Advert analysis.

What Is that one, particular strategy that a marketer will employ to drive a consumer to buy a product? The answer to that Is advertising. In today's consumer driven world, advertising is the main force behind a company's success. The more convincing, appealing and effective the advert, the bigger the market for the product. They employ appeals including logos, ethos and pathos to convey their message to the audience. The most effective adverts, it seems, are the ones aimed at beauty or simply put, â€Å"looking good†. The Avenue Active Natural advert, in a recent issue of theNatural Health Magazine, is one such advert that uses all such appeals and leaves The Avenue Active Natural advert immediately quite an impact on women. Captures ones attention while randomly flipping through the magazine pages. The advert Is about a dally moisturizing lotion that uses a special Oat Formula. It uses warm, natural colors, basically different shades of green, which sort of has a soothing an d relaxing effect on the audience. It features a glowing Jennifer Animations posing with an ever radiant smile; this mage takes up the entire left side of the page.The background shows a place with a lot of greenery. On the bottom of the ad one can see the campaign slogan â€Å"see the beautiful difference healthier skin can make†, in large white font; simple yet thought provoking. To the right side is more text explaining why oat is important for dry skin and how it is recommended by dermatologists, with a â€Å"before and after test† to provide some sort of evidence of how effective it is. The product itself, the lotion pump, is shown further towards the bottom of the page. On the top right corner is the brand name, â€Å"Avenue, active naturals† In white font.Since this ad Is featured in a women's health magazine, It ill capture the attention of health conscious women. It will target women who are looking for a good and effective moisturizer. Those who have s kin problems, specifically dry skin, might find this ad particularly useful since It claims that the moisturizer uses oats which are recommended for dry skin. Health conscious women mostly look for organic products with the least amount of chemical because they are so conscious about their skin. Every woman wants to look as close to perfect as possible.They are always on the move to find anything that will make them look good, s good as the models they see in magazines and in ads such as this one. Advertisers know that women will never be happy with how they look. Ads like these play on such insecurities and they always seem to succeed! The ad effectively makes use of logos to educate women as to why it would be a rational decision to buy this product. â€Å"Healthy, beautiful skin begins with oat†. That right there makes the audience want to read on. The more she reads, she learns that the moisturizer uses an exclusive oat formula.She's Impressed. What comes next really make s her eager to try this product. The ad says how oat Is recommended by dermatologists â€Å"to Improve the health of dry skin†. Did somebody say â€Å"dermatologists†? With the support of fact true that oat is one of natures' best kept beauty secrets. If women had any doubt about that, well this information Just proves them otherwise. Furthermore, the ad shows a skin test to prove how using the product will improve skin in one day and show significant changes within Just two weeks.Through this information and mostly professional opinion on the matter, the advertiser sets out to show that they care about the audience enough to provide them with such information. Pathos is used almost everywhere in this advert. Firstly, the text plays a very important role. Phrases such as â€Å"see the beautiful difference healthier skin can make† play on the audience's emotions in the sense that it makes them curious as to what exactly â€Å"beautiful difference† means. F urthermore, it mentions how beautiful skin begins with oat. This again appeals to the audience.It makes them confident and believe that there is something out there that will give them better, more beautiful skin. Words like â€Å"exclusive oat formula† make the product seem unique. The advert levelly makes use of a beaming Jennifer Animations who is renowned for her natural beauty. It is trying to convince the audience that they too can look as beautiful and radiant as Jennifer Animations, if they use the product. Moreover, the warm, natural colors, as well as the greenery in the background and the clear blue sky, have a soothing effect on the audience.They are relaxing to the eyes and give an overall â€Å"natural† feel and that is exactly how the advert wants the audience to feel when thinking about the product since it uses a natural formula. Lastly, the advert employs ethos to build up trust among the audience. If someone as famous as Jennifer Animations has chose n to campaign for the product, then it is probably something worthy of using. It is probably effective because it is making her and has always made her look that good.This exact notion goes through the audience's mind when looking at the advert. Now whenever they talk or think about the product, they will probably say something like, â€Å"Oh! It is the same brand Jennifer Animations uses. † Furthermore, the advert shows the reliability of the product with the statement, â€Å"it's the ingredients most recommended by dermatologists†. It also uses phrases like proven to seal in moisture for healthier skin†, emphasis on â€Å"proven†, to further strengthen the trust element among the audience.It is safe to say that this advert was a successful one. Surely, it made a lot of women get off their sofas and drive to the mall to look for Avenue, Active Naturals moisturizing lotion. If not that, it must have at least triggered some sort of response out of the women . The reason for that is that the ad successfully appeals to and prompts the audiences' emotions and their sense of trust and reason. Such a technique is of the best sort when it comes to beauty products like this one.

Education and the Subjective Quality of Life* Essay

Journal of Health and Social Behavior 1997, Vol. 38 (September):275-297 We examine whether education influences subjective quality of life. If it does, what are the mechanisms by which education affects well-being? We propose that educa- tion improves well-being because it increases access to nonalienated paid work and economic resources that increase the sense of control over life, as well as access to stable social relationships, especially marriage, that increase social support. We examine the relationship between education and a variety of indicators of subjective quality of life-depression, anxiety, anger, aches and pains, malaise, and dissatis- faction. Using two representative national samples collected in 1990 and 1995, we find that the well educated have lower levels of emotional distress (including depres- sion, anxiety, and anger) and physical distress (including aches and pains and malaise), but they do not have lower levels of dissatisfaction. Education reduces dis- tress largely by way of paid work, nonalienated work, and economic resources, which are associated with high personal control; but the extent to which it reduces distress by way of marriage and social support is much more modest. We contrast distress and dissatisfaction as indicators of the subjective quality of life. Does education matter to subjective quality of life? If it does, what are the mechanisms by which education affects well-being? We pro- pose that education is valuable to individual well-being because it provides access to the two primary determinants of well-being: non- *We are indebted to the National Institute on Aging for the grant (ROI AG12393) to John Mirowsky and Catherine Ross that supported the Aging, Status, and the Sense of Control (ASOC) data collection and analysis. We are indebted to the National Science Foundation for the grant (SES- 8916154) to Catherine Ross that supported the Work, Family, and Well-Being (WFW) data collec- tion. Sampling, pretesting, and interviewing for both surveys were conducted by the Survey Research Laboratory of the University of Illinois. We thank John Mirowsky for his statistical help, Barbara Reskin for her help with the comparison process theory of satisfaction, and JHSB reviewers for their suggestions. Address correspondence to: Catherine Ross, Department of Sociology, 300 Bricker Hall, 190 North Oval Mall, The Ohio State University, Columbus, OH 43210-1353; e-mail: ross. 131 @osu. edu. alienated paid work and supportive relation- ships. Compared to the poorly educated, we expect that well-educated persons have access to nonalienated paid work that increases the sense of personal control. Well-being comes, first, from nonalienated work in which people exert control over the labor process (Kohn 1976; Marx ([1884] 1964). Work that gives people the freedom from routinization, monot- ony, and external control on the one hand, and a chance to use their skills, develop as a per- son, and learn new things on the other, theo- retically increases subjective well-being, in part by increasing perceived control. Com- pared to the poorly educated, we also expect that well-educated individuals have access to stable social relationships, especially mar- riage, that increase social support. Well-being comes, second, from primary group ties and social bonds that increase supportive relation- ships with others, especially the personal secu- rity of marriage, and the sense of having other people to talk to and turn to in times of need (Durkheim 1951; Litwak and Messeri 1989). We propose that, through these processes, 275 276 JOURNAL OF HEALTH AND SOCIAL BEHAVIOR education improves the subjective quality of life, measured as psychological well-being and distress. We extend core economic and sociological perspectives on the meaning of education to individual well-being. We argue that educa- tion’s value extends beyond jobs, earnings, prestige, and power to people’s psychological well-being. According to human capital and status attainment theories, employers need workers who can read, write, do basic math, communicate, negotiate, solve problems, look things up, figure things out, and develop ideas; this human capital is acquired in school, and these skills, knowledge, and abilities help a person get a good job (Blau and Duncan 1967; Becker 1964; Hyman, Wright, and Reed 1975; Sewell and Hauser 1975; Spaeth 1976; Treiman and Terrell 1975). The same skills and abilities shaped by schooling, we argue, improve individual well-being through their effects on objective life conditions and social psychological resources. THE LINKS BETWEEN EDUCATION AND DISTRESS The negative association between education and psychological distress is well documented (Glenn and Weaver 1981; Kessler 1982; Lennon and Rosenfield 1992; Link, Lennon, and Dohrenwend 1993; Mirowsky and Ross 1989, 1995; Pearlin et al. 1981; Ross and Huber 1985; Ross and Mirowsky 1989), but the mechanisms by which education affects well-being are not. Education is rarely the focus of investigation in the sociological study of stress (Pearlin 1989). Instead, it is usually a control variable in research whose focus is on something else. This means that research has not identified the mechanisms by which edu- cation affects psychological well-being. Furthermore, when subjective well-being is measured as satisfaction, researchers find little positive effect of education. This raises the question of whether education’s effect is uni- formly positive. Well-educated persons are not more satisfied with their jobs than the poorly educated (Andrisani 1978; Gordon and Arvey 1975; Glenn and Weaver 1982; Quinn, Staines, and McCullough 1974; Ross and Reskin 1992), and they are not more satisfied with life in general (Pascarella and Terenzini 1991). Some argue that if education does not increase job satisfaction, or satisfaction over- all, maybe it has little real value to the subjec- tive quality of life, since a principal motivation for attaining a high level of formal education in the United States is access to satisfying work (Berg 1971; Quinn and Mandilovitch 1977). We examine the relationship between edu- cation and a variety of indicators of subjective quality of life. We distinguish distress- depression, anxiety, anger, aches and pains, and malaise-from dissatisfaction. Theo- retically, distress results from deprivation, whereas dissatisfaction results from depriva- tion relative to one’s expectations (Mirowsky and Ross 1989). We propose that education improves the subjective quality of life, mea- sured as psychological well-being and distress -measures not confounded by high expecta- tions among the advantaged. If education cor- relates positively with subjective well-being, what explains the association? We focus on two pathways by which education might affect individual well-being: (1) work and economic conditions, which increase personal control and (2) marriage and family conditions, which increase social support. Often educational attainment is used simply as an indicator of socioeconomic status. However, education, income, and work indi- cate different underlying concepts, so we keep the three aspects separate. Schooling indicates the accumulated knowledge, skills, values, and behaviors learned at school, in addition to being a credential that structures employment opportunities. Income and economic hardship indicate economic well-being. Work is pro- ductive activity (paid or not). Further, educa- tion, employment, and economic resources are not on the same causal level. Education is the key to one’s position in the stratification sys- tem; it shapes the likelihood of being em- ployed, the qualities of the job a person can get, and income. Combining variables from different causal levels obscures processes. If education affects psychological well-being, is its effect direct, or is it indirect by way of work or economic resources? Work and Economic Conditions Paid Work. Well-educated people are more likely to be employed and are more likely to be employed full-time (vs. part-time) than are those EDUCATION AND THE SUBJECTIVE QUALITY OF LIFE 277 with little education (U. S. Department of Education 1992). Employment, especially full- time employment, in turn, is associated with higher levels of psychological and physical well-being (Gore and Mangione 1983; Lennon and Rosenfield 1992; Pearlin et al. 1981; Ross and Bird 1994; Verbrugge 1983). Although physical and mental health affect an individual’s likelihood of being employed, the positive asso- ciation between well-being and employment is not simply due to the selection of healthy people into the work force (Kessler, House, and Turner 1987; Ross and Mirowsky 1995). Nonalienated Work. We expect that educa- tion gives people access to nonalienated work that involves a variety of tasks, nonroutine work, and the chance for continued learning and development, which decreases distress. In nonalienated work, workers control the labor process; they have the chance to use their skills in the design and implementation of the work. Nonroutine work gives people the free- dom to use thought and independent judgment in doing different things in different ways rather than doing the same thing in the same way in a process designed and controlled by others. Skilled work gives people the chance to learn new things and develop as a person through work. Together, creative, nonroutine, independent work that gives a person control over the labor process, and work that is intrin- sic to a person’s development not external to it, are the essence of nonalienated labor. Kohn and colleagues find that control over the work process, rather than ownership of the means of production or control over the labor of others, is most important to psychological functioning (Kohn 1976; Kohn and Schooler 1982; Kohn et al. 1990). We expect that the work done by well- educated people is less alienated than that done by the poorly educated, and that this work decreases distress. However, the evi- dence as to whether work characteristics explain some of the effect of education on psy- chological well-being is mixed. Lennon (1994) finds that the effect of education on depression is explained when work condi- tions-autonomy, time pressure, responsibili- ty, interruptions, physical effort, and routine- are added. Link and colleagues (1993) find that education’s impact on psychological well- being works largely through giving individu- als access to jobs involving direction, control, and planning. However, others find that the effect of education on distress remains unchanged with adjustment for job control and other occupational characteristics (Kessler 1982; Lennon and Rosenfield 1992). Economic Resources. Low levels of educa- tion increase economic hardship. Individuals with low levels of education have lower incomes than those with high levels of educa- tion (Sewell and Hauser 1975), in part because they are less likely to be employed, and if employed, more likely to hold low-level jobs. Low levels of education further deprive people of the problem-solving resources needed to cope with the stresses of economic hardship. Ross and Huber (1985) find a synergistic effect on economic hardship of low education and low income, each making the effect of the other worse. Hardship increases psychological distress; the chronic strain of struggling to pay the bills and to feed and clothe the children takes its toll, often in feelings of depression and malaise (Pearlin et al. 1981; Ross and Huber 1985). Marriage and Family Composition Marital Status. Evidence that education is positively associated with marriage is some- what mixed and indirect. The well educated are less likely to divorce, probably due to the fact that they marry later and do so under more favorable economic conditions (Glick 1984; Houseknecht and Spanier 1980). Education is negatively associated with widowhood, too, since men and women choose partners with similar levels of education (Kalmijn 1991; Qian and Preston 1993), and well-educated people live longer than those with lower levels of education (Rogot, Sorlie, and Johnson 1992). Although education is negatively asso- ciated with marital dissolution, either through divorce or widowhood, it is also negatively associated with marrying in the first place, especially for some groups. Education decreases the probability of ever marrying among Whites, while highly educated Blacks are more likely to marry than Blacks with lower levels of education (Bennett, Bloom, and Craig 1989). Women with high levels of education are more likely to postpone mar- riage, not to remarry after divorce, and never marry in the first place than are women with lower levels of education; and women who fail to marry in young adulthood attain a higher 278 JOURNAL OF HEALTH AND SOCIAL BEHAVIOR level of education than those who do marry (McLanahan and Casper 1994). All told, how- ever, well-educated women and men are more likely to be currently married than those with- out high school degrees (Qian and Preston 1993). Overall, married people and those who live with partners are healthier and happier than those who are single, divorced, or widowed (Waite 1995). Married people have higher lev- els of physical and psychological well-being than do unmarried people (Gove, Hughes, and Style 1983; Ross, Mirowsky, and Goldsteen 1990; Ross 1995). If marriage has any nega- tive effects on well-being, it may be due to child care responsibilities, which fall dispro- portionately on women. People with children at home do not have higher levels of psycho- logical well-being than nonparents (Gore and Mangione 1983; Kessler and McRae 1982; McLanahan and Adams 1987). In many instances, parents-especially mothers-are more psychologically distressed than non- parents (Gove and Geerken 1977; Pearlin 1975). Most of the stress of children in the home is due to economic strains, excessive child care responsibilities, and difficulties arranging child care while parents are at work (Ross and Huber 1985; Ross and Mirowsky 1988). Since children often accompany mar- riage, the effect of marriage on well-being may not be uniformly positive. However, the well educated may get the benefits of mar- riage, without the stress associated with chil- dren, since well-educated women have fewer children than poorly educated women. Women with high levels of education are more likely to remain childless, to postpone having chil- dren, and to have fewer children than are those with lower levels of education (Bloom and Trussel 1984; Rindfuss, Morgan, and Swice- good 1984; Veevers 1979). Since men and women tend to choose partners with similar levels of education (Kalmijn 1991; Qian and Preston 1993), well-educated men have fewer children, too. Social-Psychological Resources Sense of Control. Belief in personal control is a learned, generalized expectation that out- comes are contingent on one’s own choices and actions (Mirowsky and Ross 1989; Rotter 1966). The sense of powerlessness, the oppo- site, is the belief that one’s actions do not affect outcomes. It is the main form of subjec- tive alienation (Seeman 1959, 1983). Education correlates positively with the sense of control, and the sense of personal control mediates a large part of the negative associa- tion between education and distress (Mirow- sky and Ross 1989; Ross and Mirowsky 1989). The well educated have higher person- al control than the poorly educated, even adjusting for employment, job autonomy, earnings, minority status, age, marital status, sex, and household work (Bird and Ross 1993; Ross and Mirowsky 1992). People with high levels of personal control have low levels of psychological distress (Aneshensel 1992; Gecas 1989; Mirowsky and Ross 1986; Pearlin et al. 1981; Wheaton 1980, 1983), and perceived control over both good and bad outcomes correlates negatively with depression (Krause and Stryker 1984; Mirowsky and Ross 1990). High personal con- trol helps people cope actively and flexibly, to avoid problems and to prepare for those that cannot be avoided (Mirowsky and Ross 1989; Turner and Noh 1983; Wheaton 1983). In con- trast, the sense of powerlessness is demoraliz- ing in itself and interferes with active problem- solving. Social Support. Social support is the com- mitment, caring, advice, and aid provided in personal relationships, the sense of being cared for and loved, esteemed and valued as a person, and part of a network of communica- tion and obligation (Kaplan, Robbins, and Martin 1983). Little research has examined the social determinants of support. Education may provide social support by giving people access to multiple roles with independent social net- works which boost the potential for supportive relationships (Walker, Wasserman, and Wellman 1993). Education may also help peo- ple maintain supportive relationships with oth- ers directly by way of increased flexibility in dealing with problems, the ability to negotiate and compromise, and to see more than one side of an issue; and indirectly by reducing stressors of unemployment, poverty, and eco- nomic hardship which strain interpersonal relationships (Atkinson, Liem, and Liem 1986; Gore 1978). Ross and Mirowsky (1989) find that the well educated have higher levels of support than the poorly educated, but few other studies have examined the association between education and social support. EDUCATION AND THE SUBJECTIVE QUALITY OF LIFE 279 Low levels of social support, especially emotional support, are associated with psycho- logical distress, including depression and anx- iety, and poor health (Gerstel, Riessman, and Rosenfield 1985; House, Landis, and Um- berson 1988; Kessler and McLeod 1985). Social support reduces distress directly and it interacts with stressful life events and situa- tions, buffering their negative effect (Wheaton 1983). Summary of Proposed Mechanisms by Which Education Affects Distress We propose that education gives people access to nonalienated paid work and eco- nomic resources that increase the sense of personal control, and that education gives peo- ple access to stable social relationships, espe- cially marriage, that increase social support. Through these processes, we hypothesize, education affects subjective quality of life. SAMPLES We use two representative national samples. With these we will replicate regression analy- ses in order to strengthen confidence in our results, distinguish robust findings from sample-specific ones, and comprehensively measure distress and dissatisfaction in two years. The first is the Aging, Status, and the Sense of Control (ASOC) survey. It is a 1995 telephone survey of a national probability sample of U. S. households. Respondents were selected using a prescreened random-digit dialing method that increases the rate of con- tacting eligible numbers (or decreases the rate of contacting business and nonworking num- bers) and decreases standard errors compared to the standard Mitofsky-Waksberg method while producing a sample with the same demographic profile (Lund and Wright 1994; Waksberg 1978). The ASOC survey has two subsamples, designed to produce an 80 percent oversample of persons age 60 and older. The survey was limited to English-speaking adults. The main sample draws from all households; the oversample draws only from households with one or more seniors. In the main sample, the adult (18 or older) with the most recent birthday was selected as respondent.

Oedipus the King and Alienation

Alienation is the process of becoming a separate part of the society; this is connected to the social side of life. It leaves one with a feeling of loneliness, which can either be mental or physical. As a result, characters in this instance become alienated from the world they live in. Three examples of characters who suffer from alienation are Oedipus from the play Oedipus the King, â€Å"the monster† from the novel Frankenstein, and Hamlet in the play Hamlet. These three characters go through the several stages of alienation to relieve themselves from the feeling of loneliness.The stages of alienation include initiation, journey, suffering, and reconciliation. Initiation is an examination of oneself to decide the steps of changing out of alienation. Journey is the process in which the alienated one goes through different steps, mentally or emotionally, from one experience to the next. Suffering is the pain or distress that alienation causes. Reconciliation is the last step i n alienation that reunites the alienated one with their society, peers, or even loved ones.In the play Oedipus the King, by Sophocles, Oedipus is alienated from the city of Thebes because he kills his own father and commits incest with his own mother. The city of Thebes was under a plague until the murderer of King Laius was found. Oedipus becomes the new King after the death of Laius and begins his search for the murderer. Oedipus searches for Tiresias, the blind prophet. When he gets to Tiresias he asks him what he knows about the murder. Tiresias responds by telling Oedipus the truth brings him nothing except pain.He continues to refuse to tell Oedipus what he sees. Oedipus gets mad at the old prophet and begins to accuse him of the murder of the King. This angers Tiresias and he tells the truth that he has discovered that Oedipus himself is the murderer of Laius. Tiresias says â€Å"he'll be revealed a brother and a father to his children in his house, husband and son to her wh o gave him birth; wife-sharer and the killer of his father† (Sophocles 74). Oedipus of course denies these accusations against him and in return he accuses Tiresias and Creon of plotting against him and leaves them.Oedipus ends up finding out from a shepherd that his real parents are not his biological parents. The original shepherd who took Oedipus in as a child, learned of his fate, that Oedipus would kill his father and marry his mother. He decided it was best to pass the young boy onto another shepherd in the next city over, Corinth. He expected if Oedipus was in a foreign city that his fate would not come true. Oedipus realizes who he is and who his parents are. The last words Oedipus mother says to him were â€Å"to live where time allows, and have a better life than the man who fathered you† (Sophocles 89).His mother ends up killing herself and Oedipus takes the pins from her robes and stabs his eyes out, he then is alienated from the city of Thebes. Oedipus is v ery much alienated from his society, friends, and family. Oedipus initiation is himself trying to find out the real story behind the murder of the King. His journey is the steps he learns along the way that build up to him discovering who he actually is. It was a long journey for Oedipus in which his fate caught up to him just like Tiresias says, â€Å"Oedipus' cloud of darkness is inescapable, unspeakable, unstoppable, driven by cruel winds† (Sophocles 49).Oedipus suffers from the fact that he not only killed his father, but married his own mother. He also looks like a liar to the entire city of Thebes, as they trusted him to find the murderer so they could be saved. At the end, Oedipus is reconciled with the truth and decides to stab his eyes. Oedipus is the classical example of a tragic hero who also shows the reality of fate and alienation. In the novel Frankenstein, by Mary Shelley the monster is alienated from the world. The story begins with Captain Robert Walton saili ng to the North Pole. His boat gets stuck hundreds of miles from land in sheets of ice.He decides to write a letter to his sister back in England and he talks about how he wants a male friend to keep him company on the boat. Walton then runs into Victor, a very strange man to say the least. Victor talks about his life to Walton and explains about this creature he made out of human corpses. Back in Geneva, Victor’s hometown, his brother is murdered. The house servant, Justine, is accused of the murder of William. Victor realizes the monster he made is the murderer and Justine is in fact innocent. Victor decides to go on a trip to the Swiss Alps to sleep and relax.Victor ends up running into the monster. The monster tells him a sad story about how he was alienated from the world and how he killed the boy out of revenge. The monster is mad that he was made alone and has no friends. He talks about how he has a miserable life. The monster says â€Å"I, the miserable and the aband oned, am an abortion, to be spurned at, and kicked, and trampled on† (Shelley 67). He explains a story about how a family of cottagers gave him hope that he would soon find compassion. They ended up deserting him and driving him away and this was his last chance to connect with society.â€Å"I am alone and miserable: man will not associate with me; but one as deformed and horrible as myself would not deny herself to me. My companion must be of the same species and have the same defects. This being you must create† (Shelley 143). The monster asks Victor to create a female friend for him. After a lot of convincing, Victor decides to do it. Victor ends up killing his attempt at a monster figuring that the first monster is tricking him so that they can destroy man kind. Victor returns to Geneva to marry Elizabeth and he then remembers the promise of how the monster wanted to be with him on his wedding night.The night of the wedding the monster ends up killing Elizabeth and Victor's father passes away from all of the grief. The monster wanted the revenge on Victor for not creating him a companion. Victor ends up chasing the monster down but the story ends with Victor dying and the monster crying over Victor's dead body. The monster then says he has nothing to live for and goes off to die. Before he goes off, the monster says â€Å"Was there no injustice in this? Am I to be thought the only criminal, when all human kind sinned against me† (Shelley 197).The monster suffers alienation because his maker left him alone with a miserable life. He has no compassion for anything and has no companion to spend his time with. The monster tries to get over alienation by getting revenge on the people who do not help him. His initiation is explaining his story and loneliness to Victor. The monsters journey is the story of his life without compassion, a companion, or anyone to look out for him. He suffers from being lied to a lot and gets revenge by killing peo ple. At the end he realized Victor was the best thing going for him and regrets revenging him, this is the monsters reconciliation.In the play Hamlet, by Shakespeare, Hamlet is alienated from society, but more importantly from his own family. Hamlet returns home from college to discover that his father, who is also the King, has been murdered. Hamlet’s mother and uncle are now dating, just a few days after his father’s death. I believe the first person to alienate Hamlet is Gertrude. The one person Hamlet would least ever expect to do this to him, his own mother. She has not grieved at all over her husband’s death and has completely ignored Hamlet's feelings about the situation. She ends up marrying Claudius, who was her husband’s brother, and soon to be found murderer.Since Claudius marries Gertrude he is the new King, this strongly angers Hamlet. Gertrude does not even see why her son is so angry about the situation. These are two examples that show how Hamlet's family members alienated him. Then Hamlet catches Claudius and Polonius spying on him, this frustrates Hamlet extremely. Claudius murdered Hamlet's father and Hamlet is out to prove it. Procrastination stops Hamlet from taking actions into his own hands towards Claudius and this causes problems within the family. Hamlets own two best friends, Rosencrantz and Guildenstern, are even sent just to spy on him and watch him for Claudius.Hamlet does not know who to tell about the murder so thoughts of suicide posses his mind. He says â€Å"I am myself indifferent honest, but yet I could accuse me of such things that it were better my mother had not borne me† (Shakespeare 146). Hamlet is feeling helpless and unaware of what to do about his father’s murder. It only makes it worse on him that he has no parents to talk to about the situation. He has thoughts of killing Claudius but he can not tell his mother, Claudius, Polonius, or Ophelia about his plot to kill Claudiu s.Hamlet feels like he is trapped, he says â€Å"Denmark's a prison† (Shakespeare 112). He can speak to no one just as if he were a prisoner in jail. Not having the ability of talking to others for help about situations leaves one with a feeling of alienation. Ophelia also experiences alienation. She experiences hers through Hamlet. Ophelia ends up killing herself though, unlike Hamlet. Gertrude blames Ophelia for the way Hamlet was acting and and says: â€Å"For your part, Ophelia, I do wish that your good beauties be the happy cause for Hamlet's madness† (Shakespeare 140).The queen has a guilt complex and always has to blame someone; she rests the guilt of Hamlets madness on the shoulders of Ophelia. Hamlet and Ophelia both suffer from alienation. Hamlet has no one to talk to about his whole situation and is forced to feel alienated about it all. He has to figure everything out himself and prove himself right. He is a very strong character and makes it through to pro ve his point. Hamlet and Ophelia suffer from alienation throughout Shakespeare's play, Hamlet. Hamlet and Laertes are spied on by Claudius and Polonius so that Claudius is kept safe.Gertrude also blames Ophelia for Hamlet's insanity and as a result of the alienation; Hamlet and Ophelia meet a tragic end. These three characters discussed, Oedipus, the monster, and Hamlet, all suffer from various forms of character alienation. All three of them suffer through the stages of alienation: initiation, journey, suffering and reconciliation. In this sense, they are all similar. They also differ in their alienations. Oedipus is not alienated until then end, until his fate unfolds. The monster has been alienated his whole entire life and therefore takes it out by revenging on people.Hamlet is alienated when he comes home from college and discovers his father has been murdered. Over time Hamlet reconciles and proves himself right, reviving from alienation. Oedipus and the monster never recover from alienation. All of these are examples of characters who have been alienated by different ways. In the end though, fate will always catch up rather it be positive, in Hamlets case, or negative, in Oedipus'. These characters initiated, went for the journey, suffered the pain and they reconciled, all because of alienation.

Promoting Innovation and Change Essay Example | Topics and Well Written Essays - 1500 words

Promoting Innovation and Change - Essay Example Metcash corporate motto is "the Champion of the Independent Retailer" (see company website) and it actions support this, servicing over 4500, independent stores. It's own franchised IGA stores reached 1,100 in number by 2003 and today numbers around 1,400, Stephen McMahon (2006). That number continues to grow. The company assists these businesses by providing a range of services, including 24-hour retail system support, in-store training, refurbishment, equipment, and via the creation of a specialist service team network. The company is also involved with refurbishing and building new sites, equipment and development services. In 2003 Metcash extended its core store format by introducing the Supa IGA, Sydney Morning Herald, (October 2003). These are mainly situated across the eastern states and have are the redevelopment of 138 stores. They include petrol stations that offer customer discounts and keep up the company's competitive edge with Woolworth's and other supermarket competitors. In consort with the retail side, Metcash has continued to develop the wholesale side of the business, culminating in 2006 when it formed an alliance with the New Zealand supermarket group Foodstuffs, creating a unique buying group with a joint budget of over 15 billion, Australian Financial Review (March 2006) Technology Metcash has not forgotten the operational side of the business either. In March 2006 the Company announced that it would spend millions on a new and up to the minute ERP6 system. It will also extend its Voicepick warehouse management platform technology, The Australian Financial Review (2006). The Company deny that this was a cost saving exercise. Challenges However this is expansion is not happening without challenges. Because of its high-profile position and challenge to other groups in the industry, Metcash has needed to protect its own

Personal Development, Self-Management and Reflection Essay

Personal Development, Self-Management and Reflection - Essay Example Introduction Part 1: Self-Evaluation, Essential Skills As described by the Applied Personal and Professional Development Module, a skill is something one can learn, and then develop with further practice, reflection and refinement. While talent is something people are born with, skills are learned throughout the course of one’s life, and then further refined down the road. An individual talented in a certain field can quite easily excel there in no time flat, and may in fact go on to dominate that field completely. Both of these are definitely assets in any field, and HE training is no exception. Given proper training, even an otherwise unremarkable individual can surpass someone who is talented but lazy. Former US President Calvin Coolidge (n.d.) said it best when he said that ‘nothing in the world can take the place of persistence’, and that nothing is more common than someone who is talented yet unsuccessful. And in this regard, I for one am proud to say that w hile my own talent may yet be questioned, my persistence and drive have always been beyond reproach. Not only do I possess ample quantities of persistence and determination, I can also say that I have other virtues such as determination and commitment in spades. As I’m sure I’ve displayed at various points throughout the course, I’ve consistently remained on task no matter what happened, and rarely ever coasted. On the flip side, my time management leaves a lot to be desired, and I may not always be objective when it comes to self-evaluation – that is, at times I tend to either deemphasize or overemphasize my achievements. Procrastination is also another habitual problem for me, especially since I often find it hard to get anything done without a healthy (sometimes even beyond healthy) amount of time pressure to get my heart racing. And as for technical skills, I possess the skills highlighted by Steven and Fallows (1998) as being among the most important , such as skills in problem-solving, planning, and communication. These are said to be among the most important of all. All other important skills one will use in his school life as well as his career are rooted on these. Part 2: Action Plan One of my shortcomings when it comes to academic skills is the use of Information and Communication Technology (ICT) in general, something cited by the UK Department for Employment and Learning (2011) to be among the essential skills for adults. As stated by its spokesperson Deidre McGill, the literacy and numeracy problems experienced by some adults have prevented them from reaching their full potential – which is exactly why they are problems within myself that need to be addressed the most. This being the case, I intend to sharpen my proficiency in making use of ICT, and am willing to take related crash courses should the need arise. Aside from this, I myself admit that I have some problems where information handling is concerned. Shei la Corrall (1998) of the University of Reading defines this as a set of skills including information sources, evaluation criteria, navigation methods, manipulation techniques and presentation issues – which is to say that I have difficulty at times in discerning which particular bits of information should be given greater emphasis, and how best to present them. That

MANAGEMENT DECISION MAKING Essay Example | Topics and Well Written Essays - 3000 words

MANAGEMENT DECISION MAKING - Essay Example To harmonize the shareholders’ activities and achieve optimum perspectives within the organization, there exists need for exceptional attention towards strategy of group decision-making. For instance, the personnel must adopt a broader and a more dynamic perspective to enable the full integration of all functions of the organization. Further, the strategies of group decision-making need to designate the collection of lasting goals and objectives concerning the organization’s staff members. The strategies must put in place the modalities to ensure that goals set are achievable. Moreover, necessary resources to guarantee the organizational structure, culture, and value alongside the utilization of personnel to fulfill the organization’s objectives should remain implemented. (Emanoil and Nicoleta, 2013, p. 1526). In the recent past, the decision-making process in CCHT slightly improved. Despite this step, the CCHT management is seemingly not fully involved in the decision-making process, and the situation is bringing up confusion as notable consultant partners seem to make unilateral decisions that run the hospital. Delivery of the health care services in CCHT hospital often remains confined in a situation of inefficiencies and resentment. Therefore, it is imperative to consider an integrated form of group decision-making to ensure smooth and coordinated running of the hospital’s functions. A shared understanding is crucial to ensure effective collaboration of the health care practitioners. In order to integrate an understanding among a diverse group of individuals, there is a need for heterogeneity of the work group to remain effected. (Bittner and Leimeister, 2014, p, 111). The report has a foremost objective of enhancing identification of group-decision makers among the health care professionals. During setting up of a group, confidence of

HUM RELIGION WK2 DQ 1 Essay Example | Topics and Well Written Essays - 250 words

HUM RELIGION WK2 DQ 1 - Essay Example Aboriginal religion was for instance described one where the religious and profane aspects were the same thing, scholars, such as Durkheim, who was the first to carry out an in-depth study on their religion, often misunderstood it (Charlesworth, n.d). Such include practices involving activities such human sacrifice as well was certain forms of body mutilation practiced by indigenous cultures. Many, however, were just results of colonial influence, for instance, in many parts of east Africa, the British made it conditional for one to be a Christian before they could be given formal education this way many Africans were forced to abandon their original cultures. Trade was another avenue, through which western religion was spread, moreover, the Spanish conquistadors and explorers forced the original inhabitants such as Mayans to abandon their religious practices which included live human sacrifices on their temples. As a result, many of the ingenious religions either disappeared altogether or became morphed and incorporated several aspects of Christianity or Islam in them so they could conform. Early missionaries also made Christianity look more indigenous by translating the bible into different African languages such as Swahili. Africans, for example have incorporated aspects of their religious traditions such as beating of traditional drums as part of the convectional western style Christian services. Indeed, Christianity and Islam has been part of African religion so long they are considered partly ingenious to the

ENG TOPIC IN LITERATURE DB 3 Essay Example | Topics and Well Written Essays - 1000 words

ENG TOPIC IN LITERATURE DB 3 - Essay Example Mother was among the group of ladies, talking to her friend the only other coloured lady, wife of the junior clerk in the company where my father worked. She was young, and married only a couple of years ago. In the absence of her friend, during earlier occassions, I had seen mother sit on the periphery of the group, participating attentively in the general conversation, but not uttering a word. She preferred not to draw attention to herself, and was also afraid to speak in case her words were misunderstood. At home also, mother was a quiet lady, doing her chores, and running her home business of preserves and pickles, in a calm and mild manner. She also cared for my aging grand-mother as best as she could, though grandma took it all for granted. Grandmother expected her daughter-in-law: my mother to do the needful and much more also, like she herself had looked after my grandfather’s mother in her old age. Grandfather had helped her with the domestic work and lightened her du ties, as he was grateful that his mother was being accommodated in their home. But grandmother chose not to remember this fact. Mother ws keen to bring me up to be a fine, young woman whom she could be proud of. In that direction, she would teach me various skills in housekeeping, help me to be regular with my school work, and she expected me to behave well under all circumstances. I had been close to my mother as her only child, and being a girl had needed her presence in all aspects of my life. During my childhood days, I rushed home from school to greet her, and again in the evening after playing with my friends. Our feelings were mutual, and we shared a warm bond between us. I could sense sometimes in mother a requirement for understanding and friendship from my father, who generally maintained his distance from both my mother and myself,

What is good education Essay Example | Topics and Well Written Essays - 500 words

What is good education - Essay Example Good education is something that inculcates concepts in the students rather than making them cram a certain volume for a certain piece of time and then forget that after the exam. In conventional practice, a lot of countries have such educational systems in place that heavily draw upon the students’ ability to cram. Thus, students who have greater ability to cram are more qualified to excel as compared to others whose short-term memory is not equally fine. In the long run, the fundamental purpose of education is acquainting people with knowledge. People cannot be expected to contribute to the development of knowledge unless they have robust concepts about the existing knowledge. In order to be applicable upon a wider audience, it is imperative that education is cost effective. Education can be made cost effective by adopting cheap means of delivery. Quality education has become unattainable for many people simply because they cannot make it to the colleges. Either the colleges are too far away or else, renting a hostel makes the people go out of budget. Even if some manage to afford the hostel expenses, they may not be able to adjust in the hostel environment and consequentially, their academic performance may decline. Hence, virtual education is a big step ahead in the way of improving the quality of education. Virtual education can also be considered as good education because it obviates the need for the educators to arrange rooms to teach the students in.

Was the Cultural Revolution 'Mao's Revolution' Essay

Was the Cultural Revolution 'Mao's Revolution' - Essay Example This revolution has been named sometimes as Mao’s Revolution owing to the fact that Mao Zedong was the initiator of this revolution and ruled the country through this period (Macfarquhar & Schoenhals 2006). The Cultural Revolution is correctly referred to as the Mao’s Revolution because it was Zedong who started this revolution and he used his tactics to commence this revolution to attain back his power and strength in the Chinese Communist Party. Mao rose to power mainly following the Second World War. He headed the Chinese Communist Party and he was a strict follower of Communism. Zedong was the one who declared the formation of the People’s Republic of China in 1949. The failure of the Great Leap Forward which was a program put forward by Zedong persuaded him to come up with a better strategy to make his stand more powerful in the party. The Great Leap Forward was a step to improve the agricultural and industrial sector of China but it had rather produced a ne gative result by leading to famine and the loss of many lives. Losses were also faced in both the industrial and agricultural sector. This produced a setback in the political career of Zedong. Liu Shaoqi and his lieutenant Deng Xiaoping were given greater importance in the party and this pushed Mao to come up with a new strategy which was the Cultural Revolution (Meisner 1999; Spence 1999). Mao Zedong was of the belief that the Chinese Communist Party had lost its original essence and its principles had been contaminated with the capitalist thoughts and acts. This was another factor which led him to push for the Cultural Revolution. Mao also argued that the society was also losing the communist path and capitalism had started to build its roots in the Chinese Society. He argued that the rich people were living their expensive lifestyles at the expense of the hard work of the poor farmers. He was of the opinion that China was moving back to its class system and thus he assessed that he had to target the younger generation for the commencement of this revolution. Mao believed that the younger generation had not been infiltrated with the capitalist thoughts and manipulation of their thinking in favor of communism would result in bringing about a change and a revolution. This led to the beginning of the Cultural Revolution by the youth in the year 1966. This revolution was thoroughly based on the thoughts and the opinions of Zedong. His personal, as well as political motives, convinced him to start this revolution and thus, it is correctly known as Mao’s Revolution (Meisner 1999; Spence 1999). The students formed groups in the year 1966 beginning from the Beijing University. They were referred to as the Red Guards. They asked for Mao’s signal and when he approved they started functioning on the national level. Millions of supporters joined the Red Guards and their main aim was to teach politicians as well as the other people to let go of capitalist p olicies. In 1966, a mass approval and supporting for Mao was shown in Beijing. This really explained a very important fact that this revolution was more about Mao and his opinions and not about what the Chinese Communist Party considered as a whole. It was initially believed that the functioning of the Red Guards would stay peaceful but this route was not followed for long.  

Role Of A Nursing Faculty Member Essay Example for Free

Role Of A Nursing Faculty Member Essay Introduction The basic role of a nursing faculty member is to teach nursing skills to students effectively. The knowledge, skills and values acquired by the learners must be put into clinical practice. It is therefore the duty of the faculty member to impart practical skills to the students. There has been a debate on the most suitable method of teaching clinical medicine. Most arguments have shown that the effectiveness of the clinical teaching is determined by the end results. Teaching being a skill it requires specialized strategies for its positive desired end results. A faculty should be organized in hierarchy to enable proper allocation of duties; therefore the roles of the faculty member are very diverse and practical. ROLE OF A NURSING FACULTY MEMBER The aim of teaching is equip a student with knowledge and skills that are consumable. A good education program is deemed to be the one is able to satisfy both individual and societal needs. The changes in health care delivery systems, demographic trends, technological advances and developments in higher education influence the competencies needed for professional nursing practice. (Garberson Oermann 2007) The main developments in the teaching of nursing allude to the philosophical perspective in which the program goal and objectives based on the content are developed followed by the teaching evaluation process. The current strategies of teaching nursing focus much on the end results as such there is more focus given to an individual’s needs, learning activities, learning style, which has improved the quality of the end results. In a situation where teaching is based on the end result, the faculty member then should commence the teaching by identifying the end results rather than the intention of the teaching. Some of this en d results expected after the teaching process include knowledge, skills, professional attitudes behavior and values. Good clinical learning activity is achieved by enabling the students to be able to transfer acquired knowledge into real life situations. The knowledge (theory) acquired should be put into practice. Researches geared toward curriculum reforms are very important to a nursing faculty member in order to accommodate the fast changes in health are important. Nurse teachers should focus on giving students tangible skills based on facts. The ability to solve clinical is an important recipe to clinical teaching and learning. Most of the clinical problems require the student to be creative this necessitates the teacher to equip the student with necessary skills on how to solve practical new clinical problems according to the context. Therefore essentially critical and creative skills mind is in order to be abreast with the current challenges in health care that will help one work more effectively in the real life situations. The care services should spread evenly within a particular environment this is in the view that medical has grown to be a very vital service to be offered to people of all calibers in the world. PREPARATION NEED FOR THE ROLE The nursing faculty member and students in academic nursing must choose a healthy learning center to assist in acquisition of practical skills. The teacher therefore is expected to assign duties and responsibilities to the students within a given period of time. A faculty member should put in place different roles important in guiding the students in their learning activities. The major of the teacher is to empower the students with skills within and outside the clinical context that will enhance delivery of quality services to patients. Proper planning of the clinical activities requires a teacher to have more knowledge. A nursing faculty member should be able to organize the students into groups in order to improve the guiding of the cognitive skills that are crucial for problem solving. Typically students’ utilization of resources increases with the implementation of problem-based learning as students are challenged to research answers of learning issues. Resources for information include faculty experts, consultants, text, journal and a computerized data retrieval system as well as field and clinical experience. Lowestein and Bradshaw (2004). The subtler role of a nursing faculty member is to monitor the  Ã‚   learning atmosphere. The students acquire clinical skills positively this nurtures them towards working independently. Research has shown that when one works independently is likely to double the skills in the field specialized (DeYoung, 2003). The outcome of should be able to reflect need oriented especially the needs of the patients should be give priority. Evaluation is a very important criterion for establishing the knowledge and competence acquired by the student. Therefore suitable criteria for evaluation should be established and feedback given appropriately after each evaluation. Problem solving strategy has been found a very helpful learning strategy among students as it gives maximum outcomes. For a nurse to acquire necessary clinical expertise in understanding the multiplicity of factors that interplay in a give situation, the must impart research based techniques in a student. This can be done through giving the student  Ã‚   research tasks to be done especially those relating to patients. The implication here is that the student will have the opportunity to integrate the knowledge learnt with the past and present experiences and use it to solve anything new in future. A faculty member may be involved in clinic care activities in the process of ensuring quality assurance. In this event the teacher is acting as a role model to the students. There are diverse roles of a nursing faculty member among them include: administration, nursing education program course coordination conducting research and serving as a consultant among other functions (Gaberson, Oermann, 2007). Therefore the understanding of situation of clinical learning activities start with proper preparation in the part of the teacher, this is usually achieved by setting goals and objectives to be achieved. The goals and objectives determine the methods to be used in teaching process.   The teacher should be able to evaluate the extent to which a particular student is prepared before being assigned a duty to execute especially when they given a private client to attend to in the assigned clinical duties (Barnum, Karlene Kerfoot, 1995). Conclusion The nursing faculty member should equip the students with theoretical skills that can bring about positive learning process and the desired outcomes. The knowledge imparted on a student should have utilitarian value on an individual, the knowledge should enable them impact their patients positively. The roles that the nursing faculty member does are beneficial to the institution as well as the student. Positively the faculty member gives care services to the patients what might be called in-service function. It should be noted that nursing is a labour intensive activity, which requires commitment, it requires a 24-hour ongoing service and as such individual should be prepared to face this challenges appropriately. References: Arlene J. Lowestein, Martha J. Bradshaw. (2007) Fuszard’s innovative teaching strategies in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   nursing. Jones Bartlett publishers. Barbara Stevens Barnum, Karlene M. Kerfoot (1995). The nurse as executive   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aspen publishers. DeYoung, S. (2003). Teaching strategies for nursing educators. Upper Saddle River, N.J.: Prentice Hall Health. Kathleen B. Gaberson, Marilyn H. Oermann. (2007). Teaching strategies in nursing. Aspen publishers.

Summary and reaction Essay Example for Free

Summary and reaction Essay The writer started his article by describing a group of people called Tuvans, who lives in a remote area in the Republic of Tuva, in Russian Federation. The importance of this group came from the fact that they are speaking Tuvan, a language consider by linguists to be among a group of languages that are considered to be on the edge of extinction because of the low numbers of people that speak it. The earth population speak approximately 7000 languages. Tuvan is among the 3500 small languages that are spoken only by 8. 25 million people in the entire world, which is a very low fraction of the seven billion people who inhabit the earth. On the other hand, seventy eight percent of the earth population are speaking only 85 languages, Mandarin, Spanish, and English are among the top spoken languages on the globe. Linguist predicted that in the next century almost half of the spoken languages may vanish, and at this point more than 1000 languages are considered on the extinction. The writer mentioned the reasons that lead to this languages dilemma. He mentioned the effect of the dominant languages, that controls communications and commerce, on the small one that do not have any defense mechanism, like television or currency, to protect its existence. Because of that the people of Tuva must speak Russian or Chinese if they want to stay in contact with the outside world. The writer then mentioned another endangered languages known as AKA, the native language of AKA people in Plaizi a small village in India. The writer describe its people as a very self-dependent people that produce everything they need in their daily life. The AKA language was protected from outside influence because of the location of the village that makes it very difficult for outsiders to reach it. The authors then described two trends in the field of linguistics. The first one is based on the theory of Noam Chomsky who mentioned that all languages came from one single origin which is fixed in the human genes. The second trend is the increase interest in small endangered languages around the world, and how the field linguists are interested in idiosyncrasies that distinguish each language from the others and the cultural effects on it. There are 85 percent of the needs to be documented in order to understand it, and the main reason for this documentation comes from the fact that each language contains unique human experiences that reveals many aspects of life . The writer declared very important point regarding the loss of any language. His main idea was based on the fact that every language contains a valuable information about the culture and the knowledge that accumulated from generation to generation in this culture. The author gave us another example of vanishing languages which is the Cmiique Itiom, a language used by the Seri in Mexico and how their language contains the knowledge that is important for all humans. Cmiique Itiom managed to preserved its original form without any outside interference . The Seri managed to keep their language untouched mainly because their hostility to the outsiders. Even the modern commodities likes cars the Seri managed to bring it to their culture but they used for it a unique names that merged from their own language so they never used there Spanish names. The writer mentioned a way to preserved the vanishing languages which is to: â€Å"†¦ enshrine it in writing and compile a dictionary. †. He gave an examples for linguists that worked in those kind of projects like David Harrison and Greg Anderson who compiled the first Tuvan- English dictionary. Also, Steve and Cathay Marlett who worked to finish Cmiique Itiom dictionary, but the writer mentioned very important point which is stated in page 86 : â€Å"But saving a language is not something linguists can accomplish, because salvation must come from within. †. The salvation must come from the people who are using this language by teaching it to the next generation, and also by using dictionaries and books to preserve it and keeping it active as long there is something to speak about it. Writer Choices The writer starts his article by using a story as a hook for the readers, to grab their attention for the rest of the article, and he kept telling the readers different stories about the people he met during his travel. The writer also used creative language ,like figurative language which includes metaphor in many places in the article, and he also used compare and contrast in many other places . Numbers was used by the writers to support his main idea, he mentioned a specific numbers related to the languages in the first page. Visuals aid had been used by the writer to illustrate the subject of his article in a very professional way, yet it was very simple and effective, we can see that from the beautiful pictures for all the people that he met during his trip. Reflection on the Reading Process I found the article hard to read at the beginning, but after using SQ4R and reading the article in class for many times it became much easier for me to understand, and this make the whole process of reading very interesting. The language used not always clear, with difficult word as shown below: Nomadic: roaming about from place to place aimlessly, frequently, or without a fixed pattern of movement. Proselytize: to try to persuade people to join a religion, cause, or group. Dwindle: to gradually become smaller. Thatch: to make (a roof) with dried plant material (called thatch). Supplant: to supersede (another) especially by force or treachery. Atelier: a room where an artist works. Propitious: likely to have or produce good results. Reading process included: Skimming and Skamming ,summarize the article and annotate the key points in it, and SQ4R. Reaction Languages is the soul of human civilizations. The connection between the two of them is very similar to the relationship between human soul and body because without the sole the body will surely collapse because humans need their soul to drive the physical body and to keep him from perishing. In contrast, language plays the same role in people collective awareness about their on existence in the society and culture. Language is the invisible glue that hold the culture pieces together, and without this glue everything will collapse. It’s the strong foundation that up hold the society structures and grant it the strength to resist any outside threats. Why the language is so important? Because it’s the memory of the society. This memory is the experiences and knowledge that transferred from generation to generation until it reached this point in time, and no it will very hard to live without our memories. Losing any language would be similar to someone who lost his own memory. The only thing he can do is to embrace a new experiences and knowledge, and to start accumulating new memories about his new life. Unfortunately, it is the same thing for languages, when the people abandon their own language in favor for new ones they will lose their cultural experiences and knowledge. They will eventually lose their own identity that distinguished them from the rest of humans. Finally, losing any language on earth would be a lost for humanity in general because we will lose our diversity that make life on earth interesting . I think life with one color would be very tedious, and for life to be interesting it should contain whole spectrum of color. Spinoff Topics One of the spinoff topics would be a to study the individuals that abandon their own language and how they adopt with their new languages and cultures.

Working in groups vs Individually

Working in groups vs Individually In this essay various aspects of working in a group vs. working individually will be discussed. The idea here will be to study the pros and cons with relation to the particular individual and not to the group of which he is a part. First we will try to understand the dynamics of working in a group vis a vis individual, then understand the various issues involved in working as a part of the group. We would also see as to how those issues will be influencing the person, be it in the positive side or being a hindrance and also support the argument by stating prior personal experiences. Introduction:- Remember last time when you had to do a project, how did you go about doing it? You must have contemplated doing it by many ways. But some thing that comes to mind at the beginning is either individually or in a group. Every body by de facto knows what it is to be individual and perform a task individually, as he is the only person who is doing the task. But what is group and how it is formed and what are the dynamics involved in it is something we are about to discuss below. So what is a group, it may be defined as a collection of several people who come together to do a particular task or goal. And the group dynamics refer to the characteristic of a group behavior and attitude. The basic concern of group dynamics is about the structure formation and functions of the group. In any organization groups are very common entity and hence their dynamics and deep understanding of the group is important in organisational behavior (Kirschner 2009). Group dynamics basically deals with why and how groups are formed and developed. In order to explain the same many theories have been proposed. One classic theory developed by George Homans (1961), states that all groups are basically functioning of their activities, interactions and sentiments. And all the group theories professes that when individual persons share common activities, they get interactions among them and will develop either positive or negative attitudes towards each other. The groups can also be of va rious types based on how and why they are formed, that is basically we may put them in two categories like Formal and Informal groups. Formal Groups are formed to achieve specific organizational requirements such as a command group, tasks group, or functional groups. Where as the informal groups are formed by association of members based on their own interest or social activities. More or less the informal groups are involuntary associations (Mullins 2002). Coming to the main issue of whether or not working in the group is going to be beneficial or not to us will be depending largely on the group structure, which is nothing but the relationships among the members that help and hold the group together in achieving the assigned goals. The structure of the group can be defined in a many ways; common among them would be to take reference to their Size, Norms, Roles And Cohesiveness. Group Size:- A group can be of any size ranging from two persons to a collection of large people, however small groups of size 2 to 10 are considered more efficient in their job performance as it allows active and positive interactions between the groups and also has least chance of negative synergy. Usually large groups involve a lot of confusion and chaos leading to waste of time in deciding which process to be done and who should be doing it. The group size thus not only affects the group participation but also effects the satisfaction of the members. Group Roles:- In case of formal groups the roles and functions of the group members are all assigned as per pre-plan, in which each role will have specific duties and responsibilities to perform. Even though these are predetermined, some times new kind of roles also emerge in between and then it needs to be created and assigned to the already existing roles of the members. And these new roles often will be replacing the existing roles of the members who will be starting to be more assertive and start expressing themselves (Schwarzer 2007). Group Norms:- Mullins (2002) defined A group norm is an assumption or expectation held by group members concerning what kind of behaviour is right or wrong, good or bad, allowed or not allowed, and appropriate or not appropriate. They are the common behavioral patterns which are exhibited by all the members of the group. The basic reason behind the creation of these norms is to facilitate the group survival, and to make the group behavior more predictable and organized. Group Cohesiveness:- The Social interaction is a very common and natural human behaviour. The aspect of group cohesiveness reflects how badly the members of the group want to be together and the bond that exists among them. The amount of group cohesiveness is determined by a lot of factors. By normal conviction, the more difficult to be a group member, the more cohesive that group is considered to be. One more reason when a group tends to get more cohesive is when they are in tense competition from other groups or may be some external threat to their own survival. The basic thumb rule is the groups which are in small size and those which spend more time together tend to be more cohesive. The cohesiveness in work groups has many positives, like increases worker satisfaction, low turnover and absenteeism, thus leading to higher productivity (Argyle 1989). On the other hand high cohesiveness in groups at times may lead to detrimental effects also if the goals of the group are misalign with the organisationa l goals. Higher cohesiveness results in individual pressure on one another to abide to a common conclusion while making decisions, which will lead to a careless judgments and unrealistic appraisals of alternatives (Revenson 2005). After having seen the dynamics of group, we will now understand the issues on which we are going to make a critical analysis of the pros and cons of group work. These issues are like Social support, group norms, peer pressure and conflicts. Social Support:- Social support is nothing but the physical and emotional comfort given and shown by our friends, family and colleagues. This basically is all about knowing that we are all a part of the larger community of people, who care and think for us and are concerned about our well being. And the critical part of this support is that unless the receiver of the support views it a support, the communicative experience or message extended to him would not be considered as support. The social support can be understood in a variety of ways like, assistance or exchanging resources. Peer Pressure:- By peer pressure it refers to the influence or pressure exerted by a peer group in encouraging an individual in changing ones attitudes, values or behavior so that he or she confirms to the group norms. The social groups influenced by the peers include formal groups like political party, trade union or informal groups like a social clique. However a person who is affected by the peer pressure may or may not wish to continue with the group. This would also help persons in finding out if they really belong to the group, which would lead to adverse affects of the groups behavior (Steinberg 2007). Conflict:- A Conflict is a perceived difference of opinion or action of course on any issue. It is usually a dichotomy of actions for a goal to be achieved. It could be a simple intra personal conflict existing in a person or an interpersonal conflict that is appearing between two individuals or a group and an individual. It can also be between one group and another group (Brem 1995). Basically there are three different types of conflicts existing, like go- go situation, where you want to do both the actions, where as you will have a chance to make only one selection. The other two types are go- no go type of conflicts and the third one being -no go- no go type, where you dont want to take either of the decisions but still you want to make one choice. All conflicts in group are because of common resources which by their very nature are limited. By convention all conflicts are not counter productive. A conflict when used and controlled in the right way will be helping a great deal in increasing the productivity of the group. On the other hand, when not handled properly a conflict can have spiraling effect and can bring down an individual dignity and collapse the whole group (Managing Conflict within or between Groups, Australia). Hawthorne Studies:- The term was coined by Henry A. Landsberger (1955) while he was analyzing older experiments from 1924-1932 at the Hawthorne Works (A Western Electric factory outside Chicago). Hawthorne Works had commissioned a study to observe the efficiency of the workers under various stimuli both external and internal, which included physical working environment and also the group structures. Light was one such factor on which the effects were studied, to see if the workers would become more productive in higher or lower levels of light. The workers productivity has improved when changes were made and slumped when the study was concluded. It was observed that the gain in productivity is more due to the fact that they are being observed rather than the actual experiment itself. This Hawthorne effect is a form of reactivity where in subjects improve an aspect of their behavior by being experimentally measured simply in response to the fact that they are being studied and part of social investigatio n, not in response to any particular experimental manipulation. Advantages And Disadvantages:- Having studied the various theoretical aspects on which we are going to critically analyze the advantages and disadvantages, we will now enlist the various experiences both personal and compiled from others. Either the choices whether group or individual has its advantages and disadvantages. An introvert that I am, working alone sometimes is more beneficial to me than in a group. It is admitted that, working in groups has many benefits. With our partners, the project can be finished quicker. For example, when I was studying in university my final project was on Implementation of Stenography using BPCS. We were a group of 4 individuals working on this project and we have assigned different tasks to each person of the group. This has made the division of work more efficient thus accomplishing the task was much easier and faster. This was a good way to improve our knowledge, presentation skills and learn from each other, since every one has a different skill set and ideas to implement. At the same time we had few challenges working as a team, such as one person had he own ideas and would not coincide/compromise with rest of the team and some of us had issue with the time being spent on the project and so on. But at the end of the day we kept our difference away and worked as a team to finish the project successfully. On the other hand working individually also has some different kinds of advantages. The first major advantage that comes to mind is that we can work independent of any other person and dont have to rely on others. While working alone, we have the freedom of using our own methods and work at our own pace and convenience. Working independently gives us the confidence to make our own decisions, based on our experience and expertise on our work. Moreover, we can manage our time and resources better when we work by ourselves. From my experiences of working individually and also in a group, working individual always gave me success and the ability and knowledge to learn new things. As I am an introverted person, I didnt find much joy doing job in a group. However I felt that I was not having any new innovative or divergent ways of working, which other wise would have made me to do a better job by being a part of the group. Lets discuss how working in a group can enrich you individually as a person, while still being a part of the group. Just as said that many hands would make the job easier, we can achieve more as a collection of individuals rather than individually. There are numerous benefits of working as a part of a team, some of them can be stated as below 1. Creativity Every body is born with a different skill sets, knowledge and personal attributes. When in a group different people with different ideas come together and more creative and innovative ideas are generated, which will help us in enriching our knowledge and may be use them for our future endeavors. 2. Satisfaction As a team keeps on interacting more and more they tend to be more cohesive and enjoy the success of one another which leads to a greater satisfaction and team success. 3. Skills No individual is born with all the skills required for doing every thing. So when we are in a team we can make use of the pool of skills from the group for implementing the job more easily. 4. Speed When there is a need to do a big job, it would take a lot of time in finishing it, if everything has to be done by ourselves. However when the same job is performed by a team, there is an advantage of job sharing, and the same job can be assigned to members of the team, where in the job is completed at a much faster pace. For example, if we look at my final year project I mentioned earlier and if I had to do everything myself it would have taken long time, but since we separated the task and worked as a team we could finish it quickly with a great success. Working in a team also has few disadvantages, which are usually hard to see them in our everyday work. When working in a team there will not be any individual losers or winners and no one can be blamed or no one can feel good of having achieved some thing like success. When we have situations where the group consists of only leaders then their team might just not work at all. The worst thing is that the people who are not of a leader type they may be pushed aside by the other members of the team. Leaders would be concentrating on achieving the goal and wont care about helping other team members and socializing with them and wont become a good team. And on top of all these groups would have the conflicts, peer pressure and unnecessary waste of time. Conclusion:- The question of which one has more advantages is only of academic interest as ultimately, the result depends on what is best suited of the type and nature of the job and the individual personality and level of skill required along with all other constraints like time, money and resources available at your hand. Given that you have all the knowledge of above things, we would be able to make a decision which one works better for based on the situation. Though I prefer to work independently, if my job or situation needs me to be part of a group, I am always up for it and willing to be a great team player to contribute to the team success.

dracula summary Essay -- essays research papers

Chapters 13-15 Summary John Seward's diary continues the story, describing how Lucy Westenra and her mother are buried together. Before the funeral, Van Helsing covers the coffin and body with garlic and places a crucifix in Lucy's mouth. He tells a confused Seward that, after the funeral, they must cut off the corpse's head and stuff her mouth with garlic. The next day, however, Van Helsing learns that someone has stolen the crucifix from the body, and he tells Seward that they have to wait before doing anything. Arthur Holmwood (Lord Godalming since his father's death) is heartbroken and turns to Seward for consolation. Looking at Lucy's corpse, he cannot believe that she is really dead. Van Helsing asks Arthur for Lucy's personal papers, hoping that they will give some clue as to the cause of her death. Meanwhile, Mina Murray's diary describes how she and Jonathan Harker are together in London when he sees a tall, fierce man with a black mustache and beard. Jonathan is convinced that it is Count Dracula, grown young and come to England, but he becomes so upset that he slips into a sleep and remembers nothing when he wakes. Mina decides that she must read his Transylvanian diary, for the sake of his health. That night, a telegram informs Mina of Lucy's death. An excerpt from a local paper follows, describing how a number of children have been temporarily abducted in Hampstead Heath (the area where Lucy was buried) by a strange woman whom the children call "the Bloof...

The Value of Coffee Essay -- Personal Narrative Writing

The Value of Coffee I didn’t always enjoy the stuff. I would eat coffee-flavored yogurt and coffee-flavored ice cream, but the actual beverage tasted bitter and crude, and it had incurred my discontent since my first encounter with it at the age of six. An aunt would offer the family coffee every time we went to visit, and she would ask me, â€Å"Do you drink coffee yet?† as if to press me forward, to instill a desire to proceed toward my inevitable destiny of favoring coffee. I ignored her. â€Å"It’s an acquired taste,† some people told me. I saw no reason to force myself to acquire it. It was a July morning in 1999. I was at the University of Bucharest, Romania, for the International Mathematical Olympiad. I waited in line for breakfast, picking up the toast, the pastries, the beverage. What was the drink? There were few possibilities. The previous week, the US and Romanian teams had been training together in the town of Sinaia, and we got some evidence of what comprised the typical meal: cold cuts and cheeses, bread and patà ©s, an entrà ©e of meat, potatoes, perhaps a corn mush, and some boiled vegetables, and assorted desserts; breakfast would be lighter fare. The usual drink was mineral water, the quantity of which suffered a deficiency wholly inappropriate to the heat (my requests of â€Å"mai apa, va rog† were diplomatically ignored —the waiter in Sinaia perhaps thought I was only practicing my language skills); at breakfast, there might be juice, hot chocolate, or strawberry-flavored tea. Thus, when I picked up the glass of dark li quid in Bucharest, I imagined it was tea, or perhaps a thin chocolate. After sitting down in the stifling cafeteria, I naturally approached the drink. It was a shock, a fee... ...per-week quota always gets filled — not because I necessarily crave the drink, but because I periodically feel like I â€Å"should† be buying coffee now — a tradition that has become seamlessly enshrined in my identity. I have nearly mastered the art of drinking coffee precisely twice per week. The value of coffee is mainly symbolic — it serves as a liaison to my vocational and cultural community. People claim to drink coffee because it keeps them awake. That never works for me. If I am drowsy, caffeine makes me drowsy with a headache, at best. It has less consciousness-raising effect for me than does a breath of fresh air. The effect of this substance is not neurochemical; it is psychological. With each long swallow of a steaming brew, I savor the pungent, rich first flavor, the appealingly bitter aftertaste, and the feeling of knowing who and where I am.

Cultural Differences Between the United States and Ukraine Essay

CULTURAL DIFFERENCE BETWEEN UNITED STATES AND UKRAINE The United States of America is a country of many cultures mixed in one. The main reason for this is immigration. It has many religions, many languages spoken, and many ethnic beliefs. Some religions, languages or beliefs, may be more frequently spoken or believed then others, but in general the United States has a wide variety of culture. On the other hand, Ukraine, which is a country much smaller then the United States, has basically one culture which is a unique culture all in its own. They basically have one language, one religion, and one kind of belief system. These two countries vary from one another, at many different aspects of culture, but as much as they differ from one another there are some similarities between both countries. The United States and Ukraine are very different in culture, probably because of the difference in location. The United States is in North America, which is in the northwestern hemisphere, and Ukraine is in southeastern Europe, which is mainly in the northeastern hemisphere. Both these countries have one particular language, which is mostly spoken throughout the land, but these languages very in both the United States and Ukraine. In Ukraine, the official language of the country is Ukrainian. Most of the people in that country speak Ukrainian, but there are some that speak different languages. One language that is spoken a lot in Ukraine is Russian. The main reason for this is b...

Management annotated bibliography Essay

The purpose of this paper is to provide an annotated bibliography of three articles that deal with innovation and strategic management. And will include a review from the author’s perspective on current trends being shaped by innovation and specific aspects of innovation influencing strategic management. Innovation strategy: 4 key tactics of top growth companies The article covers the four practices of successful growth. Finding the next S-curve, lean on customers, think like a designer, and lead the way are the four areas that are focused on. The practice of finding the next S-curve explains that innovation has a time window, and is directly related to revenue. With continuous innovation, a company’s chance of hitting and staying within the window increases dramatically. The practice of lean on customers directly relates to gaining an understanding of the customer. It points out tools to use, such as creating a customer empathy map. Lean on customers creates a lean approach to product innovation. The think like a designer practice involves using innovation to create new options. This includes using Blue Ocean Strategy which is the search for uncontested market space and the business model canvas which is the nine building blocks for business. The lead the way practice involves making innovation a priority and those innovative leaders should be role models. Current innovative companies are used as examples for each practice. These include Amazon, Apple, IBM, and Starbucks (Power, 2014-15). Elements of a successful innovation roadmap This article covers innovation with Rapid Innovation Cycle (RIC). RIC leads to a higher success rate, by showing a repeatable process. It is an  introduction to a work shop. Product, business models, and processes can benefit from this road map. The rapid innovation cycle has four phases. Phase one is define and scope the innovation opportunity, phase two is discover new ideas, phase three develop and design concepts for experimentation, and phase four is demonstrate the innovation through piloting and prototyping. The define phase details the way to define and scope an innovation. This is from the customer’s perspective and saves valuable time and energy. The discovery phase details ways of exploring ideas to solve the issues that came to light in the define phase. The develop phase shows ways of developing the ideas that came from the discovery phase. The demonstrate phase turns the ideas from the development phase into simulations or working prototypes. By following the prescribed roadmap, companies can innovate with little to no waste (Samuel, 2013). Using Global insights to drive local innovation This article shows a strategy to gain innovation by looking at trends and insights on a global level. By learning what trends are emerging and what global consumers behaviors are, provides important insights to meet consumer’s needs. Two important areas to focus on are the customer’s experience and lifestyle focus. The consumer’s overall satisfaction is a key element, and products need to fulfill a wide array of lifestyles and interests. By following and anticipating these trends, companies can focus their innovation efforts to fulfill these needs (Capercini, 2013). Author’s review Innovation is a key factor in any business. With the information age moving and advancing as fast as it is, companies have to be proactive to keep up. Part of strategic management is innovation; this includes having a plan, developing new ways to do business, and new or better products and services. Not paying attention to global as well as local trends could have catastrophic consequences on a business. It is up management to lead the way and be role models. By finding uncontested market space, companies can have the advantage over competitors. References Capercini, R. (2013). Innovation Management.se. Retrieved from http://www.innovationmanagement.se/2014/10/28/using-global-insights-to-drive-local-innovation/ Power, D. (2014-15). Harvard division of continuing education: Professional Development. Retrieved from http://www.dce.harvard.edu/professional/blog/innovation-strategy-4-key-tactics-top-growth-companies Samuel, Dr. P. (2013). Innovation Management.se. Retrieved from http://www.innovationmanagement.se/2014/11/10/elements-of-a-successful-innovation-roadmap/

Home schooling Essay

Home schooled children are argued to have problems concerning their social development. This is expected to happen since their world is perceived to be limited and devoid of contact with children who are also developing like them. It may be a surprise to many but it is not true and there are several reasons that are primarily empirical proofs to the issue. The following are compelling evidences that there is no such thing as social development problems that accompany home schooled children. The issue on social development lies on the premise that social skills and emotional intelligence have a lot to do with successful adjustment and better if not excellent performance in academics and much later in the workplace. Social adjustment then is a key component in the much heralded findings on emotional intelligence’s quotient (EI or EQ) superiority over intelligence quotient (traditionally known standard of measurement). In addition, the rationale for home schooling is more than protecting the child from the more negative influences that are in the current educational systems today; believers of the home school paradigm look forward to developing lifelong learners who are better catalysts in the ever-changing world we live in. What can be more compelling are independent studies advanced and done by Shyers, Seligman, Adams and Smedley whose works have been either intentionally overlooked rather by those educators and policymakers who refused to have their perceptions changed or could not simply afford the change to occur. Seligman is known for his treatise on â€Å"optimism† as a concept that defines and describes the kind of child who has an edge in the harsh realities of the school and the environment as a whole which must be seen developing in a child (Bunday, 2006). Schools churn out children who must have high self-esteem for them to succeed, but ironically, it has become eluded the school and the children. Optimism is only built within the child through the parental oversight rather than a school’s primary task hence, home schooling can be deduced as better at it than the traditional venue. Socialization if we take time to think about it has something to do with maturity and the ability to understand other people and have the sensitivity to look at others in their respective contexts which in essence adults with experience and wisdom can do and can train or convey to their children in a personal way. Not so with a bigger and more impersonal school system (Bunday, 2006). Adams wrote about the better way which is biblical approach of training children and home is the foundational avenue to instill these values of respect, cooperation and consideration of others (Bunday, 2006). Shyers in a well-researched thesis did a comparative study on the traditional and home school set up employing the Piers-Harris Children’s Self-Concept Scale to measure self-esteem showing that there is not a significant difference between the results of the two groups (Shyers, 2009). The implications simply reveal of the home school landscape that defies the kind of training deemed only to be received or provided by the school system; a picture of children in the area of socialization and their abilities to see themselves among difference kinds of people and situations regardless of whether they come from the traditional or home schooled way (Bunday, 2006). Lastly, Smedley discussed in his seminal work focused on daily living, communication and socialization skills as items of interest and found out that home schooled children scored higher with percentile at 84 in comparison to the percentile of 27 on the traditionally schooled children. Smedley used the Vineland Adaptive Behavior Scales which is a standardized tool or instrument in his study. Conclusions in the study are obviously clear: home schooling is better at the main issue posited by most opponents on the system (Bunday, 2006). Therefore, socialization is not impossible with home schooling and cannot be levelled at those who choose to have their children trained to learn life skills at home. Reference: Bunday, Karl 2006. Socialization: A Great Reason Not to Go to School. Accessed May 7, 2009 at http://learninfreedom. org/socialization. html Shyers, Larry E (2009). Comparison of Social Adjustment Between Home and Traditionally Schooled Students. DA9304052, from UMI, 1 (800) 521-3042. )

Citation and European Industrial Relations

If I commit plagiarism unintentionally, it's not my fault and I won't face sanctions as I didn't copy someone else's work on purpose. Answer | Selected Answer: | False| Correct Answer: | False| | Only one of the following statements is accurate – which one is it? Answer | Selected Answer:| I used an article found on the internet for my assignment. I attributed the authors name and year of publication in my essay and added the full bibliographic details, including the date accessed, to my bibliography. | | What citation/referencing style are you required to use in assignments submitted as part of your UCD course?Answer | Selected Answer:| Harvard| | In your bibliography when listing a printed journal article, which of the following do you need to include? (Select all correct answers). Correct Answers:| Title of the article Author's name Volume/issue number of journal Title of the journal| â€Å"To adapt, appropriate, or alter the wording of (a saying or quotation) or the words of (an author or speaker) to suit one's own purpose† – Oxford English Dictionary Online (draft revision June 2006), available online [accessed 26th August 2008]. Paraphrasing allows you to allude to another’s work in your own assignments.When paraphrasing another’s work, you are required to acknowledge you are using another’s ideas to illustrate a point, and cite from where the information is sourced. When writing up my project if I change a few words with a section of text I don't have to cite it, because I have paraphrased it. Answer | Selected Answer: | False| | How do you properly â€Å"cite† the source of facts or information you've paraphrased? Check all the boxes to indicate exactly what you need to do to properly cite your sources, using the following webpage for further elp. Correct Answers:| Put an in-text reference i. e. (Author name date: page number) at the end of each sentence that contains new information from the source. Add the bibliographic information for the source (author, title, etc. ) to the reference list at the end of your paper| Quotation marks are used when directly reproducing another person’s words. They are generally used when: * The exact words are relevant to your arguments * Something is expressed in a unique way * Rewriting could cause loss of impactHow do you properly â€Å"cite† a short direct quotation of a few words in the main body of an assignment? Check all the boxes that are needed to properly cite the source of the direct quotation. Correct Answers:| Put quotation marks around the passage Put an in-text reference i. e. (Author surname, year of publication, page number) after the final quotation mark Add the bibliographic information for the source (author, title, etc. ) to the reference list at the end of your paper| Q8 How do you properly â€Å"cite† a direct quotation of a few sentences in the main body of an assignment?Check all the boxes that are neede d to properly cite the source of the direct quotation. Correct Answers:| Indent from the left-hand side of the page Type in single line spacing Acknowledge the source of the quotation by inserting the author's surname, year of publication and page number Add the bibliographic information for the source (author, title etc) to the reference list at the end of your paper| An annual report (whether in print or electronic) is defined as a â€Å"report on an incorporated company's affairs that must be sent to shareholders after the end of the financial year.Such reports contain an audited statement of the company's affairs as well as reports from the management of the company†. (From ‘The Handbook of International Terms in Economics and Business, electronic resource, accessed 30 Sept 2009)Which of the below statements is true? Answer | Selected Answer:| An annual report contains information in the same way as any other source to which you refer in your work and anything used needs to be acknowledged. | | The Web has become a popular source of information for student papers.To avoid plagiarising these sources, follow the same guidelines as print sources. Which of the following would be true of information you find on the World Wide Web or the Internet? Tick all the boxes that apply. Answer | Selected Answers: | Taking small pieces of information from the Internet and using it as my own work or in my assignments without acknowledging its source is plagiarism. I can quote from information I find on the internet or the web for my assignments as long as I acknowledge where the information came from and correctly reference it in my bibliography. | A website is an electronic medium and has its own conventions for citing, including the requirement to state the date on which you accessed the website. This ensures you are citing the most current version of the information on the site. Have a look at www. ucd. ie/library/students/information_skills/citation/harvar d. html#pageonwebsite and answer the following question. If I can’t find the authors/publishers of a website used in my assignment, I don’t have to cite it. Answer | Selected Answer: | False| You are doing an assignment on the role of the Social Partners in Irish Industrial Relations – which is the most authoritative and reliable website source to use for this assignment? Read the descriptions of each source taken from the organisation’s website before you make your decision? Answer | Selected Answer:| European Industrial Relations Observatory – â€Å" The European Industrial Relations Observatory (EIRO) is a monitoring instrument offering news and analysis on European industrial relations. †¦Ã¢â‚¬ ¦.Its aim is to collect, analyse and disseminate high-quality and up-to-date information on key developments in industrial relations in Europe. It aims primarily to serve the needs of national and European level organisations of the social partners , governmental organisations and EU institutions. EIRO is based on a network of leading research institutes in the EU†¦Ã¢â‚¬ ¦ This Committee, composed of representatives of employers, trade unions, member state governments and the European Commission, ensures the objectivity and quality of the information provided. Source: European Industrial Relations Observatory Online(2008) About EIRO, < http://www. eurofound. europa. eu/eiro/about_index. htm >Accessed 27 May 2010)| | Q13 In the main body of an assignment, an online resource will be referenced in the same fashion as a textbook or journal article [i. e. (Author, Date of Publication)]. Answer | Selected Answer: | True| | In an assignment, an online resource should be referenced in the bibliography using the following format:Author (if there is one), Year, Title of Article, Organisation/Association, website address/URL [date you accessed the website]Answer | Selected Answer: | True| |