1- Web API & 2- Rich Interface Technologies Essay

1- Web API & 2- Rich Interface Technologies - Essay Example Some of the factors that have fueled the growth of web APIs have also been contributed by the growth of mobile (Gosnell, 2005) devices and the need to distribute services across multiple platforms. This has been through development of web based applications that support sharing of data such as photos, geographical mapping and even online payment services. Business found using APIs have found that they ultimately increase their customer and partner reach by more than 70%. This is attributed to the ease in which businesses make connections as well as the fact by which companies ability to open up their services to more platforms and devices is improved. It can also be said that the use of web API’S have resulted in increased traffic and service use by participant entities. This has been attributed to a more that 60% increase in the use of Web services to companies. The creation and adoption of Web API has also seen the improvements of developer’s productivity that has greatly impacted on innovation. For instance the integration of email services with social media companies has highlighted but a few of these innovations. The use of web APIs have not gone without the challenges that come about with risk of attacks. Considering the fact that web APIs have often involved the use and integration of data, this has attracted attackers (Halper et al., 2011) to access privileged data either through SQL injection or XML attacks that have greatly compromised on the stability of web APIs as in most cases there operation are challenges due compromised latency handling of data. Evaluating web API from a business point of view it would be correct to point out that many business organizations and companies have realized that they can no longer expect to connect with a sufficient number (Halper et al., 2011) of customers only through a

Exodus 3 Essay Example | Topics and Well Written Essays - 1000 words

Exodus 3 - Essay Example Exodus also teaches us a few things that I would like to speak to you about today. These are leadership, obedience, sacrifice, and compassion. In the age of Moses and the prophets, God used to reveal Himself to people in such explicit and remarkable ways that even the prophets themselves would be left astounded. In addition, God used to correspond with prophets directly, and this communication was so direct to the point that it was virtually face-to-face. Modern religion finds it difficult to reconcile with such events because they are unheard of nowadays. However, this does not mean that God’s presence in our lives has waned. All of us are His children, and so long as we walk in His ways He will manifest Himself to us in ways that serve His purpose. In Exodus 3, we can see that God chose Moses to carry out His mission, which was to deliver the Israelites from Egypt and bring them back to Him. Moses’ story is remarkable because he was abandoned as an infant because his mother feared he would be killed by the Egyptians1. More remarkably, he was later rescued by the unlikeliest of people: Pharaoh’s daughter. He was, subsequently, raised as royalty, an Egyptian prince. Another observation is that Moses was the youngest in his family, and going by the standards of that age he was the least likely to be chosen by God. However, God works in mysterious ways, especially when it comes to choosing leaders. People need to understand that leadership is ordained by God; it is not anyone’s birthright. Consequently, those who occupy leadership positions should work to fulfill God’s commands and guide His people in His path. Leadership, at whatever level, is not something to be trifled with; it is a manifestation of God’s nature and character. Moses had a life before God revealed Himself to him. Of course, he was just herding sheep, but his life was

Niche Market vs Mainstream Market

Niche Market vs Mainstream Market A niche market is a focused, targetable portion of a market. Niche markets tend to be small but well defined and specific segments of the population. The market segmentation can depend on the product being sold and can vary based on the targeted audience based on price, quality or differentiation strategies. Since the targeted audiences are usually small and well off, even though there is a specific portion, the profit margins are on the high end. Niche markets do not exist but are made by entrepreneurs, identifying the needs and requirements which are not being met and then aiming to satisfy these with products or services. In a Mainstream Market, products and services appeal to a broader spectrum of the society, and the products and services are readily available to the general public. (Business Dictionary, n.d.). In niche marketing, the company aims to sell to specific people and targets their promotional campaign specifically to the needs of people not being met by mainstream and develops products and services which can be specifically customized and tailored to meet the needs of these individuals, resulting in a strong brand image. However low sales volumes are yielded in this Mainstream Marketing targets all the individuals and profits generated depend upon the quantity of products sold. The company tries to accommodate all the desires of the entire market into one product type. Another advantage being that the producer can close down the market for other competitors. However different marketing mix strategies need to be implemented to reach target audiences as well as multiple products need to be produced. (Rangkuti, 2007) Four successful niche market businesses in United Arab Emirates (UAE) Rolls Royce Motors Owning a Rolls Royce is the ultimate show of wealth and claiming that a person has made it big. Due to the immense oil wealth and hugely successful businesses present in UAE, and the need to stand out from others, this car brands major markets include UAE. The highly levels of craftsmanship, use of latest technologies and being hand built as well as unlimited customization opportunity which caters to all the desires and needs demanded by customers attracts the rich and wealthy to this brand. The fact that not everybody can purchase this car, and special limited edition models being launched ensure that brand loyalty and image is strong. The opening of the worlds biggest showroom in Abu Dhabi has also helped to increase the customer satisfaction and demand in this country. (AGMC Rolls Royce, n.d.) Jumeirah Hotels and Resorts The Jumeirah group is the leading hotels division and is one of the most luxurious and innovative targeting the rich and famous all across the world. The group has its own hotels in Dubai, London, New York and across the globe. Having its own training academy, The Jumeirah Academy of Hospitality Management, ensures that its entire staff is well trained and world class service is provided to its customers. The major attractions include Burj Al Arab, the worlds only seven star hotel and world restaurants and bars as well as complete A to Z services are made available at a phone call. Having world class Spas and the only themed amusement park in UAE have helped the group earn numerous international travel and tourism awards. (Jumeirah International LLC, 2008) Al Tayer Insignia Al Tayer Insignia is the largest luxury retailer in Middle East and is headquartered in UAE. The brands portfolio includes Bvlgari, Boucheron, Bottega Veneta, Dolce Gabbana, Giorgio Armani, Gucci, Ligne Roset, and Yves Saint Laurent amongst others. Due to high net income available per person, people in UAE tend to prefer these luxury brands and the Al Tayer Group caters to their needs by understanding the regions appreciation and needs of luxury and harnessing brand potential through systematic and timely investments. In fact, the Al Tayer group is the first to have license to operate Harvey Nicholas outside UK and Bloomingdale outside USA. This attracts customers as they are assured that al the latest products are made available and the company employs over 1200 employees which embodies excellence in service across all the stores. (AL Tayer Group, 2010) Arabian Adventures Arabian Adventures is the leading destination management company of this region, catering to the needs of the local as well as tourist population by offering cruises, excursions, adventure tours, cultural experiences as well as extreme sports opportunities. As it is a part of Emirates Group and has professional associates and 300 hundred permanent staff trained in 10 different languages. This high quality of service and vast array of activities which are offered under one roof attracts customers. High levels of safety standards, creative approach, individual client customization of packages, in depth knowledge and value added services continue to attract clients and customers to this company. (Arabian Adventures, n.d.) TASK TWO PESTEL Analysis of trend and changes that will give rise to niche market opportunities in the next three years in UAE The PESTEL Analysis will be used to analyse the trends and changes. A detailed description and definition of PESTEL has been included in Appendix 1 for reference. The PESTEL model looks into the macroenvironment by looking into the following factors for consideration: POLITICAL: The UAE has a very stable political environment and even though there is no democracy, the rulers have clear and established laws and policies which are favorable for attracting businesses and investment from abroad. This country has zero income tax and so is the reason for attracting a lot of investment from abroad. The setup of dedicated industrial, information and telecommunication and university zones encourages people to set up business as well as ensure a ready pool of talented and educated staff/employees are available. ECONOMICAL: The global recession had a negative impact across the globe but UAE in particular was the least affected and hence is amongst the first countries to have successfully come out of it. Energy availability at a cheaper price compared with other countries is also a major factor for various industries to have been setup here as power is available with zero interruption. Interest rates are also low and finance is available at flexible terms in UAE. Due to the recent recession, banks and finances have shifted their attention to Small and Medium Enterprises (SME) with the government also supporting the SME sector. SOCIAL: The UAE population has a higher income per capita and consists of majority of expat population which has come to UAE seeking a better lifestyle. Hence, there is tendency to purchase goods which are considered a luxury back home and improve the lifestyle standards. The UAE is very cultural country and there is freedom for everybody to practice their culture freely, hence a lot of revenue is generated during Islamic festivals as well as Christmas and other such days of respected communities. TECHNOLOGICAL: The UAE government is investing a lot in latest technologies and ensures that the latest is available to the public as well as businesses. In fact, SME businesses are offered for example high internet speeds and bandwidth to encourage them and special incentives are offered to those businesses which adapt green policies and techniques. ENVIORMENTAL: UAE is the largest consumer of treated water and has the highest emissions per capita due to reliance on treated water as it is a desert and air conditioning which takes up a lot of energy. Hence businesses which tend to offer such services using fewer emissions are encouraged as well organic foodstuffs shops have the government backing to ensure healthy and fresh food is available. LEGAL: Clear and precise laws are written which encourage businesses as well as protect employee and employer rights and prevent any abuse. Any new building commercial or residential is required to have solar panel etc. to earn green credentials and be energy efficient or else not seek approval from government. Zero Tax on income and special funds for entrepreneurs and competitions are held to find such ensure that there is positive growth in business every year. Four potential niche markets where small business might flourish The first potential niche market is that of organic produce. As UAE is desert, fruits and vegetables grown here tend to be produced in artificial conditions to ensure cheap supply. By focusing on the health conscious population, and providing organic produce a good small business can be set up which has the potential to grow big if done properly Continuing the green trend, the second market to be considered can be providing solar panels and alternative electricity sources for residential areas. The residents of UAE would like to prefer to reduce their air-conditioning bills and this is a lucrative area to focus. The third niche market can be considered of providing hand stitched luxury goods using exotic materials and ensuring limited supply as there are high margins to be earned in this area due to vast income available for expenditure in high net individuals. As there is vast majority of expats, traditional restaurants can be opened catering to the needs of any particular community as they would love to have traditional home cooked style meals. These do not have to be unnecessarily expensive, as greater profits can be earned through volumes sold. Also the hectic and fast lifestyle will favor the restaurants offering take away as this will save a lot of time for people. TASK THREE Entrepreneur An entrepreneur is an individual who builds up capital, establishes a company or by organizing a venture to take benefitaof an opportunity through risk or exercising an initiative. (Sulliavn, 2003) This word is a loan word from French and first defined by Irish-French economist Richard Cantillon. In other words an entrepreneur can be described as a person who is willing to set up a new organization or enterprise or company and take responsibility of whatever the outcome will be. An entrepreneur leads the company and by selecting appropriate managerial staff displays leadership skills. Good sturdy management skills and the ability to build teams are essential qualities required Entrepreneurs emerge on demand as they seek opportunities and are well placed to achieve them and by doing so become leaders as they perceive that they amongst the few present who can analyses and solve the problems. Social composition of workplace and workplace peers are the most significant influence in an individuals decision to become entrepreneur. According to economist Joseph Alois Schumpeter (1883-1950), entrepreneursaare not necessarily motivated by profit butaregard it as a standard for measuring achievement or success. Schumpeter discovered that they greatly value self-reliance, strive for distinction through excellence, are highly optimistic, and always favor challenges of medium risk. (Business Dictionary, n.d.) There are various types of entrepreneurs, Social Entrepreneur who seeks to improve social, environmental, educational and economic conditions, Serial Entrepreneur who continuously comes up new ideas and innovations, Lifestyle Entrepreneur who places passion before profit and Cooperative Entrepreneur who doesnt works alone but works in collaboration with other entrepreneurs amongst others. Entrepreneurship. The American Heritage Dictionary defines entrepreneur, to mean A person withinaa large corporation who takes directaresponsibility for turning an idea into a profitable finished product through assertive risk-taking and innovation. Entrepreneurs focus on research, innovation and creativity to transform an idea into a profitable venture while working within an organizational or such environment. Entrepreneurship is the act of behaving like an entrepreneur while working within a large organization. Entrepreneurs share theasame traits as entrepreneurs such as conviction, zeal and insight andaas the entrepreneur continuesato expresses his ideasavigorously, it will reveal the gap between the philosophy of the organization and the employee. If the organization supports him in pursuing his ideas, he succeeds and if not he is likely to leave and start his own organization. How the role of manager differs from that of an entrepreneur or an entrepreneur? An entrepreneur starts a business to fulfill his vision and has a personal stake in the business and takes the risk of the outcome whereas the manager provides his service in an organization already established by someone. An entrepreneur provides idea, a new solution to a problem, new idea whereas the manager in in charge of running the company, probably in the direction set by the entrepreneur or entrepreneur. There is a differenceain standing; an entrepreneur is the owner of the company whereas the manager is an employee of the entrepreneur or his company. Also an entrepreneur is not induced to fall into fraudulent behavior whereas a manager might do so possibly to earn more or in coercion with rival firms. An entrepreneuradeals with faults and failures as a part of learning experience where asaa manageramake every effort to avoid mistakes and he postpones failure. Entrepreneur is required to have certain qualifications and qualities like highaaccomplishment motive, innovative thinking,aforethought, risk-bearing ability etc. Conversely its mandatory for a manager to be educated in the fields of managementatheories and practices. An entrepreneur can be a manager but a manager cannot be an entrepreneur. (Cite HR: Padma Praveen, 2007) TASK FOUR As a sole trader setting up a small niche market business, online technologies will definitely be needed to be utilized to reach out to the target audience as well as achieve a greater share of the market than otherwise possible. After all, only a certain amount of foot traffic will come into the shop and does not guarantee good sales. In fact, in this modern age one does not even need to upon a retail front or shop and utilizing the Amazon business model run a successful business by just using networking. The web will be the primary method to advertise the companys products as it is the most cost effective method to reach a wider audience. Most frequented websites such as news websites and social media websites can be contacted to place tickers, or banner advertisements on them respectively which can ensure appropriate audience is reached. However the best way to utilize the web is to set up a website which not only displays the company products, gives contact numbers but also gives the opportunity to buy products online. This is the best way to jump start a business without even opening a shop front. Optimum online security will be needed to put in place to ensure that credit/debit card details are not lost and customers feel comfortable in using this facility. Also other payment methods such as PayPal can be used to offer wider opportunities. Cash on delivery can also be offered and some sort of loyalty program can be implemented to encourage sales and increase customer loyalty and bring customers back. Accounts or pages can be made on social media websites like Twitter, Facebook, and LinkedIn etc. which will help reach out to the younger generation and increase customer base. Constant updates and status changes will help generate hype about products being offered as well as online polls can be utilized to decide which colour or product type needs to be launched. This will ensure no bad inventory ends up at the end of every season. Also this will give the customers and potential clients to freely interact with the business and have their queries answered and any complaints resolved directly. This will further improve the brand image and increase sales. Mobile phones are a good medium to advertise the services and products and after paying a fee, set people can be sent SMSs or targeted with a certain income structure and so further increase the chance of guarantying a sale. Also with this modern age where internet is readily available on mobile phones and social media access everyone has, by utilizing such sites as mentioned before a greater audience can be targeted without any additional costs. These technologies definitely make existence easier for small and niche market businesses as the biggest advantage is of cost savings made. Just a small capital is needed and a upfront shop or display area is not necessarily required to start a business and run it. In fact using online marketing strategies a greater market share can be achieved as well as greater customer base targeted. Companies like Amazon have been widely successful using such online marketing techniques; they stared off small targeting niche markets and due to rapid growth became large organizations. List of References AGMC Rolls Royce Information: AGMC Rolls Royce, [Online], Available: http://www.rolls-roycemotorcars-agmc.com/information [28 August 2012]. AL Tayer Group (2010) Our Companies, [Online], Available: http://www.altayer.com/CompanyDetail.aspx?cid=6 [28 August 2012]. Arabian Adventures About Us: Arabian Adventures, [Online], Available: http://www.arabian-adventures.com/en/about-us/index.aspx [28 August 2012]. Business Dictionary entreprenuer, [Online], Available: http://www.businessdictionary.com/definition/entrepreneur.html [28 August 2012]. Business Dictionary Mainstream, [Online], Available: http://www.businessdictionary.com/definition/mainstream.html [28 August 2012]. Cite HR: Padma Praveen (2007) Distinction between an Entrepreneur and a Manager, January, [Online], Available: http://www.citehr.com/23096-distinction-between-entrepreneur-manager.html [28 August 2012]. Jumeirah International LLC (2008) About Us: jumeirah International LLC, [Online], Available: http://www.jumeirah.com/en/Jumeirah-Group/About-Jumeirah-Group/ [28 August 2012]. Rangkuti, F. (2007) Understanding the difference between niche marketing and mass marketing, 23 September, [Online], Available: http://www.helium.com/items/609299-HYPERLINK http://www.helium.com/items/609299-understanding-the-difference-between-niche-marketing-and-mass-marketingunderstanding-the-difference-between-niche-marketing-and-mass-marketing [28 August 2012]. Sulliavn, A. (2003) Economics: Principles in action. , New Jearsey: Pearson Prentice Hall. Ward, S. Niche Market, [Online], Available: http://sbinfocanada.about.com/cs/marketing/g/nichemarket.htm [28 August 2012]. KAPLAN (2010) The PESTEL model, in P3 Business Analysis, Berkshire: Kaplan financial. APPENDICES

Significance of the Earth and Sky in the Film Yellow Earth :: Movie Film Essays

Significance of the Earth and Sky in the Film Yellow Earth Yellow Earth is a foreign film that takes place in China. Although the film was made in the 80’s there is a timeless feeling to the movie, as if the events could be happening at any time. The movie follows a soldier, referred to as Brother Gu as he travels China’s poorer regions recording folk songs. During his travels he stays with a family. While witnessing the poverty of their daily lives, Gu begins to speak about the benefits of the army he is with, the Communists, for the commoners. In the movie we see two arranged marriages contrasted against the Communist city where a woman could marry who she wished or join the army. In the end we are lead to believe Cuiquao, the daughter of the family Gu stayed with, has died trying to reach the Communist army who she believes will save her from the marriage she was forced into. We also see Cuiquao’s younger brother Hanhan running to Gu when he returns. Hanhan was in a prayer meeting where all the villagers where praying for water. When we see him running to Gu we get the impression that Gu, or rather the Communists, will save the villagers. These two events affirm that this is a political film trying to portray the Communist party as the savior of the people of China. There is a particularly poignant shot where the Father, Gu, Cuiquao, and Hanhan are eating outside after Gu has helped the Father plowing. During this shot we see the four characters sitting on the ground eating. We then see the Father stand and talk about life and the harvest. While he is talking we see mostly sky in the background, but the sky is all white giving a very closed in impression. The father then sits back down and we then see an aerial shot with them eating and the majority of the frame is taken up by earth. The earth in this frame looks like a mountain or cliff so that it appears that the earth has been cut open and we are seeing a slice of the inside of it. We then see two more frames of the family and Gu eating.

The Return: Shadow Souls Chapter 33

To her surprise, Elena felt no anger, only a determination to protect Stefan if she could. And then she saw that in the cell she'd assumed was empty, there was a kitsune. The kitsune looked nothing like Shinichi or Misao. He had long, long hair as white as snow – but his face was young. He was wearing all white, too, tunic and breeches out of some flowing, silky material and his tail practically filled the small cell, it was so fluffy. He also had fox ears which twitched this way and that. His eyes were the gold of fireworks. He was gorgeous. The kitsune coughed again. Then he produced – from his long hair, Elena thought, a very, very small and thin-skinned leather bag. Like, Elena thought, the perfect bag for one perfect jewel. Now the kitsune took a pretend bottle of Black Magic (it was heavy and a pretend drink was delicious), and filled the little bag with it. Then he took a pretend syringe (he held it as Dr. Meggar had and tapped it to get the bubbles out) and filled it from the little bag. Finally, he stuck the pretend syringe through his own bars and depressed his thumb, emptying it. â€Å"I can feed you Black Magic wine,† Elena translated. â€Å"With his little pouch I can hold it and fill the syringe. Dr. Meggar could fill the syringe, too. But there's no time, so I'm going to do it.† â€Å"I – † began Stefan. â€Å"You are going to drink as fast as you can.† Elena loved Stefan, wanted to hear his voice, wanted to fill her eyes with him, but there was a life to be saved, and the life was his. She took the little pouch with a bow of thanks to the kitsune and left her cloak on the floor. She was too intent on Stefan to even remember how she was dressed. Her hands wanted to shake but she wouldn't let them. She had three bottles of Black Magic here: her own, in her cloak, Dr. Meggar's, and somewhere, in his cloak, Damon's. So with the delicate efficiency of a machine, she repeated what the kitsune had shown her over and over. Dip, pull up lever, push through bars, squirt. Over and over and over. After about a dozen of these Elena developed a new technique, the catapult. Filling the tiny bag with wine and holding it by the top until Stefan got his mouth positioned, and then, all in one motion, smashing the bag with her palm and squirting a fair amount straight into Stefan's mouth. It got the bars sticky, it got Stefan sticky; it would never have worked if the steel had been razor-sharp for him, but it actually forced a surprising amount down his throat. The other bottle of Black Magic wine she put in the kitsune's cell, which had regular bars. She didn't quite know how to thank him, but when she could spare a second, she turned to him and smiled. He was chugging the Black Magic straight from the bottle, and his face was set in an expression of cool, appreciative pleasure. The end came too quickly. Elena heard Sage's voice booming, â€Å"It is no fair! Elena will not be ready! Elena has not had enough time with him!† Elena didn't need an anvil dropped on her head. She shoved the last bottle of Black Magic wine into the kitsune's cell, she bowed for the last time and gave him back his tiny pouch – but with the canary diamond from her navel in it. It was the largest piece of jewelry she had left and she saw him turn it over precisely in long-nailed fingers and then rise to his feet and make a tiny bow to her. There was a moment for a mutual smile and then Elena was cleaning up Dr. Meggar's bag, and pulling on her red cloak. Then she was turning to Stefan, jelly inside once more, gasping: â€Å"I'm so sorry. I didn't mean to make it a medical visit.† â€Å"But you saw the chance to save my life and just couldn't pass it up.† Sometimes the brothers were very much alike. â€Å"Stefan, don't! Oh, I love you!† â€Å"Elena.† He kissed her fingers, pressed to the bars. Then, to the guards: â€Å"No, please, please, don't take her away! For pity's sake, give us one more minute! Just one!† But Elena had to let go of his fingers to hold her cloak together. The last she saw of Stefan, he was pounding on the bars with his fists and calling, â€Å"Elena, I love you! Elena!† Then Elena was dragged out of the hallway and a door shut between them. She sagged. Arms went around her, helped her to walk. Elena got angry! If Stefan was being put back in his old lice-ridden cell – as she supposed he was, right about now – he was being made to walk. And these demons did nothing gently, she knew that. He was probably being driven like an animal with sharp instruments of wood. Elena could walk, too. As they reached the front of the Shi no Shi lobby Elena looked around. â€Å"Where's Damon?† â€Å"In the coach,† Sage answered in his gentlest voice. â€Å"He needed some time.† Part of Elena said, â€Å"I'll give him time! Time to scream once before I rip his throat out!† But the rest of her was just sad. â€Å"I didn't get to say anything I wanted to say. I wanted to tell him how sorry Damon is; and how Damon's changed. He didn't even remember that Damon had been there – â€Å" â€Å"He talked to you?† Sage seemed astonished. The two of them, Sage and Elena, walked out of the final marble doors of the building of the Gods of Death. That was the name Elena had chosen for it in her own mind. The carriage was at the curb in front of them, but no one got in. Instead, Sage gently steered Elena a little distance from the others. There he put his large hands on her shoulders and spoke, still in that very soft voice, â€Å"Mon Dieu, my child, but I do not want to say this to you. It is that I must. I fear that even if we get your Stefan out of jail by the day of Lady Bloddeuwedd's party that – that it will be too late. In three days he will already be†¦Ã¢â‚¬  â€Å"Is that your medical opinion?† Elena said sharply, looking up at him. She knew her face was pinched and white and that he pitied her greatly, but what she wanted was an answer. â€Å"I am not a medical man,† he said slowly. â€Å"I am just another vampire.† â€Å"Just another Old One?† Sage's eyebrows went up. â€Å"Now, what gave you that little idea?† â€Å"Nothing. I'm sorry if I'm wrong. But will you please get Dr. Meggar?† Sage looked at her for a long minute more, then departed to get the doctor. Both men came back. Elena was ready for them. â€Å"Dr. Meggar, Sage only saw Stefan at the beginning, before you gave him that injection. It was Sage's opinion that Stefan would be dead in three days. Given the effects of the injection, do you agree?† Dr. Meggar peered at her and she could see the shine of tears in his short-sighted eyes. â€Å"It is – possible – just possible that if he has enough willpower, he could still be alive by then. But most likely†¦Ã¢â‚¬  â€Å"Would it make any difference to your opinion if I said that he drank maybe a third of a bottle of Black Magic wine tonight?† Both men stared at her. â€Å"Are you saying – â€Å" â€Å"Is this just a plan you have now?† â€Å"Please!† Forgetting about her cape, forgetting everything, Elena grasped Dr. Meggar's hands. â€Å"I found a way to get him to drink about that much. Does it make a difference?† She squeezed the elderly hands until she could feel bone. â€Å"It certainly should.† Dr. Meggar looked bewildered and afraid to hope. â€Å"If you really got that much into his system, he would be almost certain to live until the night of Bloddeuwedd's party. That's what you want, isn't it?† Elena sank back, unable to resist giving his hands a little kiss as she let go. â€Å"And now let's go tell Damon the good news,† she said. In the carriage, Damon was sitting bolt upright, his profile outlined against a blood-red sky. Elena got in and shut the door behind her. With no expression at all, he said, â€Å"Is it over?† â€Å"Over?† Elena wasn't really this dense, but she figured it was important that Damon be clear in his own mind as to what he was asking. â€Å"Is he – dead?† Damon said wearily, pinching the bridge of his nose with his fingers. Elena allowed the silence to go on for a few beats longer. Damon must know Stefan was not likely to actually die in the next half hour. Now that he wasn't getting instant confirmation of this his head snapped up. â€Å"Elena, tell me! What happened?† he demanded, urgency in his voice. â€Å"Is my brother dead?† â€Å"No,† Elena said quietly. â€Å"But he's likely to die in a few days. He was coherent this time, Damon. Why didn't you speak to him?† There was an almost palpable drawing-in on Damon's part. â€Å"What do I have to say to him that matters?† he asked harshly. â€Å"‘Oh, I'm sorry I almost killed you'? ‘Oh, I hope you make it another few days'?† â€Å"Things like that, maybe, if you lose the sarcasm.† â€Å"When I die,† Damon said cuttingly, â€Å"I'm going to be standing on my own two feet and fighting.† Elena slapped him across the mouth. There wasn't room to get much leverage here, but she put as much Power behind the motion as she dared without risking breaking the carriage. Afterward, there was a long silence. Damon was touching his bleeding lip, accelerating the healing, swallowing his own blood. Finally he said, â€Å"It never even occurred to you that you are my slave, did it? That I'm your master?† â€Å"If you're going to retreat into fantasy, that's your affair,† Elena said. â€Å"Myself, I have to deal with the real world. And, by the way, soon after you ran away, Stefan was not only standing but laughing.† â€Å"Elena† – on a quick rising note. â€Å"You found a way to give him blood?† He grasped her arm so hard it hurt. â€Å"Not blood. A little Black Magic. With two of us there, it would have gone twice as fast.† â€Å"There were three of you there.† â€Å"Sage and Dr. Meggar had to distract the guards.† Damon took his hand away. â€Å"I see,† he said, expressionlessly. â€Å"So I failed him yet again.† Elena looked at him with sympathy. â€Å"You're completely inside the stone ball now, aren't you?† â€Å"I don't know what you're talking about.† â€Å"The stone ball you stick anything that might hurt you inside. You even draw yourself inside it, although it must be very cramped in there. Katherine must be in there, I suppose, walled off in her own little chamber.† She remembered the night at the hotel. â€Å"And your mother, of course. I should say, Stefan's mother. She was the mother you knew.† â€Å"Don't†¦my mother†¦Ã¢â‚¬  Damon couldn't even form a coherent sentence. Elena knew what he wanted. He wanted to be held and soothed and told it was all right – just the two of them, under her cloak with her warm arms holding him. But he wasn't going to get it. This time she was saying no. She had promised Stefan that this was for him, alone. And, she thought, she would keep to the spirit of that promise, if she hadn't kept to the letter, forever. As the week progressed, Elena was able to recover from the pain of seeing Stefan. Although none of them could speak about it except in choked, brief exclamations, they listened when Elena said that there was still a job to be done, and that if they managed to complete it well they would be able to go home soon – while if they did not complete it, Elena didn't care whether she went home or stayed here in the Dark Dimension. Home! It had the sound of a haven, even though Bonnie and Meredith knew firsthand what kind of hell was lurking in Fell's Church for them. But somehow anything would be preferable to this land of bloody light. With hope kindling interest in their surroundings, they were once again able to feel pleasure at the dresses Lady Ulma was having made for them. Designing was the one pursuit that the lady could still enjoy during her official bed rest, and Lady Ulma had been hard at work with her sketchbook. Since Bloddeuwedd's party would be an indoor/outdoor affair, all three dresses had to be carefully designed to be attractive both under candlelight and under the giant red sun's crimson rays. Meredith's gown was deep metallic blue, violet in the sunlight, and it showed an entirely different side of the girl from the siren in the skin-tight mermaid dress who had attended Fazina's gala. It reminded Elena somehow of something an Egyptian princess would wear. Once again, it left Meredith's arms and shoulders bare, but the modest narrow skirt that fell in straight lines to her sandals, and the delicacy of the sapphire beads that adorned the shoulder straps served to give Meredith an unassuming look. That look was emphasized by Meredith's hair, which Lady Ulma dictated be worn down, and her face, which was bare of makeup except kohl around the eyes. At her throat, a necklace made of the very largest oval-cut sapphires formed an elaborate collar. She also had matching blue gems on her wrists and slender fingers. Bonnie's dress was a little clever invention: it was made of a silvery material which took on a pastel tinge of the color of the ambient lighting. Moonlight-colored indoors, it shone a soft shimmering pink, almost exactly the color of Bonnie's strawberry hair, when she was outside. It sported a belt, necklace, bracelets, earrings, and rings all of matching cabochon-cut white opals. Bonnie's curls were to be carefully pinned up and away from her face, in a daringly mussed-up mass, leaving her translucent skin to shine softly rose in the sunlight, and ethereally pale inside. Once again, Elena's dress was the simplest and the most striking. Her gown was scarlet, the same color under blood-red sun or indoor gas lamp. It was rather low cut, giving her creamy skin a chance to shine golden in the sunlight. Clinging close to her figure, it was slashed up one side to give her room to walk or dance. On the afternoon of the party Lady Ulma had Elena's hair carefully brushed into a tangled cloud that shimmered Titian outdoors, golden indoors. Her jewelry ranged from an inset of diamonds at the bottom of the neckline, to diamonds on her fingers, wrists and one upper arm, plus a diamond choker that fit over Stefan's necklace. All these would blaze as red as rubies in the sunlight, but would occasionally glint another startling color, like a burst of mini-fireworks. Onlookers, Lady Ulma promised, would be dazzled. â€Å"But I can't wear these,† Elena had protested to Lady Ulma. â€Å"I might not get to see you again before we get Stefan – and from that moment we're on the run!† â€Å"It's the same for all of us,† Meredith had added quietly, looking at each of the girls in their â€Å"indoor† colors of silvery-blue, scarlet, and opal. â€Å"We're all wearing the most jewelry we've ever worn indoors or out – but you might lose it all!† â€Å"And you might need it all,† Lucen had said quietly. â€Å"All the more reason for you each to have jewelry that you can trade for carriages, safety, food, whatever. It's simply designed, too – you can wrench out a stone and use it as payment, and the jewels are not in an elaborate setting that might not be to some collector's taste.† â€Å"In addition to which, they are all of the highest quality,† Lady Ulma had added. â€Å"They are the most flawless examples of their kind we could get on such short notice.† At that point, all three girls had reached their limit, and rushed the couple – Lady Ulma on her enormous bed, sketchbook always beside her, and Lucen standing nearby – and cried and kissed and generally undid the beautiful jobs that had been done on their faces. â€Å"You're like angels to us, do you know that?† Elena sobbed. â€Å"Just like fairy godparents or angels! I don't know how I can say good-bye!† â€Å"Like angels,† Lady Ulma had said then, wiping a tear from Elena's cheek. Then she grasped Elena, saying â€Å"Look!† and gestured to herself comfortably in bed, with a couple of blooming, dewy-eyed young women ready to attend to her wishes. Lady Ulma had then nodded at the window, out of which a small mill stream could be seen, and some plum trees, with ripe fruit blazing like jewels on the branches, and then with a sweep of her hand indicated the gardens, orchards, fields, and forests on the estate. Then she had taken Elena's hand and smoothed it over her own softly curving abdomen. â€Å"You see?† she had spoken almost in a whisper. â€Å"Do you see all of this – and can you remember how you found me? Which of us is an angel now?† At the words â€Å"how you found me† Elena's hands had flown up to cover her face – as if she'd been unable to bear what memory showed her at that moment. Then she was hugging and kissing Lady Ulma again, and a whole new round of cosmetic-destroying embraces had begun. â€Å"Master Damon was even kind enough to buy Lucen,† Lady Ulma had said, â€Å"and you may not be able to picture it, but† – here she had looked at the quiet, bearded jeweler with eyes full of tears – â€Å"I feel for him as you feel for your Stefan.† And then she had blushed and hidden her face in her hands. â€Å"He's freeing Lucen today,† Elena had said, dropping to her knees to rest her head against Lady Ulma's pillow. â€Å"And giving the estate to you irrevocably. He's had a lawyer – an advocate, you'd say – working on the papers all week with a Guardian. They're done now, and even if that hideous general should come back, he couldn't touch you. You have your home forever.† More crying. More kissing. Sage, who had been innocently walking down the hallway, whistling, after a romp with his dog, Saber, had passed Lady Ulma's room and had been drawn in. â€Å"We'll all miss you, too!† Elena had wept. â€Å"Oh, thank you!† Later that day, Damon had made good on all of Elena's promises, besides giving a large bonus to each member of the staff. The air had been full of metallic confetti, rose petals, music, and cries of farewell as Damon, Elena, Bonnie, and Meredith had been carried to Bloddeuwedd's party – and away forever. â€Å"Come to think of it, why didn't Damon free us?† Bonnie asked Meredith as they rode in litters toward Bloddeuwedd's mansion. â€Å"I can understand that we needed to be slaves to get into this world, but we're in now. Why not make honest girls of us?† â€Å"Bonnie, we're honest girls already,† Meredith reminded her. â€Å"And I think the point is that we were never real slaves at all.† â€Å"Well, I meant: Why doesn't he free us so that everyone knows we're honest girls, Meredith, and you know it.† â€Å"Because you can't free somebody who's free already, that's why.† â€Å"But he could have gone through the ceremony,† Bonnie persisted. â€Å"Or is it really hard to free a slave here?† â€Å"I don't know,† Meredith said, breaking at last under this tireless inquisition. â€Å"But I'll tell you why I think he doesn't do it. I think that it's because this way he's responsible for us. I mean, it's not that slaves can't be punished – we saw that with Elena.† Meredith paused while they both shuddered at the memory. â€Å"But, ultimately, it's the slave owner that can lose their life over it. Remember, they wanted to stake Damon for what Elena did.† â€Å"So he's doing it for us? To protect us?† â€Å"I don't know. I†¦suppose so,† Meredith said slowly. â€Å"Then – I guess we've been wrong about him in the past?† Bonnie generously said â€Å"we've† instead of â€Å"you've.† Meredith had always been the one of Elena's group most resistant to Damon's charm. â€Å"I†¦suppose so,† Meredith said again. â€Å"Although it seems that everyone is forgetting that until recently Damon helped the kitsune twins to put Stefan here! And Stefan definitely hadn't done anything to deserve it.† â€Å"Well, of course that's true,† Bonnie said, sounding relieved not to have been too wrong, and at the same time strangely wistful. â€Å"All Stefan ever wanted from Damon was peace and quiet,† Meredith continued, as if on more steady ground there. â€Å"And Elena,† Bonnie added automatically. â€Å"Yes, yes – and Elena. But all Elena wanted was Stefan! I mean – all Elena wants†¦Ã¢â‚¬  Meredith's voice trailed off. The sentence didn't seem to work properly in the present tense anymore. She tried again. â€Å"All Elena wants now is†¦Ã¢â‚¬  Bonnie just watched her speechlessly. â€Å"Well, whatever she wants,† Meredith concluded, rather shaken, â€Å"she wants Stefan to be a part of it. And she doesn't want any of us to have to stay here – in this†¦this hellhole.† In another litter just beside them things were very quiet. Bonnie and Meredith were so used by now to traveling in closed litters that they hadn't even realized that another palanquin had drawn abreast of them and that their voices carried clearly in the hot, still afternoon air. In the second litter, Damon and Elena both looked very hard at the silken curtains fluttering open. Now, Elena, with an almost mad air of needing something to do, hurriedly unwound a cord and the curtains dropped into place. It was a mistake. It closed Elena and Damon into a surreal glowing red oblong, in which only the words that they had just heard seemed to have validity. Elena felt her breath coming too quickly. Her aura was slipping. Everything was slipping sideways. They don't believe that I only want to be with Stefan! â€Å"Steady on,† Damon said. â€Å"This is the last night. By tomorrow – â€Å" Elena held up a hand to keep him from saying it. â€Å"By tomorrow we'll have found the key and gotten Stefan and we'll be out of here,† Damon said anyway. Jinx, thought Elena. And sent up a prayer after it. They rode in silence up toward Bloddeuwedd's grand mansion. For a surprisingly long time Elena didn't realize that Damon was trembling. It was a quick, involuntary shaken breath that alerted her. â€Å"Damon! Dear – dear heaven!† Elena was stricken, at a loss, not for words, but for the right words. â€Å"Damon, look at me! Why?† Why? Damon replied in the only voice he could trust not to tremble or crack or break. Because – do you ever think of what's happening to Stefan while you're going to a party wearing splendid clothes, being carried along, to drink the finest wine and to dance – while he – while he – The thought remained unfinished. This is just what I needed right before being seen in public, Elena thought, as they reached the long driveway to Bloddeuwedd's home. She tried to call on all of her resources before the curtains were drawn and they were free to step out at the location of the second half of the key.

Knucklehead competitors

You may encounter business situations that require using an interpreter (for spoken communication) or a translator (for written communication). Interpreters and translators can be expensive, but skilled professionals provide Invaluable assistance for communicating in other cultural contexts. 60 Keeping up with current language usage in a given country or culture is also critical in order to avoid embarrassing blunders.For example, the marketing agency Landlord Associates usually engages three native-language speakers to review translated materials to make sure the ensue of the message is compatible with current usage and slang in a given country. 61 Some companies use back-translation to ensure accuracy. Once a translator encodes a message Into another language, a dif rent translator retranslate the same message into the original language.The is back-translation is then compared with the original message to discover any errors or discrepancies. The e time and cost required for profes sional translation has encouraged the development of machine translation , any form of computerized intelligence used to translate one language to another. Dedicated soft ware tools and online services such as Worldly ( www. Worldly. Com ) off ere various forms of automated translation. Major search engines let you request translated versions of the websites you FL ND.Although none of these tools can translate as well as human translators, they can be quite useful with individual words and short phrases, and they can oft en give you the overall gist of a message. Everyone can contribute to successful intercultural communication. Whether a younger person Is unaccustomed to the formalities of a large corporation or a league from another country Is working on a team with you, look for opportunities to help people if t in and adapt their communication style.For example, if a nonnative English speaker is making mistakes that could hurt his or her credibility, you can off ere advice on th e appropriate words and phrases to use. Most language learners truly appreciate this sort of assistance, as long as it is off red in a respectful manner. Moreover, chances are that while you're helping, you'll learn something about the other person's culture and language, too. You can also take steps to simplify the immunization process.For instance, oral communication in a second language is usually more differ cult than written forms of communication, so instead of asking a foreign colleague to provide information in a conference call, you could ask for a written response instead of or in addition to the live conversation. For a brief summary of ideas to Improve intercultural communication in the workplace, see â€Å"Checklist: Improving Intercultural Communication Skills. † For additional Information on communicating Intercultural Communication: Speaking with Multiple-Language Audiences; Media Skills: Podiatrist [LO-5] , Chapter 7 Your company was one of the FL rest to use podiatrist as a business communication tool. Executives frequently and post them on the company's intranet site; employees from the 14 off cues in Europe, Asia, and North America then download the FL less to their music players or other devices and listen to the messages while riding the train to work, eating lunch at their desks, and so on. Your boss asks you to draft the opening statement for a potash that will announce a revenue drop caused by intensive competitive pressure.She reviews your script and hands it back with a gentle explanation that it needs to be revised for international listeners. Improve the following statement in as many ways as you can: Howdy, comrades. Shouldn't surprise anyone that we took a beating this year, given the insane pricing moves our have been making. I mean, how those clowns can keep turning a proof t is beyond me, what with steel costs still going through the roof and labor costs heating up-?even in countries where everybody goes to FL ND cheap labor-?and hazardous waste disposal ergs adding to operating costs, too.

How to Capitalize and Punctuate Quotations

How to Capitalize and Punctuate Quotations How to Capitalize and Punctuate Quotations How to Capitalize and Punctuate Quotations By Mark Nichol The guidelines for quoting a person or a publication are detailed but straightforward. Here is a summary of basic procedures. If a quoted word, phrase, sentence, or longer unit of text is described appositively (that is, if a descriptive word or phrase equivalent to the text it describes is immediately adjacent to that text), as in â€Å"Consider the saying ‘A stitch in time saves nine,’† note that no punctuation intervenes between the description (here, saying) and the saying itself. However, if a simple attribution such as â€Å"Smith said† directly precedes a quotation, separate the attribution from the quotation with a comma: â€Å"Smith said, ‘A stitch in time saves nine.’† But if the attribution is an independent clause that sets the context for the quotation (as in â€Å"Smith had this to say about the issue: ‘A stitch in time saves nine’†), use a colon after the attribution, as shown. When a seamless integration of the attribution and the quotation occurs, omit punctuation between them and do not capitalize the first word of the quotation (unless it is a proper noun), even if it began a sentence in its original spoken or written form: â€Å"The commission asserts that ‘as a general rule, the full board should have primary responsibility for risk oversight.’† Reducing a full quotation to a partial one is also a good strategy when a speaker says something eloquent, pithy, or vivid but does so as part of a bland, convoluted, or ungrammatical statement. If the quotation is an incomplete sentence, or you want to isolate the effective part of the sentence, format the partial sentence as described above: â€Å"Smith said that he hoped to ‘knock some sense into people’ with his new program.† (Note that a paraphrase can follow as well as precede a partial quotation, with no intervening punctuation.) However, if it’s not necessary or desirable to use any of the source’s exact words, paraphrase the entire comment: â€Å"Smith said that he hoped to attract some attention to the issues with his new program.† When the attribution occurs in the midst of a quotation, commas should precede and follow the quotation: â€Å"‘As a general rule,’ the commission asserts, ‘the full board should have primary responsibility for risk oversight.’† Note that- in American English, at least- the first comma always precedes the close quotation mark(s), because it is part of the quotation, but the second comma precedes the open quotation mark(s), because it is part of the attribution. (Exercise caution when inserting an attribution near the beginning of a quotation, however; doing so before any significant information is provided within the quotation is distracting- why prematurely identify the source of what is, so far, nearly devoid of context or meaning?) Attribution often follows a quotation: â€Å"‘As a general rule, the full board should have primary responsibility for risk oversight,’ the commission asserts.† If an attribution divides one full sentence from one or more other sentences, the first sentence should end with a comma (or a question mark, an exclamation point, a dash, or an ellipsis) preceding the close quotation marks, but a period should follow the attribution, and the remaining quoted content should begin with a capital letter: â€Å"‘As a general rule, the full board should have primary responsibility for risk oversight,’ the commission asserts. ‘However, other parties may be involved in monitoring risk.’† (Avoid delaying attribution in a quotation consisting of two or more full sentences beyond one sentence, and even consider inserting the attribution in the midst of a long, convoluted sentence so as not to excessively postpone its appearance.) Use a question mark if the quotation is an interrogative or an exclamation point if the content of the quotation preceding the attribution merits that emphasis, employ a dash to indicate suddenly interrupted dialogue, or insert an ellipsis if the speaker deliberately leaves the statement unfinished. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)The Four Sounds of the Spelling OUThe Difference Between e.g. and i.e.?

Jon D, Rockefeller essays

Jon D, Rockefeller essays John D. Rockefeller created the empire of Standard Oil. His firm grasp of business and his determination to do whatever it took to succeed and be the king of oil propelled him to great heights. But how did he get to the top? After Rockefeller left his job as a bookkeeper in 1859 to seek his own fortune, he joined forces with an Englishman named Marcie Clark. They formed a business as merchants in grain, hay, meat, and other goods. Taking advantage of the extra business that the war gave them, the firm flourished . In four short years, the Clark and Rockefeller Co. made great profits. However, our young John wasn't willing to sit back and relax in just one prosperous venture, the oil business was calling him. Rebates were given as a bonus for giving the railroads big business.{ "The published rates were charged to smaller independent businesses and a lower unpublished rate was charged to big suppliers."} In addition to this price break, the big firms were also given part of the higher prices charged to the smaller companies. Through this, smaller businesses were driven out of the market because they couldn't make as much profit as the larger companies. The strength of Rockefeller's business was in his ability to overpower any competition. He was bigger, stronger, and wealthier than anyone he came in competition with, he could simply starve them out of business. His success was due to the fact that he had a tremendous desire for achievement and the skills to take him there. He was a master of the business that he ran. He chose the best managers, saved money by being efficient in every area of operation and took any necessary steps to control the market. His plants and his company were simply the biggest and the best. By 1900, Standard Oil was in near complete control of the oil industry, controlling 90% of the United States total oil output. This success came at others expense though, and it was catch...

When College isn’t for Everyone †Smart Options for Smart Kids. EssaySupply.com

When College isn’t for Everyone – Smart Options for Smart Kids Choosing your route We are right to question the value of a college education. Certainly, it is the correct route for a large chunk of students; certainly, it is not the correct route for another large chunk of students. Here’s why: College costs have now reached the point of being absurd. When family resources cannot pay the price, students graduate with debt that will stay with them for almost their entire career lifetimes. The traditional 4-year degree has almost become meaningless in many fields. Student spend their first two years completing general education requirements so as to be more well-rounded, and really only get into their major fields of study their final two years. Two years in many fields today is inadequate, and students must then incur more debt for graduate school. What are the Alternatives? Forecasters are currently predicting those career fields in which there will be large opportunity in the future. Obvious, technology is huge, but so is health care, hotel and restaurant management, e-commerce, construction, green energy, and a host of other service industries, like college essay writing service. These career fields will by no means require a knowledge of Shakespeare, the ability to write a comparison/contrast essay, or an understanding of benzene rings. What’s more, we no longer have the luxury of providing expensive liberal arts backgrounds, so that students may be â€Å"well-rounded† – other countries are leaving us in the dust. So, what choices do students have if traditional college is not for them? Community College-Industry Collaborative Programs Many jobs go unfulfilled because certain industries cannot find qualified candidates. This has led to community college-industry partnerships that specifically train students for careers that are in high demand and for which there is not a sufficient labor supply. Students should check these out – two year of training and into a career – boom! Vocational-Technical Schools There are â€Å"good guys† and â€Å"bad guys† in this business. But state departments of education publish those schools that are reputable and that prepare students well of current and future careers. Highly technical training, such as water treatment, digital design, and medical technology will serve any graduate of these programs quite well. Online Educational Programs There are huge opportunities, including free college coursework, for students who are highly motivated and self-disciplined. Students may not get formal college credit but they do get certificates of course completion with a grade. Many employers re considering these MOOC’s to be every bit as valuable as the credit-bearing courses, especially when they come from institutions such as Purdue, Princeton, and Stanford. If you are the one who says "I  hate writing essays" there is also a great option of help with writing papers being available online. A High School Diploma Won’t â€Å"Cut it† There are no career jobs available for high school graduates today. Part of the reason is that high schools are also steeped in the traditional, general education curricular requirements, and do not offer programs that allow immediate employment in fields with career potential.   The Takeaway Bill Gates and Mark Zuckerberg decided that a college education was not for them. They have not done too badly. There are many other options for careers, and the required training is far less expensive and far more focused than in a 4-year college. If you think college is not for you, you have good company and lots of options.

Critically compare and contrast three theories of the multinational Essay

Critically compare and contrast three theories of the multinational firm. Which best explains firm behaviour and why - Essay Example The primary drive operating behind their decision to outspread are the cost benefits and profit potentials which lie in different locations (Maheshwari, 1997, p. 246). However, there are certain aspects which influence the profit and cost factors in a certain region. Those are the very elements which instigate the businessmen to spread out. In fact, theories have been framed by eminent observers in the past, to comprehend the factors which actually guide the production decisions of trans-national companies. Three fundamental factors are ownership, location and internalisation aspects which taken together form the essence of OLI Theory of International Production. This however, is part of the neo-classical school of thought (Taylor & Thrift, 1986, p. 9). Likewise there is the Marxist economic theory or the Neo-Imperialist views which support the decisions taken by trans-national companies to spread out their businesses to different nations around the world. Capitalist economies tend t o accumulate a large volume of resources at home which they are restricted from making use of at home due to restrictions imposed over their employment. Hence, they have little option but to generate profit out of their surpluses through deploying them across national borders. Thirdly, the Neo-Fundamentalist Marxist principles say that the primary enticement behind spreading out their businesses is that the industries which gradually acquire a monopolistic position, start enjoying the advantage of huge surpluses. Due to a limited scope for employing them in the nation where they belong, the industrialists deploy them in foreign lands where they have greater prospects of reaping profits (Jenkins, 1987, p. 447-451). The present paper discusses the similarities and differences between each of the three types of economic theories stated above to assess the factors which induce foreign investors towards expanding their businesses across nations. Finally, an evaluation about the theory mo st applicable in context of business houses today will be made as a concluding note. Chapter 2 – Theoretical Framework 2.1 Marxist or the Neo-Imperialist economic theory According to the views of Marxist economists, the developed and developing economies are complementary to one another and make up the entire global system. However, they also emphasise that the latter are usually the ones who are exploited by the former so that there is a continued outflow of surplus resources from the reserves of developing nations to the already burgeoning stock of the developed nations. The essence of the theory is the monopolisation of industrial houses which leads to an accumulation of huge sums of profits in the capitalist nations. On the other hand, the prevalence of anti-trust laws restricts an expansion of their businesses within the domestic frontier through forming cartels. Thus, the surpluses which are reaped stay idle and hence, attain a stagnant rate of growth which is not desir ed by the private producer (Jenkins,

How Music Impacted the Slaves Essay Example | Topics and Well Written Essays - 1000 words

How Music Impacted the Slaves - Essay Example Slave music can be grouped in three major categories: religious, work, and recreational. African traditions and Christianity inspired religious songs; work songs eased the burden of hard labor and helped slaves synchronize group tasks, encouraged slaves during long hours of physical toil; it kept their spirit up and could work harder and longer. Recreational songs mostly were played on string instruments; in their free time slaves listened and danced to the music. The lyrics of the slave music were simple; it expressed their hardship, sadness, and feelings (â€Å"Understand Slave Culture Through Songs†). They lyrics were repetitive which appealed to their educational levels. Slaves used music to protest against slavery by ridiculing their masters in songs. For example, a group of slaves witnessed their master falling from his horse, which was turned into a song with thinly veiled lyrics and sung by all the slaves in the field the next day as he rode by (â€Å"The New Worldâ⠂¬  1). It was mentioned above that salves did not pay much attention to the lyrics; however they were expressive that promised a better world in this and the next life. For example (Faigin 1), There is a balm in Gilead to make the wounded whole. There is a balm in Gilead to heal the sin-sick soul. One of these mornings bright and fair, I’m gonna lay down my heavy load. Gonna kick my wings and cleave the air, I’m gonna lay down my heavy load. Nat Turner was born on October 2, 1800, and was hanged on and skinned on November 1832 (â€Å"Net Turner’s Rebellion†). After the Nat Turner revolt, strict curfews required slaves to show passes in their travel from one plantation to another. At that time, slaves expressed their emotions through the following lyrics (Faigin): Run nigger,... This essay approves that American slaves found music as a mode of communication and expression. Slave music can be grouped in three major categories: religious, work, and recreational. African traditions and Christianity inspired religious songs; work songs eased the burden of hard labor and helped slaves synchronize group tasks, encouraged slaves during long hours of physical toil; it kept their spirit up and could work harder and longer. Recreational songs mostly were played on string instruments; in their free time slaves listened and danced to the music. This report makes a conclusion that American slave culture flourished over three centuries. On one hand, their hard work built the economic foundation of the country; on the other hand, they faced whippings, beatings, executions, and rapes. Even in this atmosphere, slaves developed their own culture, which was based on a variety of African tribal customs; story telling and enthusiastic group worship. In the American society, they were prevented from reading and writing. So they did not have a mode of communication. They compensated it by embracing a different form of communication; music, the concept that they brought from their homeland. Thus, music became a vital part of the American slave culture. It bolstered their spirits, gave hope, and strength in their daily lives that mainly consisted of hardship. Eventually, their songs became descriptive that provided them with directions on how to escape to freedom.

(Dual Relationship) discuss the statment that in examing dual Essay

(Dual Relationship) discuss the statment that in examing dual relationships the most important issue is exploitation not duality - Essay Example Dual relationship in psychotherapy can be focused on the fact that the therapist has other existing or subsequent relationship to the patient. This relationship can either be in terms of the social aspect, financial aspect or even profession aspect. When the term dual is attributed it does not limit the issue on the concurrent relationships. Based on the opinions of the professionals the, it is important to prevent dual relationships due to the effects that can be brought about in the treatment of the patients. Basically, the relationship between therapists and patients should remain purely professional due to the probability that the medical treatments and interventions can be affected by the dual relationships that occur between the therapists and the patients. The optimum level of health care that can be given cannot be achieved if the main concern of the therapist can be affected by other issues due to the other relationship with the patient. In this case, the professionalism and the ethical issues are often considered and needed as guidelines. There are other issues that are needed to be co... But is important to consider that the cases wherein blood ties are considered as the connection between the therapist and the patient, it is still considered as a situation that is below the optimum expected. Another issue is related to the ethical considerations that can be attached to such relationships (Pope and Vetter, 1992). A. Types of Dual Relationships The main types of dual relationships are considered to be able to determine the proper actions that can be undertaken. These types are considered as the major ones which include the double roles, the double professions, the double financial relationships and the unavoidable dual relationships. The double roles can be defined as the type wherein the client or the therapist is connected in other ways. An example is the therapist may be a former student of the client. The said relationship can still be considered to have certain effects on the performance of the procedure. The relationship can be considered as relevant since it is one of the most common categories (Borys and Pope, 1989). Double professions on the other hand deals with the people that are into different professions and lines of work simultaneously. This is one of the reasons that these professionals meet people that may get their professional service. For example the therapist can at the same time be into the academe, thus students can also be clients (Borys and Pope, 1989). There are also cases of dual relationships that can be considered as inevitable and at some point a necessity. This can occur in cases such as the military wherein the officers may at the same time be therapists and medical professionals, thus are licensed to

Paper on International Economics Essay Example | Topics and Well Written Essays - 1750 words

Paper on International Economics - Essay Example Protectionism, in other words, has survived globalisation and in that survival is both a testimony and concession to the fact that, beyond the globalisation-rhetoric, the state has retained its role as a significant economic player. There is no doubt that globalisation has reduced the role of the state in the economy but, there is equally no doubt that protectionism has survived globalisation and remains one of the more significant of the state's instruments for ensuring the welfare of its domestic market. Following a definition of protectionism and an examination of its pre- and post-globalisation forms and mechanisms, this paper shall argue that despite arguments to the contrary, protectionism often serves fundamental and constructive economic purposes. In general, it is possible to define protectionism as strategies used by a national economy to protect its own goods, industries and businesses from unfair competition or, in some instances, from competition per se. Often criticized by economist and free-trade proponents such as Adam Smith among others, protectionism is not only a logically valid strategy for the protection of domestic economies from such unfair economic competition as could have adverse effects upon infant industries and domestic producers and manufacturers, but it often imposes itself upon decision-makers as the only viable mechanism for the fulfilment of the aforementioned. Indeed, as important as it may be for Lesser Developing and Developing nations, protectionism is as important for Industrialised economies. As Schwartz (2000) succinctly explains, protectionism traditionally functions to protect national economies from all of the virtual destruction of domestic industries, unemployment and inflation (Schwartz, 2000). It does so through the utilisation of a wide array of strategies, ranging from implementation of prohibitions against the entry of certain imports into the domestic economy to the imposition of heavy customs, tariffs and taxes upon specified imports in order to ensure that, upon entry into the domestic market, domestic goods retain a price-competitive edge (Schwartz, 2000). Proceeding from the information presented in the preceding paragraph, it is possible to articulate a definition for protectionism. In brief, protectionism can be defined as a

Electrical Aplication Essay Example | Topics and Well Written Essays - 1000 words - 1

Electrical Aplication - Essay Example In a typical VCM plant these are initially reacted together to form an important process intermediate, ethylene dichloride (EDC). 2.) an EDC cracking unit, in which EDC is thermally decomposed into VCM and hydrogen chloride. The hydrogen chloride is recycled as feedstock to a further stage, the oxychlorination unit, while unconverted EDC is separated and recycled. The VCM is purified for use in PVC production. 3.) an oxychlorination unit, in which recycled hydrogen chloride is reacted with further ethylene feedstock in the presence of copper chloride catalyst and oxygen. This produces further quantities of EDC, while excess hydrogen is oxidised to form water. VCM is polymerised in large scale batch reactors in the presence of water, initiators (catalysts) and other additives. The suspended droplets of liquid monomer are progressively converted to solid or porous PVC particles, depending on grade. Unreacted VCM is stripped from the polymer, and water is separated by centrifuging. The polymer is then dried, typically in fluidised bed drying equipment. Suspension PVC is used for virtually all extrusion, injection moulding and film making processes. Individual grades are characterised by their melt flow properties and their suitability for rigid (unplasticised) or flexible (plasticised) applications. The polymerisation stage involves an emulsion of very fine droplets of VCM in water, and the process forms a stable emulsion, or latex, of polymer in water. After the removal of unreacted monomer, the water is removed by evaporation in spray drying equipment. PVC compounds are prepared by blending PVC resin with additives to give the required properties in the fabricated finished product. The additives, which include plasticisers, stabilisers, lubricants, fillers, impact modifiers and pigments, will make the PVC either flexible or rigid. In the calendering process, the PVC mixture is initially melted in the gap between two

Consumption Patterns Research Paper Example | Topics and Well Written Essays - 1000 words

Consumption Patterns - Research Paper Example The consumers market is made of product, price, place and promotion all surrounded by economic, political, cultural, demographic and technological factors. The buyer may be influenced by knowledge, lifestyle patterns, perspectives, taste, character and motivational factors in buying the product. Prior to buying the same product, one may decide to search information about it from various sources, one may look for an alternative product, recognize a problem with the product or decide to buy it later. Purchasing the product can depend on one’s individual taste, brand recognition, dealer, amount of the product, or the time the product is being sold (Boone & Kurtz 287). In the United States, various types of consumer behavior exist among different parts of the country. America has been inhabited by many types of cultures over the years. This immigration has not only formed an outstanding culture but also created various subcultures or ethnic groups within the whole of America. Thes e groups have the same religion, beliefs, heritage and experiences that distinguish them from other members of the society. African Americans and Asian Americans are an example of such groups and compose of around a third of the US population. Hence, their similarities contribute to possession of the same consumption patterns (Hoyer & Falcnnis 323). A minority of the ethnic groups exhibit different behavioral patterns with each group having specific preferences in food, clothing, music, and cosmetics such as skin and hair care products among others. American consumers for instance demonstrate a desire to embrace new fashions as well as frequent shopping compared to others. Media also affects consumption patterns. Some media exist for a specific ethnic group or many subgroups. Hence, it may decide to use the ethnic language to conduct its advertising and promotional campaigns to reach the target audience. Religion brings with it values, and beliefs about various issues such as unders tanding of sex, family life customs, norms and morality. What is consumed is guided by religion, a key concern that should guide marketers in product distribution. Consumers shopping behavior is largely influenced by their different needs and preferences (Meisis & Tait, 123). African Americans African Americans display a large and widespread group that is composed of many subgroups with regard to regions, academic and profession. According to reports, almost 30% of the population possesses 50,000 dollars and above GDP while 46% stays at home majority of whom are single parent families where women are the main breadwinners. On the level of education, almost 15% are college graduates out of the 24% of the whole us population. In terms of consumer behavior, African Americans believe in freedom of life, dressing and presentation. They are very independent and value their culture, which they struggle to maintain as they are mostly less concerned with other groups way of life and do not e asily imitate. Their consumption patterns are grounded on the principles of individual presentation, importance of style and beauty. In relation to the above is the search for recognition and status revelation. In the attempt of describing their fashion statement, African Americans mostly buy the ‘boy’s clothing’. This has made them become targets for commercial advertisers due

Electrical Aplication Essay Example | Topics and Well Written Essays - 1000 words - 1

Electrical Aplication - Essay Example In a typical VCM plant these are initially reacted together to form an important process intermediate, ethylene dichloride (EDC). 2.) an EDC cracking unit, in which EDC is thermally decomposed into VCM and hydrogen chloride. The hydrogen chloride is recycled as feedstock to a further stage, the oxychlorination unit, while unconverted EDC is separated and recycled. The VCM is purified for use in PVC production. 3.) an oxychlorination unit, in which recycled hydrogen chloride is reacted with further ethylene feedstock in the presence of copper chloride catalyst and oxygen. This produces further quantities of EDC, while excess hydrogen is oxidised to form water. VCM is polymerised in large scale batch reactors in the presence of water, initiators (catalysts) and other additives. The suspended droplets of liquid monomer are progressively converted to solid or porous PVC particles, depending on grade. Unreacted VCM is stripped from the polymer, and water is separated by centrifuging. The polymer is then dried, typically in fluidised bed drying equipment. Suspension PVC is used for virtually all extrusion, injection moulding and film making processes. Individual grades are characterised by their melt flow properties and their suitability for rigid (unplasticised) or flexible (plasticised) applications. The polymerisation stage involves an emulsion of very fine droplets of VCM in water, and the process forms a stable emulsion, or latex, of polymer in water. After the removal of unreacted monomer, the water is removed by evaporation in spray drying equipment. PVC compounds are prepared by blending PVC resin with additives to give the required properties in the fabricated finished product. The additives, which include plasticisers, stabilisers, lubricants, fillers, impact modifiers and pigments, will make the PVC either flexible or rigid. In the calendering process, the PVC mixture is initially melted in the gap between two

Human Beings Essay Example for Free

Human Beings Essay A. Holmes 2013 ENG140, Week 7, Assignment Stacey A. Holmes 2013 ENG140, Week 7, Assignment Essay 3 Summary and Response (Draft 2) Ivy Bridge at Tiffin University ENG 140 April 25 Essay 3 Summary and Response (Draft 2) Ivy Bridge at Tiffin University ENG 140 April 25 Author and world renowned Philosopher, Dr. Peter Singer who is currently at Yale University, defines terms such as â€Å"Personhood† and â€Å"Speciesism† rather distinctively, and he does it in a way, that does not fit in with most of societies’ ideas of what represents the meaning of either, personhood (such as an infant not being a â€Å"person† because it is not yet self-aware, but a dolphin being a â€Å"person† because it can recognize itself in a mirror) or discrimination (he describes individuals who eat meat as being speciesist, because he or she doesn’t take into consideration the feelings of the animal or the animal’s desire to continue on living). When asked the question â€Å"What is a person? † Most would answer by saying, â€Å"A  person  is a being, such as a  human, that has certain mental capacities or attributes constituting  personhood, which in turn could be defined differently by different authors in different disciplines and by different cultures in different times and places†. The definition for human being is â€Å"a member of any of the races of  Homo sapiens;  person; man, woman, or child† (Collins English Dictionary – Complete and Unabridged  Ã‚ © HarperCollins  Publishers, 2003). When asked to give the definition for a person, Singer, who is currently at Yale University; describes a person as â€Å"Someone who is aware of their own existence over time, is aware enough to realize that they are the same being that lived previously; who can expect to live into the future† (Singer, Peter. (2008, January 28th). Human Use of Animals [http://www. open. edu/openlearn/history-the-arts/culture/philosophy/human-use-animals]. Singer believes that some non-human animals have individuality and could be considered â€Å"persons†; describing some human beings who lack mental capacity and attributes (i. . intellectual disability, dementia, brain injury, mental illness and even infants) as non-persons, because there is†¦ no awareness of a past, present or future being. Singer says that these human beings are still showed compassion, respect, and regard. So, why aren’t we (human beings/persons) capable of showing that same compassion towards animals or non-humans? He argues that we should be able to recognize that animals are aware of their being, are aware of their past and present, that they have a desire to live, and are also very conscience of the way they are treated by human beings. He also believes that they understand suffering. He says that human beings or â€Å"persons† should be more evolved to think that there is no suffering for these animals. Singer thinks that we should be more concerned for them individually, think about what would be in their best interest, and take in consideration the things that could be bad for them or quite possibly, be harming them; rather than, using them for our own wants, needs, and desires. Society has a total disregard for animals and the fact that they are suffering, because our need for what the animal has to offer us is greater; lbeit sustenance, experimental purposes, etc†¦ (Singer, Peter. (2006, December 11th). The Colbert Report [http://www. colbertnation. com/the-colbert-report-videos/79412/december-11-2006/peter-singer]. Singer argues that this total disregard for animals’ is what he deems as speciesism (which is much like racism only targeted toward other species), and that those who practice thi s (speciesism) are speciesist (someone who has prejudices towards species other than their own). Singer says that â€Å"Some animals have a higher moral status than some humans and that our disregard for animal suffering is a deplorable moral blind spot† (Singer, Peter. (2008, January 28th). Human Use of Animals [http://www. open. edu/openlearn/history-the-arts/culture/philosophy/human-use-animals]. I am bipartisan to his argument; I can neither agree nor disagree with his philosophy. Singer makes some valid points in his argument. He says that animals â€Å"non-humans† have the same capacities or attributes that some human beings have, implicating that a non-human could potentially be categorized as a â€Å"person†. He also states that we should recognize that animals or non-humans have an acknowledgement of self and of suffering. Lastly, Singer speaks of the way that human beings or persons should care for animals. These can be categorized as â€Å"reasonable assumptions†. I believe that animals could be categorized as persons. Because, I do believe that they are fully aware, just as aware (if not more, than some human beings) as we are, of their past, present and future being. I also believe that animals are aware of their suffering and, who is causing the suffering. I also think that as human beings we should show more compassion, respect and regard toward animals, in all aspects, of our need, use, want or desire for them. But, as a Christian, I believe that all things serve a â€Å"Divine Purpose† and that mankind (human beings) remains at the top of the food chain. And God blessed Noah and his sons, and said unto them, be fruitful, and multiply, and replenish the earth. And the fear of you and the dread of you shall be upon every beast of the earth, and upon every fowl of the air, upon all that moveth upon the earth, and upon all the fishes of the sea; into your hand are they delivered. Every  moving  thing that liveth shall be meat for you; even as the green herb have I given you all things. But flesh with the life thereof, which is the blood thereof, shall ye not eat† (The Holy Bible, KJV, Genesis 9:1-4). Scripture says that all things on the Earth are for us (human beings) and that there isn’t anything that we could not eat (or use for our purposes) other than another human. If God can take into the consideration the â€Å"feelings† of the beings that He created, and still give them to us (humans) for sustenance. Then who are we (the created) to say that it’s wrong? Well, Singer also suggests that even infants aren’t fully aware of there being, there present, past and/or future and I say to that; If they were afforded the time then they would certainly be aware of these things. So, that statement holds no validity for me. I could understand if his philosophy, applied only toward those that have any intellectual disabilities, dementia, brain injuries, and mental illnesses his statement would have more substance. But, at some point and time; infants would eventually be considered persons. When looking back at my own experience with infants (my children and grandchildren), I felt as if the child’ knew exactly who I was and that we had this â€Å"mutual understanding† and affection for one another. Or it could be very possible for the infant to never fully develop. Who knows with life, it’s too unpredictable. But once again, that is just the nature of life, I do not believe that we were meant to know or have knowledge of everything. I respectfully disagree with Dr. Singer’s analysis of infants. But, I think that his analysis could be applied to people who lack in mental capacities. This subject for me is simply the rules of nature, no more, no less. It is just in the laws of nature to be either prey or predator. Animals’ or non-humans may have full awareness of their suffering and we as humans should create a better environment for animals (that we use for our â€Å"purposes†) so that they don’t have to endure a tremendous amount of suffering. Farmers, Scientist and the general public alike should make changes in the laws that regulate the treatment of animals. Society as a whole should not be so vain to think that we are the only species on Earth that can feel, love, think, and desire, hurt and/or suffer. But, I disagree with Singer when he suggests that we start treating animals with the same moral composition that we show our fellow human beings. Animals are just, simply put†¦not our equals. Yes, my mother who suffers from dementia is going to receive better treatment from me than my dog, cat, fish, bird, llama etc†¦That will never happen (animals as humans equals) in my opinion. I don’t see a comparison between my mother, who has taken care of me for the majority of my life, and an animal. Human beings should start treating the animals’ that provide us nourishment, clothing, friendship and the list goes on, with more compassion and allotting them the quality, respect and dignity of life that someone could say to them in the end â€Å" You lived a full, dignified and â€Å"good life†. References Singer, Peter. (2006, December 11th). The Colbert Report [http://www. colbertnation. com/the-colbert-report-videos/79412/december-11-2006/peter-singer] Singer, Peter. (2008, January 28th). Human Use of Animals [http://www. open. edu/openlearn/history-the-arts/culture/philosophy/human-use-animals]

Teacher-Student Interaction In Classrooms

Teacher-Student Interaction In Classrooms The education system in Pakistan depicts an undesirable situation, especially the classroom environment. Teaching learning process in the country at secondary and tertiary level is too weak and our classroom environment is totally based on rote memorization. There is no provision for the development of intellectual and thinking skills among students who are given very less time for active participation and interaction. The teacher seems to be in a very dominant role in the class. Unfortunately, poorly structured classroom quickly deteriorate into a vacuous waste of time. Recent research on teaching effectiveness based on large-scale meta-analysis conducted by Walberg (1986) indicates that the seven factors are key elements of effective teaching: engaged academic learning time, use of positive reinforcement, cooperative learning activities, positive class atmosphere, higher-order questioning, cues and feedback and use of advance organizers. The system of interaction developed by Flander shows how these elements fit together in actual classroom interaction. Role of the teacher in making classroom climate conducive for learning is highly crucial. The classroom climate is built up by the pattern of interaction between teacher and students verbal exchanges, asking questions, responding and reacting. The most important factor in a classroom situation are the interactions and exchanges initiated by the teacher and students. Jackson (1968) reports that teachers are typically involved in more than 1,000 verbal exchanges with their students every day. There is a lot of talking; enough to give even the strongest vocal cords a severe case of laryngitis. Count the number of verbal exchanges teachers have with their students and the count during a classroom scene will give an idea of how much teachers talk. The present study will be designed to investigate the patterns of classroom interaction at Elementary level in the light of Flanders interaction analysis system in Khyber Pakhtunkhwa Province of Pakistan. The study will be further delimited to cities of Kohat and Peshawar. Statement of the Problem The problem taken up for investigation can be stated in precise term as à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"A Study of Teacher Student Interaction in Classrooms at Elementary Level in Khyber Pakhtunkhwaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . Objectives The objectives of the study will be To explore the patterns of classroom interaction at elementary level in the light of Flanders interaction analysis. Hypothesis About two-third of classroom time is devoted to talking at s elementary level. About two-third of the talking time, the person talking is the teacher at elementary level. About two-third of the teachers talk is direct (that is, lecturing, directing and controlling) at elementary level. Review of Related Literature Interaction between teacher and students is essential in the teaching learning process. Teacher and student both are the key elements of this process. Different educationist like Good lad, (1984) Bellack (1965) and Jackson (1968) conducted researches studies. Among these researchers, Flander (1963) conducted research on classroom interaction and developed an instrument called Flanders interaction analysis with which he was able to categorize student and teacher verbal behavior. The system tells a great deal about the nature and quality of classroom verbal interaction. As a result of applying his interaction analysis system in Classroom settings involving teachers, Flanders came up with the rule of two third. lie found that someone is talking during two third of the Classroom time. Approximately two-third of that time, the person doing the talking is the teacher. Two-third of the teachers talk is what Flanders calls direct talk. Flander suggests that this two third pattern has unfortunate consequences in that students are forced into a passive role that eventually results in negatives attitudes, lower achievement, and a general dependency on the teacher. To use the Flanders Interaction Analysis, one codes the verbal interaction in 1 in 10 categories, plots the coded data onto a matrix, and analyses the matrix. Categories for Interaction Analysis: Indirect Teachers Talk Accepts feelings. Acknowledges student-expressed emotions (feelings) in a non threatening manner. Praises or encourages and provides positive reinforcement of student contribution. Accepts or uses ideas of students and clarifies, develops, or refers to student contribution of ten non evaluative. Asks questions, solicits information or opinion (not rhetorically) Lectures, presents information, opinion of orientation; perhaps includes Gives directions supplies direction or suggestion with which a student is expected to comply. Criticizes or justifies authority and offers negative evaluation of student contributions or places emphasis on teachers authoritative position. Student talk-response, gives a response to the teachers question, usually a predictable answer. Student talk-initiation initiates a response that is unpredictable or creative in content. Silence or confusion leaves periods of silence or inaudible verbalization Pedagogical Game Bellack (1965) has analyzed verbal exchanges between teacher and student and likened them to a pedagogical game. The game is so cyclical and occurs so frequently that many teachers and students do not even know that they are playing. There are four moves: The teacher provides information, directions and introduces the topics. The teacher asks a question. The students answers the question, or tries to The teacher reacts to the students answer and provides feedback. These four steps make up a pedagogical cycle. Teachers initiate about 85 percent of the cycles, which are used over and over again in classroom interaction. Although these cycles can be found in a majority of classrooms, the quality and effectiveness of these four steps vary widely. When teachers learn to enhance and rune each of the moves of the pedagogical cycle, student achievement is increased. Doland (1985) asks Have you ever been to a class where the teacher is bombarded with the question? `I dont get what you mean. When such complaints are constant in a class, it is a sure sign that the teacher is not making effective use of an essential teaching skill: clarity and academics structure. A growing body of research makes it clear that these skills are related to student achievement. Students, therefore, need a clear understanding of what they are expected to learn and they need to be motivated to learn it. Effective structuring sets the stage for learning and typically occurs at the beginning of the lesson. Although the length of structure will vary depending on the age, ability and background of the students and difficulty of the subject matter, the following components are usually build in an effective academic structure. a. Objectives. Let the students know the objectives of each lesson. They, like the teacher, need a road map of where they are going and why. Review. Help students review prior learning before presenting new information. If there is confusion, correct each. Motivation. Create an anticipatory set that motivates students to listen to the presentation. This can be done through an intriguing question, an anecdote, a joke or interesting teaching materials. Transition. Relate new information to previously attained knowledge and experience. Provide ties and connections that will help students integrate old and new information. Clarification Break down a large body of information. Do not inundate students with too many facts. Ibis is particularly true for young children and slower learners, although it also applies to older and faster learners. Examples. Give several examples and illustration to explain main points and ideas. Directions. Give directions distinctly and slowly. If students are confused about what they are supposed to do, repeat or break information into small segments. Enthusiasm. Demonstrate personal enthusiasm for the academic content. Make it clear why the information is interesting and important. Closure. Close the lesson with brief review or summary. The majority in academic structuring takes place at the beginning of the lesson, but there may be several points throughout the lesson where sub-structuring or brief presentation of information are also necessary. Substructures initiate new pedagogical cycles and allow the discussion to continue. A clear summary or review is also important at the close of the lesson. Good questioning is at the very core of good teaching. As John Dewey (1933) said. To question well is to teach well. In the skilful use of the questions more than anything else lies the fine art of teaching. Since questioning is a key element iii guiding learning, all students should have equal access to classroom questions and academic interaction. If you want all students, and not just the quickest and most assertive, to answer questions, establish a protocol for participation and interaction. For example, make a rule that students must raise their hands and be called on before they may talk. (Donald, 1985). Although it is important to keep classroom discussion moving at a brisk pace, sometimes teachers push forward too rapidly. Slowing down at two key places during classroom discussion can usually improve the effectiveness and quality of classroom responses. In the research on classroom interaction, this slowing down is called wait time. Mary (1986) research shows that after asking a question, teachers typically wait only one second or less for a student response (wait time 1). If the response is not forthcoming in that time, teachers rephrase the question, asks another student to answer it, or answer it themselves. If teachers can learn to increase their wait time from one second to 3-5 seconds, significant improvements in the quantity and quality of student response usually will take place. There is another point in classroom discussion when wait time can be increased. After students complete an answer, teachers often begin their reaction or their next question before a second has passed (wait time 2). Once again, it is important for teachers to increase their wait time from one second to 3-5 seconds. Based on her research, Mary (1986) has determined that increasing the pause after student gives an answer is equally as important as increasing wait time. Resultantly, classroom interaction is changed in several posit ive ways. Recently, attention has been directed not only at how teachers ask questions, but also at how they respond to student answers. A study analyzing classroom interaction in more than 100 classrooms in five states found that teachers generally use four types of reactions. Praise. Positive comments about student work, such as Excellent, good job. Acceptance. Comments such as Uh-huh and Okay which acknowledge that student answers are acceptable. Remediation. Comments that encourage a more accurate student response or encourage student to think more clearly, creatively, logically. Sample remediation comments include Try again, Sharpen your answer, Check your addition, Criticism. A clear statement that an answer is inaccurate or a behavior paper) as well as comments that simply indicate an answer is not correct (Your answer to the third question is wrong) Good lad (1984) said that a snapshot of classrooms taken at random would in all likelihood show teachers talking and questioning and students listening and responding. Further, observations in 1000 classrooms showed that teachers interact less and less with students as they go through the grades. The elementary classroom is more interactive than the high school one; the high school classroom is more interactive than college. Most students play a more passive role in classroom interaction at the end of the schooling process than at its beginning. Ironically, interviews with students show that they are happiest when they are actively involved in their learning. Communications and Interaction Education with its correlated activities of teaching and learning involves communication as well as reciprocal interaction between the teacher and pupils, as channels of realizing its objectives. Communication is a Latin word, meaning common. Hence communication implies having common experiences with other people. The word communication means a wide variety of things to different people. The following are some of the widely accepted definitions for communication. Communication means sharing of ideas and feelings in a mood of mutuality. Communication involves interaction which encourages give and take. This provides feedback to persons involved in exchanging ideas. Communication is a process of sharing of experiences till it becomes a common possession. Effective communication is a two-way process including feedback and interaction. It is rather difficult, if not increasingly impossible, to provide children with actual first-hand experiences as the world becomes increasingly complex. Obviously, some substitute experience must be evolved and used to enable children to understand and conceptualize their world. This is the essence of communication as an integral part of teaching. Teachers Behavior and Classroom Interaction Teaching behavior is an act of the teacher which occurs in the context of classroom interaction. Teachers behave in different ways and therefore there are different types of classroom interactions. Some teachers are very strict and some are very kind and lenient. Some are witty and humorous and some are dull. There are some who are very stern and serious all the time. Certainly, the teachers behavior pattern sets the pattern of pupil behavior in a classroom. The teachers behavior tends to create an atmosphere which is described as classroom climate. We may classify the teachers classroom behavior into two categories (1) Demonstrative and (2) integrative. When a teacher talks, commands, restricts pupils freedom to talk, he is dominative. When he allows pupils to talk, ask questions, accepts their ideas and stimulates their participation in class activities, he is integrative. It is, therefore, the teachers behavior which sets the pattern for learning atmosphere or climate in the classroom. If he is generally dominant, he promotes such a climate in the class. If he is generally integrative, he aids in integrative climate. Techniques of interaction analysis have been helpful in the analysis of teaching behavior. Although only a small proportion of verbal communication is recorded, it is possible to infer about classroom events. It is possible to estimate the initiation and response on the part of the teacher and pupils and a number of other interesting features of teacher- pupils relationship. (Amidon Hunter, 1967). Interaction Analysis Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, typical system for interaction analysis will usually include: a. A set of categories, each defined clearly. A procedure for observation and a set of ground rules which govern the coding process, Steps for tabulating data in order to arrange a display, and suggestion which can be followed in some of the more common application. Classroom interaction analysis can be used for in service and pre-service education in order to help teachers improve classroom instniction. This requires some kind of objective feedback to the person who is trying to change his behavior. Classroom Interaction Technique Study of classroom had always deserved the attention of research workers and, as a result, it was in the late 1930s that the analysis of teaching behavior was used by Anderson. He was interested in developing a reliable technique for the measurement of domination and of socially integrative behavior in teachers contact with children. Although classroom observation has been there in training programmes for a long time now, objective and reliable scales of observation is of recent origin. Traditional observation relied on subjective estimates and could not be quantified. The observational techniques have mechanical devices against subjective examination by the observer. Some of the popular observation schedules were developed over the past few years (Amidon and Hough, 1970). RESEARCH METHODOLOGY RESEARCH DESIGN The study will focus on patterns of classroom interaction at Elementary level in the light of Flanders Interaction Analysis. This study will be an observational type of the descriptive method. The following procedure will be adopted for studying patterns of classroom interaction. POPULATION As the purpose of the study will be to explore the patterns of classroom interaction at Elementary level in the light of Flanders Interaction analysis, so the target population comprised all the Elementary level classrooms in Khyber Pakhtunkhwa. SAMPLE The sample of the study will be consisted of twenty-five classrooms at Elementary level. The number of observed teachers will be twenty five at Elementary level. The number of observed students will be fifteen hundred. All the twenty five classes of the above level will be selected randomly. RESEARCH INSTRUMENTS The research instrument will be Flanders Interaction Analysis for observing and measuring classroom interaction patterns. This instrument was developed by Flander (1970)and has been used extensively in various studies regarding classroom interaction. The items in the Flanders interaction analysis will be converted in an observation sheet called coding chart as illustrated by Gay (2000). The Flanders Interaction Analysis system and specimen of observational sheet is given below. FLANDERS INTERACTION ANALYSIS SYSTEM TEACHER TALK DIRECT INDI RECT Accepts Feelings: Accepts and clarifies the tone of feeling of the students in an unthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included. Praises or Encourages: Praises or encourages students action or behavior. Jokes that release tension, not at the expenses of another individual; nodding head and saying um hm? or go on are included. Accepts or uses ideas of students: Clarifies, builds, or develops ideas suggested by a student. As teacher brings more of his or her own ideas into play, shift to # 5. Asks Questions: Asks questions about content or procedure with the intent that the student answers. Lecturing: Gives facts or opinions about content or procedure, expresses his or her ideas, asking rhetorical questions. Giving Directions: gives directions, commands, or orders that students are expected to comply with. Criticizing or Justifying Authority: gives statements that are intended to change student behavior from unacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing in the context of what he or she is doing with extreme self-reference. Student talk-response: Talk by students in response to teacher. Teacher initiates the contact or solicits students statement Studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s talk-initiation: Talk initiated by students. If calling on student is only to indicate who may talk next, observer must decide whether student wanted to talk. Silence or confusion: Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the observer. Subject: The above observational sheet represents 90 seconds for 10 categories of FIA. Each block in observational sheet represents 3 seconds. PROCEDURE The design of the study will be observational, In order to secure data, Flanders Interaction Analysis procedure will be employed to observe classroom interaction patterns in Elementary level classrooms. The following observation procedure will be adopted: 1. In the each class of 45 minutes duration, 13.50 minutes (810 secs) will be used for observation. 13.50 minutes (810 secs) will be divided in to nine observation session. Each observation session will be for the duration of 1 .30 minutes (90 secs). One observation sheet will be used for each observation session of 90 seconds. Each observation session will constitute 30 observation periods. Each observation period will be of 3 seconds duration. The teachers behaviour in each observation period of 3 seconds will be observed, classified and recorded in the relevant block of the observation sheet till the termination of observation session of 90 seconds. Stopwatch will be used to note initiation and expiry of each observation period of 3 seconds. 9. Total time for observation in a single classroom will be 13.50 minutes DATA COLLECTION The observational session will be an interesting stage for the researcher. He will visit different classrooms, with different subject matter and with different teachers. Twenty five classes (as mentioned in sample) will be observed in a period of 3 months. DATA ANALYSIS Data collected through the above mentioned research instrument will be coded in the observation sheets. Each table will be analysed and interpreted by using percentages. In order to calculate, all the categories from category 1 to 10 will be added and the mean and standard deviation of 10 categories for 25 Elementary classes will be calculated. LITERATURE CITED Amidon E. and N. Flanders. 1967. Interaction Analysis as a Feedback System. Theory: Research, and Application. Addison-Wesley Reading, MA, USA Pp.121-140. Amidon, E. and J. Hough. 1970 Interaction Analysis: Theory, Research, and Application. Addison-wesley Reading, MA. USA Ppl 14-1 18. Amidon, E. and E. Hunter. 1967. Verbal Interaction in the Classroom: The verbal interaction category system. Addison-wesley. Reading, MA: USA P 52. Anderson, L. W. and R. B. Burns. 1989. Research in Classrooms: The study of teachers, Teaching and Instruction. Pergamon Press New York. P.101. Bellack, A. 1965. The language of the Classroom. Teacher college press, New York. Bruner, J. 1966 Towards a theory of Instruction. Cambridge, Mass, Belknap Press, Harvard University. Pp 87-99. Dewey, J. 1933. How we think. D.C.I:leath, Boston.P.266 Donald, E. 1985. Applying Research on Teacher Clarity: Journal of Teacher Education, New York.P.44-48 Flander, N. 1963. Intent, Action and Feed back, A preparation for teaching. Journal of Teacher of Education. New York. Pp25 1-260. Flander, N. 1967 Teacher Influence in the Classroom. Interaction analysis: theory, research, and application Addison-Wesley. Reading, MA:USA. Pp 103-116. Flander, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass: P.171 Flander, N, and G. Morine. 1973 The Assessment of Proper Control and Suitable learning environment. In N. L. Gage (Ed). Mandated evaluation of educators. Stanford California Center for Research and Development in Teaching. Pp 73-78 Gage, N. L. 1978. The Scientific Basis for the Art of Teaching. Teachers College Press. New York: P-287 Gay,L R. 2000. Competencies for Analysis and Application (5h ed). Educational Research. Florida International University. Pp.448-457. Goodlad, J. 1984. A Place Called Classroom. McGraw Hill Publishing Company, New York. P.387-91. Jackson, W. P. 1968. Life In Classroom. Hold, Rinehart, New YOrk.P.69. Medley and Mitzel. 1963. Observational schedule. Interaction Analysis, University Press, New Delhi P.86. Mark N. 1994. Problem Based Learning, McGraw Hill, New York. p 110.