

Gallipoli Essay

A relevant idea in the film Gallipoli, produced by Peter Weir, is that war is a tragic waste of life. Weir made this idea seem relevant in the world today by using film techniques including music, dialogue and symbolism. Gallipoli is the story of a young man who went off to World War One. This particular film narrates the story of an eighteen-year-old from Western Australia who boarded a troop ship bound for Gallipoli. These soldiers fought the Turks in a campaign to capture Constantinople in 1915. It was Archy Hamilton’s sacrifices that highlighted the main idea that war was a tragic waste of life. Music is the first technique used to show us that war is a tragic waste of life, an idea that is relevant in the world today. Adagio in G Minor was a fitting sad and sombre piece. It was played along with blue lighting and visual effects such as the smoke when the soldiers crossed from Lemnos to Gallipoli. This piece of music really made me feel sad. It really helped to convey the sombre mood. The blue lighting and smoke also helped to add to the tension of the scene. This scene reminded me of animals heading off to a slaughterhouse. The superior officers acted as the humans, whilst the soldiers acted as the animals. It was these attitudes towards life and society that really helped me to understand that war is a tragic a waste of life. The officers’ attitudes showed that they did not seem to care about the soldiers’ lives or personalities. They just wanted to win the war. This idea is backed up by the dialogue between Major Barton and Colonel Robinson. â€Å"If the Turks get back in their trenches we’ll get cut to pieces! † â€Å"I still say you must go. † This attitude of the officer’s also has relevance in today’s world. There are still people out there nowadays who are so ambitious that they do not care what is in their way or who gets hurt. They are determined to reach their goal, for example a parliamentary race for election or an athlete’s fight for a champion title. Dialogue is a technique used to show us that war is a tragic waste of life, an idea that is still relevant in the world today. In the opening scenes we are shown a tracking shot of Archy sprinting and his ‘world-class’ time. This is showing us a brief snapshot of Archy’s talent. Later in the film Uncle Jack says to Archy, â€Å"You’ve got the God-given ability to be amongst our very greatest. † This piece of dialogue really conveyed to me the extent of his talent and that he could go far. This is why I was dismayed to find out that Archy was killed in action. The enemy does not care who is in the firing line or what the opposition’s personal talents are, they are just there to win the war. So not only is war a tragic waste of life, but a waste of talent too. Eric Bogle’s hit single ‘And the Band Played Waltzing Matilda’ also backed up this idea. In the song he mentioned the â€Å"wounded and maimed. † This refers to those men like Archy, who had the potential to go far but war got in the way. Their talents were wasted or never had the chance to develop, because their countries were fighting over a minor issue that could have been resolved. This idea is also relevant in the world today because everyone has the potential to do or become something great. You just have to look deep inside yourself to find it. That is why it makes me so sad to see people wasting their talent and potential over one silly and stupid mistake and then end up going to jail. Another technique used to show that war is a tragic waste of life is symbolism. Symbolism is also used to show that this idea is still relevant in the world today. One example of this would be the use of watches. We are shown a close up shot of Uncle Jack clocking Archy’s record-breaking time. Later in the film, before Archy goes over the top of the trench, we are shown him hanging up the watch along with his other meagre possessions. This shows us that it means something to him. I believe this is because it reminds him of back home, his friends and family. The watch is also a symbol of Archy’s talent and is something that brings Uncle Jack and Archy closer. I also believe that the use of watches is used to symbolise death and that death runs on it’s own clock. This idea is also relevant in the world today when people face the tragedy of cancer. We cannot control whether we will be alive tomorrow, we just have to let life run its course. It made me really sad to see the watch being hung up on the bayonet because I felt it brought me to the end. Also, when Uncle Jack is saying goodbye, he said, â€Å"Take care of it boy. This is referring to the watch. This statement reinforces Archy’s youth by using the word â€Å"boy†. It also reinforces the meaning of the watch for him. To conclude, the techniques used to show that war is a tragic waste of life are music, dialogue and symbolism. These techniques were also used to show this main idea’s relevance in today’s world. I think the world today has become smarter than the days of world wars. There will still be skirmishes, but mankind has become smart enough to know not to sacrifice everything all over again.

Personal Statement on Nursing Essay

Nurses would do everything in their effort to make a patient feel better both emotionally and physically. That is also my ultimate goal. The aspiration to study nursing motivates me to study hard and read references and news extensively. My interest in nursing dates back to my years in high school. When I was a senior, I took an applied learning course in health studies, and score high marks in different subject such as medical, basic anatomy and basic life support. Honorably, I was also invited to demonstrate the skills of basic life support in the graduation ceremony. However, I did not want to go into the medical field. Nursing seemed to be the only field I want to go into. The University of Hong Kong is with a high reputation especially in Nursing and my interest in attending has deepened after I talked to students studying there. I am particularly impressed with the exchange program in nursing, which I know among the best in Hong Kong. To show my enthusiasm in nursing, I have taken related courses, such as health care assistance, physiotherapy assistance and first aid. I am also grateful to be able to work with some excellent nurses that really cared about their patients in practical training. Such experiences prepare me to further my studies in this field. Skills in communication and cooperation are the must a nurse should equip with. Being Stage Manager, supervising the work of whole backstage team, and captain of basketball team not only help strengthen my inter-personal skills, but also communication skills as well as leadership skills. In Form 6, I was invited to be the house chairperson, managing all the house stuff and organizing activities. It is a position, which enables me to develop an intimate relationship with house members and collaborate with other houses to hold some major events. I am an outgoing and cheerful person. My hobbies are wide-ranged, ranging from basketball, football and badminton to listening music, watching television and reading books. I will be proud to be able to share aspects of my life that are not apparent from my academic record. If I am offered a chance to study the program, I will do my utmost to complete the curriculum well and motivate others to be a good nurse.

Devil wear prada essays Essay

â€Å"Devil wears Prada† was presented in 2006, based on the Lauren Weisberger’s novel of the same name. This is the story about a girl named Andrea Sachs who want to be a real journalist. For her wish, she opted to become an assistance of Miranda, a tough editor-in-chief of Runway fashion magazine. From there, she had to overcome all the challenges and the lure of the luxury life which are brought by this job. Particularly, the film also mentioned impressively the organizational culture theory of Runway fashion magazine company. II. Aspect of culture in Runway fashion magazine company via â€Å"Devil wears Prada†. 1. The basic, underlying assumptions As the film shown, all decisions are made by Miranda, the editor-in-chief. Additionally, the employees even cannot make mistakes. Their ideas are also considered strictly by Miranda. About the kind of people employed, the knowledge of the employees must be high in fashion. Moreover, they have to be passionate in fashion One significant thing of this organization is that when the employees do something right, they won’t be promoted or complimented. However, when they make mistakes, they can be scolded or even dismissed. 2. Overt belief Nigel, the art director of Runway said: â€Å"This is a place which product many excellent artists of the century. All their works, their creation is greater than the art because they lived for that† or the position as Miranda’s assistances is called â€Å"A million girls would kill for†. Anyone who work for this position for one year can apply for any newspaper office in New York. All the above reasons prove that Runway fashion magazine company has a strong organizational culture thanks to legendary figures such as Miranda, De La Renta, etc. 3. Visible artefact Runway is a fashion magazine. Therefore: The office design and furniture are modern. The pictures and photos about Runway are presented in all over the walls in the company. The employees have to be fashionable especially the female ones are slim and pretty. All of them worship the Runway magazine. 4. Symbols The image of the leader is also the image of the company, it is Miranda. She are known as a tough and evil boss. Andrea, her assistance becomes something like a personal servant. The employees are scare of her but also respect her. Its product, the magazine, became a clear symbol in the fashion industry. 5. Rules, norms, ethical codes and values Miranda is the fearsome boss. The most important one is to never ask her anything. All the employees have to abide by her decisions, including Nigel, the art direct. Moreover, the employees must understand the company culture to make a best choices and success. 6. Ritual, rites, ceremonies and celebrations Obviously, the ‘morning-routine’ can be clearly observed at Runway in Miranda’s office. Everything is prepared in a fashionable way before her arrival. When she arrives, people avoid her by anyway: a girl gets out of the lift for her and apologize, people in the corridor turn back the way they came from, etc. Working under Miranda’s supervision require certain rituals. When Andy goes to deliver ‘the book’ to Miranda’s house, Emily informs her about the strict book-ritual. III. Types of culture 1. Power culture The organization is controlled by central figures –the editor-in-chief, Miranda. She is the most powerful and famous one in company. Then, all important decisions are made by her. Likewise, she has the influence on the decisions of the employee. For instance, in the meeting with fine art teamwork, she is the only one who can choose the suitable ideas for the new collection and almost of them are denied but no one dare to oppose her opinions. Change or innovation is crucial in the fashion industry. Runway uses teamwork in order to get new fresh ideas. Miranda lets her team make suggestions to develop a new outfit for Runway-cover. The balance in Runway have a tendency to integrate all the ideas instead of making difference, under Miranda’s tight control and the strong organizational culture. Last but not least, there are the good relationships between Miranda and her assistance, Andrea or Emily and Andrea. After a hard working time, Andrea was recognized by Miranda and she can come to the Fashion week in Paris with  her boss. Finally, Miranda said to Andrea: â€Å"But I really see a great deal of myself in you†. About Emily and Andrea, they have a beautiful friendship: Emily always helped Andrea to finish the tasks. At the end of the film, Andrea gave Emily all the clothes which she had wear in Paris. 2. Role culture A role culture has a highly defined structure, where everybody has its own role. At Runway, people do not seem to have a clearly defined role. Obviously, Miranda was in the highest level in company. She played her role as an editor-in-chief, a design team leader and a human resource manager at the same time. Andrea is not only her assistance but also her personally servant to buy food or drinks and even do the scientific exercises for her daughters. Particularly, Andrea is so smart that she could expect what the others would think or do. In addition, all main characters in the film have a strong ambition. They can take risk to achieve anything they want. For example: Andrea, she applied for the post of Miranda’s assistance in one year to have a chance of being a real journalist in New York. There is not much evidence for the stability of Runway fashion magazine company but with the accomplishment which this company have got, it can be seen that the organization had a high stabilization. IV. Conclusion â€Å"Devil wears Prada† demonstrated that Runway fashion magazine company had a strong organizational culture which include sufficiently all the aspect of culture but only two types of culture.

Importance of reward and resourcing within human resource Essay

Importance of reward and resourcing within human resource - Essay Example The importance of human resource has increased all over the world after rapid industrialization n early 20th century. Different management styles and techniques have been introduced to manage styles. Human resource management is also received much attention with scholars and researchers trying to find insights into better ways of managing the human capital in an organization. Reward and resourcing are basic functions of a human resource department. It is vital to find the right people in order to achieve organizational goals and retaining them through reward system is equally essential. In this essay we will talk about the relative importance of reward and resourcing in overall role of human resource function. Different theories of reward will be discussed along side with the relationship between reward resourcing. The tough global business environment has increased the need of human resource management in giving an organization competitive edge over other companies. The role of rewa rd and resourcing in providing companies competitive edge will be specifically discussed. Importance of Reward and Resourcing Human resource management involves finding the right people for the right job but it is also important to provide employees everything they need in order to retain them for a longer period of time. In all industries and sectors employees are the most valuable asset of a company. Success and failure of any company is dependent on its employees. For this reason it is vital that a reward structure is established that provides employees with an opportunity to excel and in turn motivates them to work harder for the company. Employee retention is very important because of the high costs linked to recruitment. Also additional training will be required for the new employees. These costs are becoming a nightmare for companies all over the world. Reward and resourcing are also important because employees have some needs that should be fulfilled. These needs are not alw ays monetary but are non monetary as well. Encouragement and admiration can seriously affect an employee in continuing with the same company. If an employee things that he is being well taken care of then he will also deliver. Reward and resourcing is therefore extremely vital. Selection of employees and job design are important elements of resourcing. These are essential because finding the right person for the right jobs is important or else the company will suffer. Jobs should also be designed keeping in mind the human needs of employees. Selection and recruitment of employees is important especially in services industries and in considered among the top three issues in human resource management (D'Annunzio-Green, N. 2004). For determining appropriate reward structure appraisal of employees is also essential. It forms the basis on which a particular reward or incentive is given to an employee. This is a how resourcing and reward are interlinked. Through performance appraisal one will identify who is worthy of a reward. It is also important to provide incentive to employees in order to retain them. Selection procedure is also related to reward because through benefits and pay structure employees are attracted towards employee. This is how resourcing and reward are related to each other. Theories of Reward &Resourcing and their Relative Importance In this section the possible benefits and short comings of different theories and perspectives on reward and resourcing will be discussed. The relative importance of reward and resourcing will be highlighted with the help of these theories. There can be two types of recruitment namely internal and external recruitment. Internal recruitment involves hiring people from the company and external recruitment involves hiring people from outside the company. The potential advantage of internal recruitmen

Programming the technology Essay Example | Topics and Well Written Essays - 1000 words

Programming the technology - Essay Example The availability of customers’ information at numerous sources initiated concerns about its privacy. Customers began to worry about the theft of their information and also about its usage for different purposes. There are many sources of data from where the security breach may initiate and privacy of the individual may be threatened. Kahn (2010) stated some of them, namely healthcare records, financial institutions, residence and postal records, business transactional data etc. The need of the hour is for the organizations to understand the meaning of privacy; it does not mean to stop the data collection process, rather it means to understand the boundaries and limitations by which the customer’s data should be used. Business organizations, health-care establishments, financial institutions need to ensure that the usage of the customers’ information complies with the terms that were communicated to the customer at the time of the data collection. Since otherwise, it is considered unethical and illegal (in some instances) to use the information for analytical purposes for the betterment of their business. There are an increasing number of instances of security breach around the world. Waters (2008) quoted a survey that constituted of 1000 companies; it was concluded that almost 90% of them allowed their employees to leave the office premises with confidential data on their USB devices. This is just one of the examples of how customer’s data is not protected in the hands of the organizations; another common happening in which the customer’s privacy is threatened is the theft of computers and laptops in which data is not encrypted. Few other techniques that go against the privacy rights of the customers are hacking, phishing, eavesdropping, intrusion etc. Waters (2008) also stated that security breaches cost UK billions of pounds every year. Some