Cellphones are not necessary in teenagers’ lives Essay

No, cellphones are not necessary in teenagers’ lives. I admit this because I think cellphones ruin teenagers’ social life. First of all, teens like to use their cellphones to text. Something that is wrong about this is that these teenagers only will talk over text but, never face to face. Besides texting on their phone, they also like to go on social networks such as Twitter, Instagram, Facebook, and Tumblr. Other teens that use these social networks can start rumors about you that may or may not be true. This can lead to people talking behind your back at school and not having any friends that want to talk to you. Furthermore, teenagers having a cellphone can stop them from going out as much. The advantage of going out with yours friends is to socialize and have fun. There would be no point to going out if you have a cellphone because you can just call each other or talk online. These are a few examples of how having a cellphone can ruin a teenagers’ social life. As a teenager having a cellphone distracts me on a daily basis. For instance, when having a conversation with someone it makes it hard for me to concentrate to what the person in front of me is saying when an incoming message is sent. Also, having a cellphone beside you while doing your homework is not a great idea. While doing your homework you can randomly get a text message or a notification which makes it hard to focus on your work and easy to get distracted by your phone. So instead of doing your homework you will probably be playing a game on your phone. In addition to getting distracted while doing homework, teenagers also get distracted while doing their chores. This can lead them to not getting their chores done and later on getting in trouble by their parents. In brief, being a teenager and having a cellphone distracts me in many ways and most likely distracts other teenagers as well. Finally, having a cellphone when you are a teenager lacks productivity. Teenagers sit somewhere for hours doing nothing that is important. For example, you go on your phone and check your Twitter, Tumblr, and Instagram over and over again. Also, teenagers get so attached to their phone that they forget about their homework and the next day try to come up with excuses on why it is not done. Teenagers should go outside and breathe the fresh air but when you are on your phone you manage to sit around for hours which is not very healthy for your body.

Intergumentary System

Integumentary System Laszlo Vass, Ed. D. Version 42-0280-00-01 Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Purpose: What is the purpose of this exercise? The purpose of this exercise in to learn about structures and functions of the skin.Is there any safety concerns associated with this exercise? If so, list what they are and what precautions should be taken. As always take precautions when handling the microscope and slides and always have a clean safe work area. Exercise 1: Structures of the Skin Observations Before beginning, set up a data table similar to this Data Table 1. Fill in the names of the numbered st ructures. Skin Diagram (National Library of Medicine at http://nih. nlm. gov) Data Table 1: Structures of Skin| Item| Name| 1. | Hair shaft | 2. | Arrector pili muscle | 3. Sebaceous gland | 4. | Hair follicle | 5. | Sweat gland | 6. | Pacinian corpuscle | 7. | Subcutis (hypodermis) | 8. | Dermis | 9. | Epidermis | 10. | Sensory nerve ending | 11. | Dermal papilla | 12. | Sweat pore | Questions A. How does the skin tan when exposed to ultraviolet light? When ultraviolet light penetrates skin it begins to break down DNA causing the body to produce melanin. The melanin makes the body become darker or tanner and when the body is darker the more protected it is from the sun and sunburn. B. Describe the functions of the epidermis.The epidermis is the outermost layer that has keratinized squamous epithelium and the dermis. The epidermis has a bunch of different cells which allow it to perform many different functions. The keratinocytes produce keratin that produce fibrous protein that giv es skin protective properties while the melanocytes produce melanin to protect deeper cells from ultraviolet radiation and allows the skin to tan. Merkel cells from sensitive touch receptors on nerve endings and langerhans’ cells are involved in the immune response of the skin. Stratum basale constantly go through cell division to produce million of new skin daily. Stratum spinosum has think bundles of protein and stratum granulosum contain lipids that provide waterproofing for the skin. The stratum lucidum is a layer of flattened keratinocytes are only found in thick skin. Stratum corneum is the outer layer of the epidermis made of squished and flattened layers of dead keratinocytes. C. Describe the functions of the sweat glands. Sweat glands are controlled by sympathetic nervous system and regulate body temperature.When the body becomes to hot they secrete water to the skin surface and the heat is removed by evaporation. D. Compare the structure of the epidermis to that of the dermis. The epidermis consists of several different types of cells while the dermis canonists of dense, irregular connective tissue. E. Fill in the following table by either inserting the name of the structure/cell or by giving its function(s): Structure/Cell| Function(s)| melanocytes| Makes a pigment for tanning| Langerhans cells| Small and involved in the immune response| Merkel cells | Found on nerve endings|Stratum lucidum| Provides protection, thick found of palms a soles makes skin waterproof | Reticular layer | The blood supply here provides radiational cooling for the body| Exercise 2: Microscopic Structure of the Skin Observations Sketch and label your keratinized stratified squamous epithelium slide in the space below. Be sure to label all of the structures in the epidermis and dermis you were able to find: Questions A. Compare your slide to the photomicrograph example in the lab Procedure. How are they the same and how are they different?Propose a reason why you would see several differences between different slides of skin. B. What is keratin? Is fibrous protein that gives the skin its protective properties? C. Why is skin keratinized? Keratinized cells give skin a tough protective barrier. After a cell is born it begins to make protein called keratin that they store inside them. As the cells grow they build up with this protein until their so full they die forming a tough layer of packets of keratin. Exercise 3: Clinical Conditions of the Skin Questions A. What are the three types of skin cancer?Squamous cell carcinoma, basal cell carcinoma, and melanoma B. Which type of skin cancer is easily treatable? Basal cell carcinoma C. Explain why melanoma is so dangerous. Melanoma can spread to other areas of the body. D. What factors can cause acne? Acne is caused when sebum isn’t able to pass through the hair follicle. This causes cells from the lining of the follicle to shed to fast and clump together clogging up the follicle’s openi ng so sebum cannot get through. E. What is a common myth about the cause of acne?Eating chocolate, greasy food or dirty skin F. What are some treatments for acne? Dermatologists use a medication that reduces clumps of cells in the follicles, oil production, bacteria, and inflammation. Depending on the case of the acne the doctor may prescribe a topical medication or an oral medication. G. Describe the signs of first, second and third degree burns. First- affects only the outer layer, epidermis. Second- damage the epidermis and the dermis Third- involve damage or complete destruction to the fullest depth of the skin and underlying tissue. H. What are the principle effects of aging on the skin?

History Sba

Acknowledgement First I would like to thank god for giving me the strength and ability to complete this project. I would also like to extend my heartfelt gratitude to the following persons who have made the completion of this assignment possible. My Teacher, Mr. Harvey, for giving me this project as I have learnt many things about The Trans-Atlantic Slave Trade, the effects it had on Africa and African arrival into the new world. My Bother, who helped me with the collection of data and My family and friends for the constant reminders and encouragement to remain committed to the task at hand. Table of ContentsTopics Page # Introduction iv The Negative And Postive Effects of The Trans-Atlantic Slave Trade: 1 Negative Social Effects 2-3 Negative Economical Effects 4-5 Negative Political Effects 6-7Positive Effects 8 Conclusion 9 Bibliography 10 Appendices 11 Candidate’s Name: Toniqui Adams Candidate’s #: Centre #: School’s Name: Meadowbrook HighIntroduction Th is project will be about the Effects the Atlantic slave trade, also known as the Transatlantic slave trade had on Africa, this was the trade of African people supplied to the colonies of the New World that occurred in and around the Atlantic Ocean. It lasted from the 16th century to the 19th century. Most slaves were shipped from West Africa and Central Africa and taken to the New World . Generally slaves were obtained through coastal trading with Africans, though some were captured by European slave traders through raids and kidnapping and this led to the great period ofAfrican hardship, turmoil and the coming of Africans to the New World now known as North, Central and South America and the West Indies. The main aim of this project is to show whether the Trans-Atlantic Slave Trade had more negative effects than positive effects on Africa. Negative Social Effects The trans-Atlantic had a lot of negative social effects as it led to the removal of millions of young men and women led to depopulation that stifled African creativity and production. It led to general feeling of insecurity in African societies as Africans ere afraid of being captured and then enslaved, which caused persons to abandon their homes and relocate to be secure from the threat of slave raids and some areas however encountered overpopulation as people sought safety and protection from the trade, in remote areas where the soil was not so good and they were unable to grow enough crops to feed themselves. Africa became a continent of violence, war, fear and famine. The men who remained or was left behind in Africa began to take on second and third wives, mostly to produce more children, a ready source for the slave market.As greed and insatiability for money grew, raising children became a business many women often had their children kidnapped and enslaved. Africa also lost more men than women in the slave trade and this caused the balance of society to be distorted. This eventually generated crucial environmental effects. The trade contributed to the diminishing of brotherhood and community spirit in African societies as Africans began to capture other Africans for money and European wealth, communities fell apart because of slave raids which destroyed villages and left some Africans dead and others homeless.It also led to the degrading of certain religious cultures, as they were warped to complete the needs of the slave trade. Kings, chiefs and rich merchants exploited the common people by bartering them to African traders and Europeans for guns, cloth and metal wears. (Appendix 1) According to J. D Fage â€Å"King Tegbesu of Dahomey made ? 250,00 a year by selling slaves in 1750, this was even more than an English duke’s income. † Families were also disrupted, they were left with orphans, families with single parents and in some cases some families did not survive slave raids. In addition they did not have the ccustomed support system as to help in provi ding security, health and community spirit. It also led to some Africans losing their culture and some lost their identity as they were brought to the New World (Appendix 2) and was exposed in learning the cultures of the Americas and the language and names used in the Americas this led to persons cutting their ties with their culture in Africa. The Slave Trade led to the Africans having low self-esteem because they were effectively turned into a commodity to facilitate the trade, that impacted the self image of the Africans despite heir enormous amount of talent, and resources that the continent and its people are endowed with. So most Africans today, see themselves as inferior to Europeans. Negative Economical Effects on Africa The Trans-Atlantic slave trade had crucial negative economical effects on Africa. It caused a downfall of Africa’s economy as it stifled technological advancement, and created a class of elite rulers and traders. It led to many of Africa’s coa stal areas being dependent on slavery and human merchandise as many of Africa’s coastal areas had been exchanging humans for merchandise for centuries.Their economies were geared to slave exporting, and they were dependent on the commodities they obtained for slaves. Ceasing the slave trade caused economic hardship, especially for groups who had no products to substitute for slave exports. It also led to a decline in agriculture, owing to the devastation of land during slave raids and wars, the capture of farmers, and the abandonment, by farmers, of in favour of slavery. The mining industry was also ruined and the economy dominated by slaving and imported manufactured goods from Europe. Imports like firearms which helped ncreased inter-tribal wars, led to Africa giving away a lot of their wealth buying British-made firearms (of very poor quality) and industrial-grade alcohol. The trade robbed Africa of skilled craftsmen and helped to ruin the livelihood of those craftsmen who remained, for example cloth, iron, pots and hoes, were imported goods made in European factories, which were cheaper than the locally produced ones, and were bought with slaves. The Trade Brought underdevelopment to Africa as they were trading all their wealth and skilled persons to the Europeans for simple European goods and not luxury goods.Hugh Thomas stated that â€Å"The shortage of blacks threatened the total ruin of the kingdom , for the black slave is the basis of the hacienda and the source of wealth which the realm produced. † The continent’s human resources were kidnapped, kept in dehumanizing Barracoons (appendix 3) and sold out to eager and willing buyers and were shipped in more barbaric and appalling conditions (Appendix 4) on the slave ships to the New World where most of them died or laboured perpetually to build the New World without due compensation and thus Africa was raped of future leaders, prospective uilders and this led to Africa setting back a lot of progress made by many African Societies. The trade led to an influx of interior European goods and this undermined local industries, especially salt-making, the manufacturers of cotton goods and metal- ware. It about a sense of insecurity that discouraged economic enterprises and it also led to some traditional art being inferior to those previously produced and thus Africa lost out on the creative art works because its standards became very low. Africa’s wealth began to drift and went to European countries and thus Africa became nderdeveloped and began to suffer an economical crisis. Negative Political Effects The Trans-Atlantic Slave Trade had major negative political effects on Africa. It led to a rise of professional armies as big the influence the European imported guns had on Africa. This however, many wars and conflicts among Africans because the demand for slaves usually went hand in hand with the demand for guns. The slave trade caused political instability, weakened states, promoted political fragmentation and resulted in a deterioration of domestic legal institutions.In many cases the village chiefs had a say in the negative effects on Africa as most of them were corrupted and greedy for European wealth. The village leaders made laws and if disobeyed Africans would be punished by being sold into slavery to the Europeans. The political system was undermined and in addition the legal system was also undermined. This was because the feeling of Superiority the village chief felt with guns. This led to military skills in some areas becoming more important than the traditional political systems. States such as Benin , Oyo and Dahomey acquired the trength to expand and impose their authority upon their neighbours from the economic prosperity derived from the slave trade. The influence of the trade tended strongly towards the corruption of the judicial process, with law breakers being often sentenced to slavery for minor offences and the inn ocent declared guilty in order to augment the supply of slaves. Aggressive tribalism increased, and in some cases whole tribes and nations were virtually destroyed as a result. Slave trading built up the power of chiefs where it was already present, from a broadly representative character into an autocratic one.It also caused an emergency of a number of large and powerful kingdoms that relied on a militaristic culture of constant warfare to generate the great numbers of human captives required for the trade with the Europeans. Some kingdoms began to expand rapidly as a result of this commerce trading slaves for firearms. These kingdoms with their formidable army, aided by advanced iron technology, captured immense numbers of slaves that were profitably sold to traders. The aggressive pursuit of slaves through warfare and raiding led to the ascent of these kingdoms being a major slave exporter.Positive Effects In spite of being overwhelmingly detrimental to Africa the slave trade did have some positive effects. Social Effects It brought about into being a class of merchants and businessmen who were able to meet and deal with their counterparts on equal terms, and the entrepreneurial spirit of West Africans stimulated as a result. Economic Effects Agriculture production in the coastal areas received a boost, brought about by the demand for provisions for both the slave ships and the prisons in which the slaves were kept before being shipped. The crops grown included maize and cassava, Appendix 5) both of these had been introduced from the Americas by the slave trade, and both became staple crops of Africa. Political Effects. There were political benefits to Africa from the slave trade because some members of the African elite benefited from the trade. Some of them were directly involved in the trade and gained a lot of firearms and European wealth and thus making them wealthy in their villages . Conclusion The immense misery and suffering prod-Atlantic slave tra de cannot be measured. It was the greatest and most inhumane trade of this type the world has ver known, far worse than that of the Arab slave trade, or that carried on across the Sahara. It can be said that a few positive effects that Africa gained was only beneficial for slave traders, Europeans and village chiefs and was nothing compared to the turmoil and suffering that was bestowed on Africa. The rights that were deprived from the Africans, millions of lives were lost, families were torn apart and Africa was destroyed in all aspects. It breathed such new life into African slavery that by the beginning of the twentieth century there were still several million slaves to be found in Africa.The shortage of man power had a great economic impact and this helped to destroy Africa’s valuable economy. Africa was so ruined that the few positive effects could not heal Africa’s slavery scars and it is perhaps not too difficult to see a connection between Africa then and the u nder-development of present day Africa. Bibliography Claypole, W. and John Robottom, Caribbean Story, Book one: Longman Publishers, 1990 Hamilton-Willie, D. Lest You forget, Caribbean Economy and Slavery: Jamaica Publishing House Ltd, 2001. Greenwood, R. and Hamber, S, Amerindians to Africans: Macmillan Publishers Ltd, 2003J. D Fage , The History Of West Africa: Cambridge University Press Publishers, 1969. Hugh Thomas, The Slave Trade, The Story Of The Trans Atlantic Slave Trade, 1440-1870: Simon & Schuster Publishers Ltd, 1997. Websites: Africanhistory. about. com Antislavery. org Appendix 1 Osnaburg Cloth and Guns traded for slaves. Appendix 2 Slaves Conformed on the plantations wearing Osnaburg Clothes. Appendix 3 Slave Barracoon Appendix 4 Slaves chained aboard the ship in barbaric conditions. Appendix 5 Crops Gown on the coast to provide food for the slave ships (Cassava and Maize).

Rewrite sentences Essay Example | Topics and Well Written Essays - 1000 words

Rewrite sentences - Essay Example Yoruba lies in the Southwestern Nigeria and Benin of Africa. It is said to be populated with one million people. It Ancestry was a myth. State formation began with trading first among themselves then later, with neighboring areas. They are credited for carving mountains into farms which they planted with yams, coco yams and bananas. Copper is an important commodity for the Yurobians, but its beginnings were doubted from where they came from. They traded these crops and copper with horses and salt. Later on Yorubians used these horses to form a cavalry to expand its territories. As they expanded trade with Europeans, slavery began because the rulers began to export slaves by as many as 20,000 per year during 1630 to 1730. Its political communities were developed as villages that later on turned into a kingship led by a leader Oduduwa wherein people believed was sent by the Creator to establish lands and kingdoms. Second state is Benin Kingdom. Political reforms as well a trade were th e greatest contributions of the first king of Benin. During this period, the Oba Ewuware, the first king introduced the law of succession, the primogeniture, a rule that father should be succeeded by his son whom they called Oba. Oba Ewuware formed a government with checks and balances powers, created and appointed chiefs as what we may call cabinet misters today. He created opportunities for advancement of the people through grades and authority. However, even there were appeals for freedom of slaves, but people were not given these opportunities. Trade with Portuguese continued to be a pillar of growth since the Oba has a monopoly of trade of pepper, ivory and copper. This period also reflected the spread of artisan craft of items made from brass, and the abolition of slave trade in 1807. Asante is one of the richest states in the African region because of its gold. They used gold to purchase slaves to do the gold mining for them to expand production. The slaves were also instrume ntal in introducing agriculture to the land as they cleared dense forests, and planted wide variety of crops brought to Africa by the Europeans. The clearing of forests gave way for the development of communities. As things developed, the earlier peaceful community was ruled by politically ambitious group that wanted to control the gold production. This showed the way to warring factions that created wars and havocs to the people. d. Luba and Kuba Infrastructure developments through cooperative efforts of the people of the village gave way to the productive lifestyle of the people. Its marshy environment led the people to build dikes, drainage channels and dams to store water for dry season-fishing. Historians believed that the large scale public cooperation in Luba led the people of the village to a political community. Organized community led people to manage its resources as people lived continuously on the place as fishing village, and workings on iron. By the turn of the 10th c entury, people had diversified economy with trading their fish, farm products, and metals with salt and iron items, imported glass beads and cowry shells from the distant Indian Ocean. Next to infrastructure, trade largely contributed to its development. Copper was abundant in this side of Africa. In Kuba, growth was funneled by agriculture production of various crops. The introduction of taxes by the governmente brought to the division of labor between men and women, lowering of marrying age of young male to draw them

Trusts and Equity Coursework Example | Topics and Well Written Essays - 2000 words

Trusts and Equity - Coursework Example Trustees of Trust have many responsibilities in the exercising of their duties as a trustee. The areas that often posses most difficulties for trustees and is most often misinterpreted, in this area of investment. The Trustee Act 1956 followed an approach of a permitted legal list can be amended from time to time by the new categories if investment. However even though there are no restrictions on the type of investment the trustees can make. There is a general requirement that a trustee exercising any power of investment shall exercise the care, diligence and skill that a prudent person of business the affair of authors. Adam and Beth should consider to take the investment idea that investment advisor have proposed to them. They can invest in stock exchange in order to reduce the risk for losing a lot of money in their investment. The act allows the trustees to invest in any asset as if they were absolutely entitled. The power to invest can be overridden or amended by any investment powers in the trust deed. Typically, these allow trustees to invest in a wide range of investment such as life assurance products, deposits and shares. When selecting investment like investing in shares, the trustees are required to regard the standard vestment criteria that the investment should be suitable and diversified. In order to meet the requirement of the Trustee amendment Act, it is strongly recommended that trustee should work with qualified financial planner who has experience in trustee investment. It should be noted that the investment strategy applied to the trust assets like those shares that Adam and Beth have in that private company can be significantly different than that for an individual. This is because a trust can have different classes of beneficiaries such as income beneficiaries and capital beneficiaries. Modern trusts tend to be fully discretionary trust which will require the trustees to carefully balance all the interest of their beneficiaries.

Shopping trends and how we spend money assignment

Shopping trends and how we spend money - Assignment Example Rather than buy separate ingredients (as in the case of the macaroni salad) and put them together ourselves, we simply go to the store and pay one price for a pre-packaged macaroni salad that someone has already put together for us. The trouble comes in the fact that this person has not done so out of the goodness of their heart – they have been paid to do this, and the cost that we pay for the salad reflects that. Another reason that the price is higher is the packaging. While the material of the packaging itself is probably no different than that of other foods, the bottom line is competition in this instance. The store is competing with other brands and ingredients to have you buy their prepackaged items, regardless of price. Do they want you to buy them? Of course! Therefore they must spend time and money on attractive packaging to make the consumer that is tired and hungry walking through the store say, â€Å"Oh. I’ll just grab this and we’ll have it with dinner.† On the whole, it came as no surprise to me that the average cost per pound of packaged food was higher than that of fresh fruit or vegetables. When packaged goods are offered to consumers, the price must reflect handling, shipping, packaging, and work needed to put together the

Ancient Flood Stories (Problems for Critical Scholarship) Essay

Ancient Flood Stories (Problems for Critical Scholarship) - Essay Example However, it is not an easy task to find out the important details of these flood stories because of their extreme antiquity and the lack of supporting evidence except for a few broken shards or fragments of pottery that detail these flood stories. It is unswervingly a very daunting task indeed to verify the stories that will anchor them on historical details as many of these stories are seemingly myths or legends. This brief paper examines some of the challenges encountered in critical scholarship of stories like great floods which occurred a long time ago and for which records are incomplete. Discussion The aim of critical scholarship is to set historical records straight but problems are inevitable when the records are themselves incomplete or at times even contradictory. Many scholars, academicians, historians and archaeologists realize these limitations but still try to carry on with the task. In this regard, to claim certainty in the absence of corroborating pieces of evidence i s not only risky but also considered as reckless in terms of academic scholarship. To refer to something without a degree of certainty is likewise faulty, even deceptive. Several issues with regards to critical scholarship concerning these ancient flood stories pertain to the provenance of these stories, their lack of correspondence and the contradictions, the use of varying terms or emergence of several versions by different authors that hinders the task. The two most famous and well-read flood stories are that of the Biblical Noah's Ark and the Epic of Gilgamesh. The latter predates the former by a good thousand years or more, going back to at least the period of an actual king named Gilgamesh who had ruled a kingdom of Uruk in ancient Sumeria at around 2700 B.C.E. (before current era) but was written down on clay tablets only at around 2000 B.C.E. which were discovered only fairly recently in the libraries of King Ashurbanipal, who ruled around 700 B.C.E. by a young British museu m curator named George Smith back in 1872 and translated even much later (Mitchell 4). It is a story considered as the oldest-ever written story but what is even more remarkable is that it is very similar to Noah's Ark, especially the story about an immortal named Utnapishtim and a massive flood in his time. There are also many other similar stories about a great deluge in other cultures, namely that of the massive waters released by the Greek god Zeus, the Chinese version of a deluge in the great central river valley of the mighty Yangtze and the Indian story of Manu mentioned in ancient Sanskrit religious texts dating back to around 600 B.C.E. These stories have a familiar theme, the futility of fighting against the force of Nature or the powers of God although the themes may vary a bit, depending on context (History-world.org 1). Provenance – as stated earlier, the exact or precise origins of these flood stories defy even scholars and historians because of the passage of e xtremely long periods of time, dating back to antiquity itself. Based only on fragmentary records, with many pieces of evidence lacking, the best that can be done is make a conjecture or an approximation of their origins. It believed that the Epic of Gilgamesh is actually a literary masterpiece constructed by several authors and not just one writer, the story embellished with each successive re-telling. In many instances, the similarities between the Noahic story and Gilgamesh made historians surmise it was actually copied and translated into Hebrew by Moses circa 1450 B.C.E. and the Israelites brought

Researching a career Essay Example | Topics and Well Written Essays - 500 words - 1

Researching a career - Essay Example A typical job of an accountant is an 8:00 a.m. to 5:00 p.m. routine schedule, Mondays to Fridays, or a traditional 40-hour per week full time position. A typical day would involve the following activities: working in front of the computers, processing relevant accounting information, communicating with peers and superiors, preparation of financial reports (including encoding, updating, forecasting), solving problems related to accounting, and maintaining close interaction and collaboration with other stakeholders in the organization (Summary Report for Accountants). The education requirements for this career are: a bachelor’s degree in accounting or business administration. Passing board examinations to become a Certified Public Accountant (CPA); and certifications or licenses sought from various accounting organizations and agencies, such as the: Institute of Management Accountants, Institute of Internal Auditors, and Information Systems Audit and Control Association, to name a few. Accordingly, the prospects for this career is optimistic: â€Å"employment of accountants and auditors is projected to grow 13 percent from 2012 to 2022, about as fast as the average for all occupations† (Bureau of Labor Statistics: Job Outlook par. 1). This was corroborated by information from the O*Net Online that indicated average growth prospects ranging from 8% to 14% for the years 2012 to 2022 (Summary Report for Accountants). The most challenging parts of the career would be during times of audit; when the organization they serve is being monitored, evaluated, and reviewed by external auditors to verify the accuracy of the financial reports being disclosed. Likewise, it was also noted that â€Å"longer hours are typical at certain times of the year, such as at the end of the budget year or during tax season† (Bureau of Labor Statistics: Work Enviroment par. 2). The most rewarding things about the career include being

The Significance and Impact of the Olympic Games Essay

The Significance and Impact of the Olympic Games - Essay Example which were core elements of Greek military training (Wilson, 2000). The games were considered of such importance that thousands of people would turn up to see the games even when there is war like situation in the region. During such sporting events, all concerned were bound by the Olympic spirit and allowed competitors to travel safely to the venue of the games. This spirit has continued over the years. The ancient games continued till about 393 BC when they were banned, but the sporting spirit once again made sure that another edition of the games began in late 19th Century AD. The history of modern Olympic movement can be traced back to 1896 when the first Olympic Games of the modern era were held in Athens. The recently held Beijing Olympic games is still fresh in the memory of all of us for the spectacular show put forth by the Chinese organisers and the intense competition that took place within the sporting arena. The Olympic Charter states1, "Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles." This in essence sums up the spirit behind the Olympic movement. The Olympic Charter, established by Pierre ... rimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play." The Olympic charter helps in governing the organisation and running of the Olympic movement and sets the requisite terms and conditions for hosting the games. The games are therefore organised with such a spirit that irrespective of the nationality of winners and losers, the games leave such an imprint on all the competitors that they forget all their competitive rivalry and make room for the sportsmanship. London won the hosting rights for the 2012 Olympic Games after a comprehensive and prolonged procedure followed by the International Olympic Committee (IOC) in line with the Olympic Charter (Chapter 5, Rule 34 and its bye-law - page 70). This procedure basically comprises of two phases; Phase 1: Applicant Cities - under this phase the applicant cities are asked to respond to a detailed questionnaire, which are then evaluated by the IOC to finalise the candidate cities eligible to compete in the second phase. Phase 2: Candidate Cities - under this phase the candidate cities are asked to come out with a candidature file detailing their plans, following the instructions given by the IOC. Each file is then analysed by the IOC Evaluation Commission and a final report is prepared with a list of cities ready for being voted as the chosen one. The summer Olympic Programs are supposed to contain a minimum of fifteen events decided by the IOC. Except in cases of unforeseen circumstances3, 'the Program of sports and disciplines is finalized seven years before each Olympic Games, and the Program of events is finalized four years before the Games'. London has also undergone through a lengthy procedure and finally on 6th July 2005, the

Group Decision-making Techniques Recommended to Lieutenant Coleman J Case Study - 1

Group Decision-making Techniques Recommended to Lieutenant Coleman J. Karras - Case Study Example Brainstorming would be the perfect way to get things started for Mr. Karras with his group as he doesn’t have much idea about his new graphic arts department. It would be better if he complies strictly with Osborn’s method of brainstorming in an orthodox fashion.   Withholding criticism, combining and improving ideas, welcoming unusual ideas and focusing on quantity will be the most effective four principles that can be incorporated into this task. The situation demands to work in a group where Mr. Karras doesn’t have much idea about the bureau and what works and what doesn’t, therefore the only way for him to have a say is without anyone criticizing to his ideas on the spot because when that happens, it stops the flow of new ideas, bad ideas can be sifted out later on. And it is always a good plan to merge raw ideas and make them converge to form one big idea. As far as welcoming unusual ideas are concerned, that is much needed as much is expected of Mr. Karras if he wants to live up to his reputation. This bureau is a laughing stock for the police department and a lot of work needs to be done towards improvement, therefore without some unusual ideas that are both efficient and feasible, setting things right will take a lot of time and that can damage the name of Mr. Karras. Focusing on quantity will deliver quick measurable results. Mr. Karras just need to make sure that reviewing of group ideas should discard t he bad suggestions. The results will be achieved better by brainstorming than using any other group decision-making technique like the Nominal Group Technique and Delphi Technique as both require some form of expert reasoning in the initial stages and Mr. Karras is quite new to this department. Brainstorming will help get the graphics art bureau back on track. It is the fastest method to innovate something in an old department that had been abandoned due to lack of appropriate management techniques.  Ã‚  

Presidential Election Essay Example for Free

Presidential Election Essay The democratic government of the United States of America has a different and unique of electing the head of their State. The use of Electoral College has been going on for tow centuries now. This electoral process has been used for many years. Many president of USA seated and led America because of this process Thou there are amendments in this process, still some critics finds this process unfair and unjust in choosing the president of the country. How Does Electoral College Work? The Electoral College is a process that was founded to compromise between election of the president by Congress and election by popular vote. In this process, each State is allocated a number of electors equal to the number of its U. S. Senators (always 2) plus the number of its U. S. Representatives. Instead of voting directly for a presidential candidate (and his or her vice-presidential running mate), voters vote for a slate of electors who are pledged to vote for a particular presidential ticket (president/vice-president team). The political parties in each state select a slate of electors. The electors selected by the party of the candidate winning the most popular votes in a state become the electors for that state. The number of electors for a State is based on the number of members in the House of Representatives who represent the State, plus two for the States Senators. The State’s population determines a State’s Congressional delegation (Nara, 2006). The number of electors is determined by Article II, section 1 paragraph 2 of the constitution (Fortier, 2004). These electors are selected by popular vote and (except in Maine and Nebraska) these popular votes are combined on a statewide basis. States may divide themselves into presidential electors, districts and combined the vote within each district. But in Maine and Nebraska, it was required that some lectors to be chosen in districts and some at large. Which ever the case maybe, the electoral vote of the state can be divided and cast for more than one presidential and vice presidential candidate (Fortier, 2004) The process is administered by the National Achieves and Records Administration (NARA) through the Office of the Federal Register. In United States elections they do not tally the total number of votes cast across the nations, instead they count it state-by-state. The candidate in the a Presidential election wins by getting the majority number of electoral votes. Because of this, a Presidential candidate who win the popular vote is likely to lose if he lost in the electoral vote. This happened in several occasions in the history if the United States. One of the recent was the 2000 Presidential Election between Bush and Gore. In cases that there is none of the candidate get the majority of votes, the congress chooses the President and the Senate chooses the Vice- President. If in case there have not chosen any president and vice president on the inauguration day then the next in line will act as the temporary president until the time they have chosen one. After the vice president, the rightful leader is the Speaker of the House then the President of the Senate. The 2000 Presidential Elections In the United States, the most â€Å"popular votes† does not always win. In 2000, presidential election where Al Gore won the popular vote, but he does not became the president of the United States because through a complex system involving representative votes, as well as a favorable court ruling he lost to George Bush. Only five 538 citizens really vote to choose for the president and vice president. This 200 hundred years old history of the Electoral College system is gathering so many negative reviews and proposal for reforms and amendments. According to Kimberling (2002) many critics have said that said that this process has many disadvantage and some of them are the following: †¢ The possibility of electing a minority president †¢ The risk of so-called faithless Electors †¢ The possible role of the Electoral College in depressing voter turnout, and †¢ Its failure to accurately reflect the national popular will. But there are people who believe in the efficieny of the system and state the following arguments: †¢ contributes to the cohesiveness of the country by requiring a distribution of popular support to be elected president †¢ enhances the status of minority interests, †¢ contributes to the political stability of the nation by encouraging a two party system, and †¢ maintains a federal system of government and representation. Conclusion The Electoral College System has been used for the past 200 hundred years in the election in the United States. The legislative body in USA must remember that time is changing and the system that was applicable 200 hundred years ago may not be applicasble anymore in the process of electing a president. Especially now, with the height of different technologies that can be used by the candidates for their advantage. It is good that they review and revised and if not totally abolished this system. They should be creative and resourceful enough to find the most suitable process of electing the president of the United States because it is the most important office in the United States of America References Fortier, John C. (2004) After the People Vote. American Enterprise Institute. 1:3 Kimberling, William (2002) The Electoral College. Retrieved on November 26, 2006. http://www. fec. gov/pdf/eleccoll. pdf NARA (2006) What is Electoral College. Retrieved on November 26, 2006. http://www. archives. gov/federal-register/electoral-college/electors. html

Fixing the debt crisis in Greece Essay Example for Free

Fixing the debt crisis in Greece Essay Introduction: Central Idea: American officials exhorted their European counterparts to use Europe’s own resources to try to solve the crisis. Preview: Echoing past statements, Sarkozy and Merkel said banks should first raise money from the private sector before seeking state aid or money from the EU bailout fund. These issues must all be resolved, Merkel said. Its a painful process. Sarkozy stressed that the leaders are fully aware of their responsibilities, saying they have a moral, political and economical obligation to act decisively. The leaders are also working on how best to leverage the European Financial Stability Facility. The â‚ ¬440 billion fund, which was recently granted the power to intervene in sovereign debt markets and provide loans for governments that need to recapitalize banks, is widely seen as needing additional firepower. Its important to boost the emergency fund to protect the euro, said Merkel. But many EU governments have ruled out backing the fund up with additional loan guarantees. CANNES, France — President Obama plunged Thursday into the fast-moving European debt crisis, arriving here to exhort European leaders to get their financial house in order. But while the president hustled from meeting to meeting with world leaders, he was in many ways thrust into the rare position of bystander, as the unfolding drama over whether the Greek government would fall (it did not) and whether Greece would back the comprehensive accord to protect the euro reached last week (it will, at least for now) dominated conversations in the hallways and conference rooms here in this iconic seaside town. The grand Espace Riviera is more accustomed to red-carpet arrivals by movie stars and hangers-on for the Cannes Film Festival; on Thursday it was transformed instead into ground zero for blue-suited bureaucrats grappling with a financial crisis and the global contagion that it threatened. Instead of Angelina Jolie posing before the paparazzi, it was Chancellor Angela Merkel of Germany holding a frozen smile as she greeted Mr. Obama in front of the cameras. There was little preening before the hundreds of reporters gathered from all over the world; President Nicolas Sarkozy of France quickly swept Mr. Obama into a meeting to discuss how to try to stop the unfolding Greek drama from turning into a tragedy, for global markets at least. Mr. Obama arrived early Thursday morning and, during an initial meeting with Mr. Sarkozy, he called the European financial crisis the most important task for world leaders gathered at the Group of 20 economic summit meeting. For Mr. Obama, the stakes are high. He has called the European financial crisis the largest headwind facing the American economic recovery, and he knows that his own re-election prospects are tied to how well the American economy does. But at the same time, his leverage is limited. In public, Mr. Obama largely stuck to his administration’s official message that Europe’s leaders must â€Å"flesh out details† about the plan they agreed to last week in Brussels to deal with the debt crisis in the 17 European Union countries that use the euro. But American officials, including Treasury Secretary Timothy F. Geithner, were huddled in private with their European counterparts trying to hash out an agreement that, at the very least, would stop the disintegration under way in Greece from spreading toItaly and Spain, a contagion that could further stymie America’s own anemic economic recovery. American officials exhorted their European counterparts to use Europe’s own resources to try to solve the crisis, instead of seeking bailout help from China. Obama administration officials point to the steps that the United States took to try to address its own financial crisis over the past three years. â€Å"Look, we went through this ourselves,† an Obama administration official said on Thursday, speaking on grounds of anonymity because he was not authorized to speak publicly. â€Å"They have the capacity to handle this within Europe.† Jay Carney, the White House press secretary, said that the 2008 Wall Street crisis could provide insight on steps Europe should take. He maintained that the United States remains influential in advising its allies on how to deal with the problem, even if the United States is in no position to provide financial support. â€Å"The United States, obviously, has a great deal of influence, because of who we are and the role we play i n the global economy, and globally in general,† Mr. Carney said in a news briefing on Wednesday. â€Å"I would not discount the significance of the experience that we have in terms of its usefulness to the Europeans.† The Obama administration is not eager to see an increase in the resources sent by the International Monetary Fund to Europe; that might further mute American influence as the additional resources would most likely not come from the United States, but rather from Asia — and most likely China. â€Å"The I.M.F. has a substantial amount of resources to deal with a range of challenges in Europe and around the world,† said Benjamin Rhodes, the deputy national security adviser for strategic communications. Michael Froman, the deputy national security adviser for international economic affairs, said the turmoil in Greece and uncertainty over how exactly Europe plans to carry out its accord to cut Greece’s debt and shore up its finances â€Å"underscores the need to move rapidly toward the full elaboration and implementation of the plan.† Specifically, Mr. Froman said that the United States wants to make sure that Europe has â€Å"a firewall that is sufficiently r obust and effective ensuring the crisis does not spread from one country to another.† Mr. Froman said the United States was also trying to make sure that attention was also paid to stimulating economic growth, both in Greece and throughout the euro zone. Part of the anger among Greek citizens has stemmed from a belief that the euro agreement focuses more on Greek austerity and repaying the banks than on growth, a balance that many people fear could lead to higher unemployment rates as the Greek government cuts public sector jobs to pay its creditors and stabilize its finances. â€Å"I think right now the highest priority in Greece is stabilizing the situation,† Mr. Froman said. â€Å"But the program that Greece has is also about reforming its system and engaging in structural reforms, so that it could become more competitive and therefore grow as part of the euro area.† NEW YORK (CNNMoney) Europes top leaders said Sunday that they were getting closer to finalizing a plan to solve Europes debt crisis. But with a final agreement not expected before Wednesday, the actual details remained under wraps. The technical complexities are significant, said French President Nicolas Sarkozy, adding that there are large amounts of money involved. The European Council, comprising government heads from all 27 members of the European Union, met Sunday in Brussels to hammer out a plan to boost capital levels for banks, enhance a government-backed rescue fund and provide debt relief for Greece. Speaking alongside German Chancellor Angela Merkel, Sarkozy said in a midday press conference that the leaders had made progress on the ambitious and durable response to the long-running crisis. We would not be meeting on Wednesday if we were not really trying this time, Swedish Prime Minister Fredrik Reinfeldt told CNN. Meanwhile, Merkel noted that EU finance ministers had made progress over the weekend on a solution for capital-starved banks. In principle, the finance ministers have agreed to funnel about â‚ ¬100 billion into banks to boost capital levels. But Merkel added that strengthening banks without resolving the debt crisis in Greece and supporting other nations with unsustainable debts will not work. Europes debt crisis: full coverageEchoing past statements, Sarkozy and Merkel said banks should first raise money from the private sector before seeking state aid or money from the EU bailout fund. These issues must all be resolved, Merkel said. Its a painful process. Sarkozy stressed that the leaders are fully aware of their responsibilities, saying they have a moral, political and economical obligation to act decisively. The leaders are also working on how best to leverage the European Financial Stability Facility. The â‚ ¬440 billion fund, which was recently granted the power to intervene in sovereign debt markets and provide loans for governments that need to recapitalize banks, is widely seen as needing additional firepower. Its important to boost the emergency fund to protect the euro, said Merkel. But many EU governments have ruled out backing the fund up with additional loan guarantees.

Procurement And Contract Advice For Clients Construction Essay

Procurement And Contract Advice For Clients Construction Essay This section of the report outlines both traditional and design and build forms of procurement to aid clients in understanding and selecting the appropriate method. Traditional Procurement: The most well known and widely accepted form of procurement in the construction industry. Traditional procurement caters for all types of client from individuals constructing a project for the first time too large complex projects where the function of the building is paramount. Traditional Organisation Client / Employer Contractor Subcontractors Employers Agent Quantity Surveyor Architect Civil / Structural Engineer Other Designers Contractual LinkThe traditional organisation diagram highlights how contractual links are formed within traditional procurement. As the client you are contractually bound to the design team. This is important and should be considered seriously as the contractor is at no direct contractual link to the architect. The primary procurement method in traditional procurement is the two stages tender. Initially the client must produce a brief which outlines what your requirements. This must include relevant figures such as budget and time constraints. Now a team of consultants needs to be appointed, this will comprise primarily of an architect who will guide you through the design and construction processes. Other members will need to be appointed based on the scope of the project. These include a quantity, structural engineer and a clients representative on larger projects. (Stage one) Design and tender documents can now be produced. A select number of contractors will be invited to tender on the partially completed tender documents. This will include a build up of the price of the project via a document called the bill of quantities. (Stage Two) A contractor is now selected based upon the price and having the relevant resources required to complete the project. The contractor now has involvement with the design team to negotiate a finalised price for completing the construction works. Also he can have involvement in finalising the design. This form of procurement is considered low risk as the risks to overspending, delays and failures in the design are reduced. This can only be achieved however, if the design has been thoroughly produced by the architect and completion date targets specified are unreasonable. Design and Build procurement: This procurement method differs from traditional procurement as the contractor is largely responsible for the design work. This relieves some of the contractual pressure on the client. With the contractor being involved in the project from the design stage it allows their expertise to be incorporated into the design phases. One of the largest advantages to design and build is the reduced time scale that projects can run to. Design information can be still being produced while construction work commences. This doesnt come without its risks however. Client / Employer Contractor Subcontractors Employers Agent Quantity Surveyor Architect Civil / Structural Engineer Other Designers Design and Build Organisation Tendering for design and build projects is more costly than traditional projects therefore the number of contractors tendering is reduced. This is due to the time and resources it takes for a contractor to produce the relevant design and pricing information. Cash flow within a design and build project can be more substantial in the beginning than traditional as the contractor requires money for the design as well as construction. This is also due to larger risk being imposed on the event of an issue in the design being raised by the client as the contractor is the first point of contact. This will then cover the costs of having to transfer this information. This is not required in traditional forms of procurement as the client is in direct contact with the architect. Types of Contract (The information for types of contract has been cited from deciding on the appropriate JCT contract 2008 available from the CIS published by Sweet Maxwell limited) Traditional: Lump sum contracts The agreed sum of construction is agreed based on a design and specification. A bill of quantities is produced for the contractors to price the works. Measurement contracts The end price of the construction works is not agreed until the end of the construction project. Cost reimbursement contracts Price of labour, plant and materials is calculated at the end of the project. Overheads and profit is then added onto this. Design and Build: Package deal or turnkey contract A package is selected usually from a set standard of specification from a contractor. Design and Build contracts This form of contract will cover the contractors obligations to the design and build of the project. JCT Standard building contract with quantities: This form of contract is suitable for the traditional procurement method. The client must appoint an architect, contract administrator and quantity surveyor to administer the work. Contractors will tender the works based on the drawings and a set of bill of quantities. Design and build contract: Standard form of contract for design and build works. Contractor is principally responsible for the design and construction of the project. Partnering: JCT contract also provides an outline for setting up a partnering agreement between select members of a construction project. Everyone throughout the supply chain is bound to the agreement to work collaboratively and to have everyone best interests in mind. This should be considered as a form of contract that Hotels R Us should look into in the future when they have sufficient experience in the industry. ICE This form of contract is suitable for civil engineering works such as bridges, roads and dams. The project will be designed by a team of engineers and qualified contractors will tender for the work. The engineer is the principal administrator acting on behalf of the client. NEC 3 compensation and event clauses The NEC 3 contract was derived from Ice form of contract. The principle goals of the NEC contract are to provide a contract that is flexible, simple and clear to understand. There are many different types of NEC contract which cover traditional and design and build types of procurement. This section is going to cover early warning procedures, compensation and event clauses. Early warning clauses can be found in section 16 of the NEC contract. These are basically a set of rules that the project manager and contractor must adhere to when they are aware of a cost or time issue on the project. It is there duty under contract to notify one and other and request an Early warning meeting which relevant members should be invited such as the client, architect or quantity surveyor. During these meeting the issue will be discussed and the relevant actions that need to be taken should be appointed. The advantages to this system of traditional methods of the contractor submitting a formal notice is that issues can be resolved in the most economically viable method, this offers clients more safety in terms of cash flow. Compensation events are covered in section 60 of the contract. These are claims made by the contractor requesting either more time or money for the project. The project manager can also notify the contractor if he is aware of such an issue. NEC3 outlines the methodology behind compensation events, the contract has eight weeks to notify being aware of a compensation event and must make a claim within this period. As a client entering into the construction industry for the first time it is often difficult to understand how and why construction projects can run over budget and cost more money. The compensation events detailed in the NEC3 contract try to justify how such events can occur.

Delegation of Tasks as a Manager Essay examples -- How To Delegate Eff

Objective: Identifying what job you want done The main purpose of delegation is to get the job done by someone else so that you, the manager, have more time for other, more difficult, tasks. To effectively delegate, you must give the entire authority of the task to the staff member you have selected to get the job done. This means not only reading instructions and filling out paperwork, but also the â€Å"decision making and changes which rely upon new information†. The staff member should be able to make decisions, whether good or bad, without referring back to the manager. By leaving the decisions to the delegated staff member, they use their own knowledge and initiative. The three key points to consider when delegating a task are: 1) They know what you want done- Explain the task clearly and make sure that you are understood. 2) They have the authority to achieve it- the selected staff member has the necessary abilities to do the job properly. 3) They know how to do it- the selected staff member has the necessary knowledge, or can obtain the knowledge, to do the job. Support the staff member without being overbearing. Allow the designated staff member to make their own decisions, but to feel reassured that you are there if you are needed, and remember to keep an open mind. Chances are, the staff member is not going to complete the assignment exactly the same way you would complete it. Their way may even end up being a more efficient way of getting the job done! Above all, make sure that you acknowledge and praise their efforts. Information: Implementing a Communication System To be successful, staff needs frequent communication with each othe... ... task that needs to be performed, and the expectations of the completed project. They must be able to communicate with the staff member, and leave the lines of communication open. A workable way to do this is to plan formalized meeting and scheduling times. They must know how to judge outcomes and use small mistakes or failures as learning tools upon which to grow. Finally, the manager must be willing and able to recognize achievements and congratulate on a job well done. Works Cited Blair, G. The Art of Management: The Essential Skills. Published by Chartwell Bratt. 2010 Culp, W. Journal of Management in Engineering: "Steps of Effective Delegation†. January 2014, Page 30 Jenks, J. and Kelly, J. Don’t Do, Delegate. Published by Bridles Ltd. 1986 Wright, R. (1996) Beyond Time Management: Business with a Purpose. Butterworth-Heineman

It’s Time to Redefine Morality :: Argumentative Persuasive Argument Essays

It’s Time to Redefine Morality When looking at society, and seeing the constant hypocrisies, the inconsistencies, the lies, a person can be inclined only towards two mindsets. They will go along with what they see, they will believe what they are told, they will find it awkward that anyone could challenge things the way they are. Or, they will see the outrightly absurd nature of things, they will see the lies, they will see the propaganda, they will see the inconsistency, and they will refuse to believe it. They will cry out for anything but this society -- they will seek out reason, logic, truth. Anything that is well-reasoned will sooth their heart, anything that is logically demonstrated will be at peace with their mind. Their life will be transformed into a journey, ceaselessly looking for the truth, wherever it is, whatever it tells us, no matter what must be sacrificed to discover it. In our society, we find that there are two people. Those who will accept what they are told, will obey authority, will exist in the way that television and radio has commanded them to exist. And there are those who will condemn the way things are, will resist authority, will point out all the inconsistencies and lies given to us. In generations to come, they will be called heroes. In our own time, they will be called instigators. Historians will regard them as the cause to a change in society. Rationalists will treat them as the finest examples of intelligent people. But what is it that they can truly be called? Searching through the expanse of human language, what name can rightly apply to someone who uses their mind? A person without shackles on their mind, without a blindfold on their eyes, without bondage on their heart, without lies in their mind... may be called a Freethinker. The theory which may be questioned most by any Freethinker, is the theory of the modern morality. By this, I mean the theory of monogamy, that a person ought to only have one sexual partner at one time. But this theory is more than just that. Not only is it a one-sexual-partner ideal, but it covers other ideas. Those who are promiscuous with their bodies are treated as heartless and brutal. A modern moralist will paint a picture of a slut, and every vice will be given to them.

Raising the Mammoth :: Animals History Ice Age Essays

Raising the Mammoth Back in the spring of 2000, a documentary was broadcast from the scovery channel show on television, which millions tuned in to watch. This particular segment was dedicated to a recent discovery and excavation of a woolly mammoth found in the Siberian tundra of Russia. The expedition was headed by scientist, Bernard Buigues. This individual has organized over 20 different expeditions to the Siberian tundra of Russia, which made him highly qualified. Along with other colleges, Bernard successfully excavated a frozen, fully in tact, woolly mammoth that is said to be over 20,000 years old. (Head scientist: Bernard Buigues) What is a woolly mammoth? A woolly mammoth is a similar ancestor of the African and Asian elephants of today. It belongs to the same mammal classification known as proboscidenas, or mammals with long trunk like noses. Both of these breeds come from the same family tree but are distinct cousins. As you can see the woolly mammoth had fur all around it to protect it from the frigid Artic weather conditions of the ice age when it was around. These animals were travelers and like there cousins could be found in every continent besides Australia and South America. Not all looked alike but where classified together because of the trunk like nose characteristics. These animals would spend much of there time dedicated to eating and supporting their massive body weight. They were not carnivores but plant eaters. One woolly mammoth would eat up to 200 pounds of food a day to sustain it's self. It would dedicate up to 20 hours a day grazing on the fie lds and eating herbs, shrubs even parts of trees as it's diet. Because of their massive size the woolly mammoth really had no predators. Their huge tusks and ability to move with a deadly strike made them bullies of their ice age. A few would be taken down only due to old age or young lives but not as a mature adult. The woolly mammoth did live to a good age without many worries but with a huge appetite. The mammoth that was discovered in the Russian Siberian tundra was exactly this. So what is in the future for such a remarkable creature?

Breaking Norms

Breaking Norms Over the first few weeks of the semester we have gone over many topics such as mores, taboos, rules, regulations, and laws. But there is one topic that stood out the most and that was the idea of norms. Norms are much more different than that of mores, taboos, rules, regulations, and laws. Rules, regulations, and laws are clearly defined and outlined rules that the public must abide by. Mores are a set of norms that define fundameental ideas about what is considered right, wrong, or moral.Taboos are norms that society strongly holds so much that violating one would result in extreme disgust. But norms on the other hand are quiet different. Norms as defined by the text are the informal, unwritten rules that guide people's behavior. Last week we were given the assignment to pick a norm of our liking that didn't include breaking any laws, taboos, or mores. After taking time to truly think over which social norm I would break I chose one that particularly gets under my ski n and that was sitting next to someone in an open area.To break this norm I would go to an rea that was a sparsely populated with pretty open seating and instead of sitting far away from people as most people would, I would choose to sit right next or at least closer than most. I chose to conduct my experiment at Laurel Park Mall in Livonia near my mother's job. Like I stated before I hate when there is an abundance of seats to choose from and someone chooses to sit next to me especially if I that person I a complete stranger. Before I did the experiment I felt really weird because I knew that this was gonna be really awkward and I knew how people were gonna feel because Breaking norms The first norm that I broke was done at a busy street downtown. I was with my friend to help me evaluate the reaction of the people around me when I was doing the thing. I planned to execute the â€Å"breaking norm activity† during rush hour so that I would be able to get good reactions since many people are walking the busy street. As my friend and I arrived at the busy street, I lied down like a dead person at the middle of the street where hundreds of people are passing by. As soon as I lied down, a woman at my back was frightened that I just automatically feel down in front of her.However, she had soon recovered from her shocked reaction when I smiled at her and continued what I am doing. Many people had bumped each other so that they would not step on me. I was surprised that even though I laid there like a silly man, several people still considered me since they had been very careful not to step on me. The lying down like a silly man or even like a dead man continued for almost thirty minutes. For half an hour, I already created a secluded part in the middle of the busy street. I even extended for another thirty minutes of lying down at the busy street.It was then a woman together with a five-year old kid passed by. Maybe out of curiosity of the five-year-old boy, he came back to where I am lying. He was holding an ice cold coca-cola can. He tried to touch me and waited for my reaction. When I tried to ignore him and have not responded to his touch, he desperately touched my hand with the ice-cold cola he was holding. I was shocked that I shouted ouch! to the boy. He was frightened in just a couple of seconds but had recovered when her mother approached her already.I felt sorry for the kid but I pretended that I do not have any reaction to what happened. I even have heard the mother talking to her child. She said that next time, do not talk to strangers or do not ever approached anyone especially if the person feels like stupid or the person is lik e a mentally disturbed one. I chuckled to the thought that I looked like a mentally disabled person. For one hour of lying there in the middle of the street I have realized that some people are still (â€Å"Breaking Norms) (â€Å"Page # 2)considerate of the people around them whereas some people also are frightened of the consequences that stupid or mentally disabled people can do to their children. I have also realized that children are keen observer and they always do something to get attention from the people around them. The second activity I have done for breaking the norm was in the beach. Over the weekends, I went to a popular beach to execute my assignment. As I arrived to the beach, I surveyed the area and the first thing I secured is the presence of lifeguards.I saw three lifeguards visible at their posts securing that everything is fine in the water. Then I estimated that people in the beach doing their own activities are quite enough for me get attention. As I have sec ured everything that I need for the success of the activity, I ran to the water and went to the part where the water level is just below my shoulders. The tides were small and it is not dangerous for me to act as if I am drowning. I can swim well so that if my plan will not work I will be able to save my own self. I acted even more by raising my hands and really pretended that I am drowning.At the count of three, I heard someone near me shouting for help. Help! Help! Someone is drowning! Then immediately, a couple of the beach goers helped me to get near the shore. When my lifesavers and I were half way to the shore, the lifeguards arrived. It was then when I realized that lifeguards on that beach are not that fat to rescue if ever there are problems on the water. One of the lifeguards asked me if I am just fine or I need some medicine or first aid to keep me calm. I said that I am just fine and thanked them. I also thanked the couple who saved my life.I sat down at the shore and wa tched the people on the water. I have observed that for almost five to ten minutes, there is tension in the water. The children went on the shore to observe, the same thing as what I did. The parents or the adults have also observed somehow to make sure that the water is safe for them to enjoy swimming. The norm that I had just done is sociologically (â€Å"Breaking Norms) (â€Å"Page # 3) inappropriate since I have ruined the day of those swimmers. They somehow had a frightened reaction because of what happened.The incident also created a realization in my part that lifeguards were not the first to rescue in scenarios like that. I hope that I was only mistaken. Social norms when broken sometimes require some punishment from authorities. The punishment will depend upon how heavy was the action or mistake done (Asbourne). Reference: Ashbourne, Craig. â€Å"The Punishment for Breaking Norms or Trans-Phobia†Swimming Against the (Main)stream Current (2007). 11 June 2007 < http: //swimmingagainstthemainstream. blogspot. com/2007/02/punishment-for-breaking- norms-or-trans. html>

Behavioral Issues Essay

On April 16th, 2007, the world was shocked by the senseless killing of 32 students and staff of Virginia Polytechnic Institute (VPI) by a fellow student named Seung-Hui Cho. His actions and subsequent suicide reignited questions on gun control measures countrywide and the ban of weapons on campuses. Public anger was targeted against the campus police and administration for what the public believed were security lapses on their part. The governor of Virginia State appointed a panel to investigate all aspects of the shooting. VPI came under censure for not doing enough to keep Cho away from other students in light of his mental condition. However the blame for the incident was placed squarely on Cho as he failed to abide with the recommendation of the court which would have helped him recover from his condition. Profile of Seung – Hui Cho As a child, Cho was shy and withdrawn. He kept his emotions very much under control and to most people he was considered antisocial. Cho had been diagnosed as suffering from severe anxiety from an early age. His condition was further complicated by selective mutism which caused him speaking difficulties. As a consequence of his speech challenges, the other students derided and bullied him thus contributing to his withdrawal from social activities (Golden, 2007-08-20). He operated as a loner and not much information was known about him or his friends. He received therapy for his condition in junior and middle school but opted to discontinue with the treatment later on in life. Early accounts of his childhood behavior reveal him to have been a bright child who did well in class and was popular with the other children. The transformation to an angry man with suicidal tendencies and distorted thoughts occurred some where along his social development (Bartol, 1999). His anger was so extreme that one of his professors asked that he be removed from her class. He refused to attend therapy despite being advised to so on many occasions by his mentors. The shootings that he carried out were premeditated and carefully planned taking into consideration details concerning the thirty day window before buying a second gun. Rejection by the females he was interested in fueled his feelings of unworthiness and caused him more frustration. Why did Cho gravitate towards criminal behavior? The reason for this change in him was brought about by his exclusion from mainstream society because of abnormalities that he had. The frustration he felt because of the response from the in-group towards his condition made him emotionally insecure (Bandura, 1977). Unloved and despised he developed his own coping mechanisms which were to respond with hostility and anger to any body from the in-group. He had no out – group to socialize with as was the case in the Columbine Shootings otherwise he would have had an accomplice on the fateful day. Cho began to hate society in general but in particular those females who spurned his advances and those who ridiculed him for his speech challenges. Unable to develop a meaningful support system, he relied on other social deviants to be his role models (hence his admiration with the Columbine Shooting students). By identifying himself with Jesus Christ and believing that he was a messiah of sorts, Cho developed delusionary thoughts about who he was. His loss of interest in class and antisocial behavior were common signs of some one with suicidal or destructive thoughts. At that point in life he had no cause for living and looked forward to his release from this world through death (Barlow, 2005). The Role of VPI Campus Police Department Campus police are primarily concerned with the safety and security of the student population and the members of staff. They aim to ensure that criminal acts are prevented from occurring and that action is taken to apprehend the perpetrators of a crime when it takes place. Their roles include responding to cries of distress from any body on the campus and to take the necessary action to ensure that the situation returns to normality as soon as possible (PaperClip Communications, 2007). Campus police receive the same training as normal police offices and are thus well versed in matters of disaster response and first aid. Profiling of any sort is something they are exposed to. Cho had been cited twice for stalking females and been cautioned not to repeat the behavior. Police procedure would have demanded a file be opened and any information about him properly documented. This would have required the cooperation of the administration so that private information about Cho could be put in the file. Based on the analysis of his personal profile, the police would have decided whether or not to put him on their watch list. Close supervision of his activities would have revealed his gun practice outings and alarming writings that would have warranted an administrative decision to revoke his admission at VPI. The lack of coordination between the administration and the campus police contributed to the failure of both parties in identifying Cho as a potential threat to the security of the campus. While it may have required more intense observation of the shooter to accurately arrive at his next course of action, a report from the local authorities charged with reporting gun purchases would have alerted the police to what kind of plan Cho may have been contemplating. Consequently, the blame for the shooting lies with the State of Virginia’s poor enforcement of laws that allowed a mentally challenged person to buy a gun. This incident seems to vindicate those who favor tougher laws regulating gun control and ownership. Further the fact that this purchase was not reported to the campus authorities shows that the agency conducting background checks was not performing its duties meticulously. The fact that a professor had complained about Cho’s behavior and requested he be withdrawn from her class was reason enough for the administration to put the campus police on alert. Cho should have been monitored more closely and any additional complaint form staff or students should have earned him an immediate expulsion. The health bodies that were to handle his case should have taken up the task with more vigor so as to have rehabilitated him and prevented the tragedy from occurring. By setting him loose on society the judiciary must share part of the blame. It appears that the judge was not sufficiently apprised of the danger Cho posed to his fellow human beings. An exhaustive analysis of Cho’s mental condition should have been made and further incarceration ordered in the light of his record. Laws surrounding privacy seemed to have frustrated the efforts to have the various stakeholders arrive at an informed decision. A relaxing of such laws or exceptions to them should be introduced so as to avoid a repeat of such cases. Shortcomings of the key players Profiling of individuals helps to place them in certain categories which identify the basic characteristics associated with that profile. Thus racial profiling may suggest that a black man outside a convenience store late at night might be planning a robbery. Despite the discriminatory nature of profiling, it assists the law enforcement officers to make arrests and in some cases prevent crimes. Similarly, profiling based on behavioral traits may identify potential criminals before they commit a crime. By listing the behavioral traits of criminals, one can be able to pick out those individuals with a likelihood of committing a crime based on their behavior. Antisocial acts, being withdrawn, low self esteem, excessive anger and a tendency to associate with violence are some of the traits that criminals have. Poor support systems and delusionary thoughts contribute to an individual taking up destructive actions. The VPI police were more attuned to dealing with the normal cases of petty crime and harassment to have bothered with a potential case of a mass murderer. A campus setting is not the most likely place to find a serial killer or a rapist. VPI police must have concentrated their efforts on maintaining the peace by dealing expeditiously with any cases of deviant behavior aimed at upsetting the student fraternity rather than profiling students with troubled pasts. This oversight is what led to their failure to notice the alarming trends in Cho’s behavior. It appears that the training they received did not include aspects of criminal behavior. Had they been adequately prepared for such eventualities, they would have identified Cho as a potential trouble maker and taken steps to monitor his behavior. Training in criminal behavior would have helped the police to set up a unit to deal with profiling of suspected students in a bid to prevent any tragedy on the scope that occurred that day (Ellis, 2005). After discovering the two dead bodies the police should have advised all students and staff to take precautionary measures as the killer would still have been at large. As a further measure they should have insisted on checking the bags of any student entering any building to establish if they were carrying any dangerous weapons. The administration on its part should take the concerns of its teaching staff very seriously. From the moment Cho was declared persona non grata in the professor’s class, urgent steps should have been taken to establish the nature of the complaint and whether it would have constituted a major threat to the security of the others members of staff and students. A hotline should be established through which students can report abnormal behavior by their colleagues and have the authorities investigate the claims with a view to taking the necessary action. This will help to identify those students with a potential for criminal behavior. The administration needs to develop emergency measures to be taken in the event that such an incident occurs again. Armed police guards should patrol the grounds and each building should have an armed officer who will deal with such cases. If the police had been in place and armed, they would have confronted the killer and engaged him, thus reducing the collateral damage caused. Behavioral Studies in Campuses Profiling is one of the tools that the VPI police would have used to help them identify Cho as a problem student (Bartol, 1999). By identifying his characteristics, they would have placed him in category that fits his profile correctly. Consequently they would have taken steps to contain any carnage that he would have planned by setting up surveillance around him. Further measures would include accessing the medical records of all students with mental challenges and determining the extent of the disorder ands the potential damage the student would inflict on their colleagues should the worst case scenario be taken. Such students should be closely observed and if there is any conviction that the person presents a threat to the society, their studies should be terminated forthwith. Looking for clue in the student’s essays is another avenue for picking out potential threats to the campus fraternity. By advising teaching staff to forward all essays that contain an alarming reference to violence and death, the police will be able to analyze the thought pattern of the students in a bid to establish the severity of the threat. Recurring violence themes running through a student’s essays are a likely indicator that the student is planning to carry out a violent act (Rogers, 1957). This will inform the police on the need to carry out searches of the student’s room and bags to determine if they are bringing any dangerous weapons to the campus. The police should also liaise with the local authorities to establish if the student has bought any weapons in the recent past and insist that he be blacklisted in the data bases so as to prevent him from accessing any guns. Questioning roommates of suspected trouble makers will help the police get more information concerning the behavior of the person under suspicion. This exercise should be extended to the family members where important records concerning their child can be obtained. It will also help in that the police can raise their concerns with the parents and devise methods to deal with the crisis at hand. Some of the solutions may involve a temporary withdrawal of their child from the campus for treatment. Upon successful completion of the treatment the child can be readmitted to the campus without prejudice. In instances where the treatment is ineffective the student should be permanently removed from the campus to avoid problems arising in the future. Counseling is another option open to the police. Having identified the student’s problem, the rest of the student population can be counseled on how they can assist their colleague deal with his condition. By being more sympathetic and caring, the student fraternity at VPI may have saved Cho’s life. If he had developed a good support system and had understanding friends that did not makes fun of him he may have become happier and more social. Thus as an intervention method, it is important for the staff and students to appreciate the disabilities of their colleagues and work towards making their lives more bearable rather than difficult. Postmortem Had the VPI police identified Cho as a potential threat they should have placed him under close supervision. They may have insisted that he attends therapy for his condition as a prerequisite for continued attendance at the polytechnic. Cho should have been housed in special quarters where he could receive the necessary care and medication for his condition (Prochaska, 2007). If the situation was extreme then he should have been discontinued until a marked improvement in his condition was observed. Close circuit TV should have been installed in all the buildings so that the police could monitor the activities taking place everywhere. This would have made it more difficult for anybody to perpetrate a crime and get away unnoticed. As a deterrent, this measure would have assisted greatly. Metal detectors ands physical searches should have been conducted on anybody leaving or entering a building. All exits and entrances should be monitored and the fewer the better. Police manning the checkpoints should be armed and trained to deal effectively with any threat to themselves or the campus population. As a preventive measure the police should conduct training drills for polytechnic to prepare them for any eventuality. By simulating shooting sprees, grenade attacks and bomb explosions, they can prepare the students and staff about the best action to take when faced with such a crisis. In addition the police should partner with the administration and students to foster close relationships so that concerns like those of Cho’s roommates are reported to the police for necessary action. This will entail the police educating the students for what signs to look for in their colleagues and how to handle them if caught up in a precarious situation. Once Cho began shooting the police should have created a distraction so that his attention was diverted. Such interventions can include the negotiations that take place in hostage situations. VPI police will need a trained negotiator who can talk people out of doing things they had planned to do. If the police knew Cho’s medical history a negotiator would have got to the scene quickly and began to convince him that the carnage was not right and that better alternatives could be found for his concerns. To deal with such case of student violence, more stringent security measures must be put in place (Vossekuil et al. 2002). CCTV should be installed in all buildings and be security centre be manned 24/7. Strict rules on being inn possession of a weapon concealed or otherwise should lead to automatic expulsion of the offender. The administration should share student information with the police so that they can establish profiles for all the students based on criminal, medical or personal information. The profile database will enable the police to narrow down the potential trouble makers and monitor them closely for any disturbing developments. The federal and state government’s should pass laws that make disclosure requirements more explicit and background checks more thorough before a gun can be sold to an individual. A waiting period of not less than one week should be imposed before a license can be issued to own a gun. This will allow for ample time for cross checking of an individual’s background before issuing a gun to him. Restrictions on the sale of guns should extend to students currently enrolled in learning institutions and heavy penalties imposed on gun dealers who break the law. Teaching staff should also be trained on criminal behavior theory so they can identify students who fit the profile of a criminal (Turvey, 1999). This will help the police in their work as the teaching staff are closer to the students and interact with them more often. Further, nationwide campaigns should be held discouraging the use of violence and therapists employed by all institutions to deal with individuals that need counseling. The institutions should be mandated to commit a student to therapy where a professional view demands so. In the event that the student refuses to comply, automatic expulsion should be enforced.

Management Principles & Practice Essay

A group of twelve lifelong friends put together $1,200,000 of their own funds and built a $6,000,000, 48-lane bowling alley, near Norfolk, Virginia. Two of the investors became employees of the corporation. Ned Flanders works full-time as General Manager and James Ahmad, a licensed CPA, serves as Controller on a part-time basis. The beautiful, modern-day facility features a multilevel spacious interior with three rows of 16 lanes on two separate levels of the building, a full-service bar, a small restaurant, a game room (pool, videogames, pinball),and two locker rooms. The facility sits on a spacious lot with plenty of parking and room to grow. The bowling center is located in the small blue-collar town of Wallingford. There is no direct competition within the town. The surrounding communities include a wide-ranging mix of ethnic groups, professionals, middle- to upper-middle-class private homes, and apartment and condominium complexes ranging from singles to young married couples to senior citizen retirement units. Nearly 200,000 people live within 15 miles of Wallingford. The bowling center is open 24 hours per day and has a staff of 27 part- and full-time employees. After four years of operation, the partners find themselves frustrated with the low profit performance of the business. While sales are covering expenses, the partners are not happy with the end-of-year profit-sharing pool. The bowling center operates at 100 percent capacity on Sunday through Thursday nights from 6:00 P.M. until midnight. Two sets of men’s leagues come and go on each of those nights, occupying each lane with mostly five-person teams. Bowlers from each league consistently spend money at both the bar and restaurant. In fact, the men’s leagues combine to generate about 60 percent of total current sales. The bowling center operates at about 50 percent capacity on Friday and Saturday nights and on Saturday morning. The Friday and Saturday â€Å"open bowling† nights include mostly teenagers, young couples, and league members who come to practice in groups of two or three. The Saturday morning group is a kid’s league, ages 10 through 14. There are four ladies leagues that bowl on Monday and Wednesday afternoons. Business is extremely slow at the bowling center on Monday through Friday and Sunday mornings, and on the afternoons of Tuesday, Thursday, Friday, Saturday, and Sunday. It is not uncommon to have just three or four lanes in operation during those time periods. The owners have taken a close look at the cost side of their business as a way to improve profitability. They concluded that while the total operating expense of $1,466,000 might appear to be high, there was in fact little room for expense cutting. At a recent meeting of the partners, James Ahmad reported on the results of his three-month-long investigation into the operating cost side of other bowling alleys and discovered that the Wallingford Bowling Center was very much in keeping with their industry. James went on to report that bowling alleys were considered to be â€Å"heavy fixed cost operations† and that the key to success and profitability lies in maximizing capacity and sales dollars . QUESTIONS 1. Apply the decision-making process described in the chapter to this case. What is the major problem facing Wallingford? List five specific alternative solutions that could be implemented to solve that major problem. 2. As general manager of this company, how could you utilize and manage the group decision-making process and technique to improve company profits? Which employees would you include in the group?

Investigating the empirical link between task-based interaction and acquisition

IntroductionThere are three chief parts of this essay. The first portion explains the basic thought or sum-up of the chapter, titled as â€Å"Investigating the empirical nexus between undertaking based interaction and acquisition† ( chapter 3 from the emended volume of Norris and Ortega 2006 ) . The 2nd portion of the chapter relates to, the analysis of some primary surveies, used in the above chapter or experimental surveies analyzed and discussed in the chapter. The 3rd portion of this essay explains task-based interaction ( theory discussed in the chapter ) and the practical deduction of Task based interaction for non-native linguistic communication scholars.Summary of the ChapterWhile some probes illustrate that, undertaking based interactions can ease acquisition of some lingual features, other 1s back up no such relationship. This chapter explains the primary aggregation of work on look intoing the nexus between task-based interaction and 2nd linguistic communication acq uisition. Long ( 1980 ) , for the first clip introduced, interaction hypothesis, by explicating the position that interaction between N S ( Native talker ) and N N S ( Non Native talker ) can be utile from assorted facets. Early research indicated three facets in which interaction can he helpful. First, interaction provides chances to negociate for comprehension, which enhances scholars input, ( Doughty & A ; Pica 1986 ; Gass & A ; Varonis 1985 ; Long 1983 ; Pica 1988 ; Pica and Doughty 1985 ) . Second, it helps learner to gauge the spread between their native linguistic communication and mark linguistic communication ( Schmidt 1990 ) . As mentioned above that, interaction helps in doing input comprehendible. This statement was farther supported by two major Surveies by ( Gas and Veronis 1994 ; Picca, immature and Doughty 1987 ) , they concluded that interactionally modified input ( input in which scholar are allowed to negociate for comprehension ) facilitate scholars in comparing with pre modified input ( input given in simplified manner ) . Long ( 1983 ) suggested that there could be at least â€Å"indirect insouciant relationship† between interaction and acquisition. Probe from Pica ( 1993 ) concluded that, two types of Tasks were extremely effectual, saber saw and information spread, because it involves all the scholars to interact. Surveies conducted by ( Ellis, Tanaka and Yamazaki 1995 ) , ( Mackey 1995 ) , ( Pica 1992 ) , ( Gas and Veronis 1994 ) , ( Young and Doughty 1987 ) exhaustively analyzed the relationship between interaction and 2nd linguistic communication acquisition. The consequences of their surveies were rather satisfactory in presuming the being of empirical nexus between task-based interaction and 2nd linguistic communication. This chapter exhaustively observed 14 relevant experimental surveies based on input interaction. All the surveies were selected from about 100 identified surveies during literature search.The basic factors considered for the choice of these surveies were clip of surveies ( 1980-2003 ) , age of participant in surveies ( 15-44 ) , surveies incorporating effectual Communication undertaking and surveies which contained undertakings that surrogate acquisition of specific grammatical and lexical characteristics. Entire figure of surveies analyzed were, ( n =14 ) , out of which, ( n =7 ) surveies were of English linguistic communication, ( n =4 ) surveies were of Spanish linguistic communication and ( n =3 ) surveies were of Nipponese linguistic communication. Majority of acquisition, ( 71 % ) took topographic point in university context. After analyzing the above surveies exhaustively, It was concluded that empirical nexus do be between undertaking based interaction and acquisition, farther research in this field was besides recommended at the terminal of the chapter. This is a good chapter, because it adds a batch to knowledge in applied linguistics. The contents in this chapter are the basic replies to empirical inquiries about 2nd linguistic communication acquisition and learning while nailing inquiry for future research ( Brown, 2002 ) . â€Å"Overall, the writers have managed to collocate a really good structures chapter on a subject of import to farther subject of applied linguistics† Ute Knoch, University of Auckland, New Zealand, on Linguist List 17.3578, 2006.PrimarySourcesfromChapterInteractionist theoretician considers linguistic communication acquisition as a outstanding facet of discourse or linguistic communication is learned through discourse. The survey of colloquial interaction and its relation to 2nd linguistic communication acquisition has been cardinal to research workers. Since 1980, a batch of research has been carried out in order to explore the being of phenomenal bond between undertaking based interaction and 2nd linguistic communication acquisition ( Gass ; Mackey and Pica: 1998 ) . Interaction hypothesis is derived from ( Hatch: 1978 ) , on the importance of conversation for the development of grammar. Long in 1980 revealed the importance of interaction in his celebrated hypothesis called â€Å"interaction hypothesis† . Since so many research workers have tried to research the connexion between interaction and 2nd linguistic communication acquisition.Interaction hypothesis in based on two major claims,Comprehensible input is necessary for 2nd linguistic communication acquisition.Negotiation in communicating brought alteration in the construction of interaction, which helps in doing input comprehendible.Rod Ellis ( 1999:3 ) explained interaction as, â€Å"the impersonal activity that arises during face to confront communication† . Interaction plays an of import function in linguistic communicatio n acquisition. It facilitates learner, to grok lingual characteristics of a linguistic communication and provides scholars to take the considerable sum of input harmonizing to their demand ( Long 1996 ) . In footings of input, as argued by ( Kreshan: 1985 ) that, comprehendible input plays an of import function in 2nd linguistic communication acquisition. However ( Gass: Meckey and Picca 1998 ) reported that ( Long 1985 ) himself pointed out that comprehendible input, in itself, was necessary but non sufficient to advance the acquisition procedure. Similarly, ( Swain 1985 ) , claims that, through the resulting interaction, scholars have chances to understand and utilize the linguistic communication that was non apprehensible ( comprehendible end product ) . Additionally, they may have more or different input and have more chances for end product. Since in early 1980 and subsequently on in 1996 Long`s account of â€Å"interaction hypothesis† , claimed that, common connexion between acquisition and interaction is widely accepted ( Gass, Mackey and Picca 1998 ) . Similarly, ( Gass 1997 ) examines the relationship of mechanism between communicating and acquisition. As was proposed by ( Long 1996:414 ) , â€Å"It is proposed that environmental parts to acquisition are meditated byselective attending and the scholars developing L2 processing capacity, and that these resources are brought together most usefully, although non entirely, during dialogue for meaning† . It indicates that Long`s chiefly accent is on interactive input ( input that is derived and comprehend through interaction ) . Long clarified that conversation between more competent scholar ( native talkers ) and less competent scholar ( non native talkers ) . The interaction which takes topographic point between less competent and more competent involves elucidation for significance, verification of message significance and comprehension cheques. Pica ( 1994 ) strengthened the importance of interaction hypothesis, by lucubrating the importance of â€Å"negotiated input† in three rule ways. First importance of negotiated input is that, it helps learner to have comprehendible input, which takes topographic point through alteration of address. Learner ‘s procedure input easilywhen breakdown in dialogue takes topographic point. Second Pica suggested that, during dialogue between less competent talker ( N N Ss ) and more competent talker ( N Ss ) , direct feedback to less competent talker is provided. Last Pica argued that dialogue aid scholars to modify their ain end product, in instance of any break down during dialogue procedure. On the contrary, experiment conducted by ( Gass & A ; Varonis ; 1994 ) with the aid of 16 scholars derived the consequences that sometimes dialogue for significance does non assist N Ss to grok N N Ss. Task based interaction has an everlasting deduction on linguistic communication acquisition. It provides scholar with input harmonizing to their demand. Learners interact and simplify significance for them with the aid of dialogue for better comprehension. Comprehension depends upon the scheme adopted by N N Ss in order to carry through the mark of dialogue. Since, in Task based interaction, chiefly the interaction takes topographic point through a â€Å"life like† undertaking, so task seems to be cardinal here. Similarly Bygate ; Skehan and Swain ( 2001 ) explains undertaking as â€Å"A undertaking is an activity which requires scholars to utilize linguistic communication, with accent on significance, to achieve an objective† . Research workers have explored two major inquiries in order to place the effectivity of undertakings.The affect of undertaking on linguistic communication comprehension.The consequence of undertaking on linguistic communication acquisition.Get downing with the survey conducted by, ( Mackey 1999 ) , which is based on the probe of two inquiries. The first inquiry considered, in this survey was ; whether interaction is straight related to acquisition? The 2nd inquiry was about the nature of conversation and degree of engagement in conversation. There exists a direct relation between larning and active engagement of scholars in assorted undertakings, the claim made by ( Mackey 1999 ) . Learners ‘ inactive engagement in interaction makes them unable to accomplish proficiency in 2nd linguistic communication as comparison to learner who participated actively. These two inquiries were analyzed profoundly in this survey. Undertakings used in this analysis were based on a specific standard, that isUndertaking required major and active engagement were used.Task provides contexts for the targeted constructions to happen.The interactive undertaking were chiefly, â€Å"story completion† , â€Å"picture sequencing† , â€Å"picture drawing† and â€Å"spotting out image differences† . These undertakings were designed with the aid of six, native talke rs. Native talkers were trained in the usage of â€Å"pre test† and â€Å"post test† stuff. The consequences clearly confirmed the anticipation that ; active engagement did ease development of 2nd linguistic communication. The ground was that of the cogency of the above undertakings used in interaction, which confirmed considerable development in linguistic communication acquisition. The undertaking based interaction seemed to hold high influence in 2nd linguistic communication acquisition. Similarly, the survey of ( Garcia and Asencion: 2001 ) analyzed two groups of pupils, comprised of 39 participants. This survey studies, the relationship between group interactions and inter linguistic communication development. Specifically, its relation to listening comprehension and the grammar signifiers production in mark linguistic communication. First the scholars took notes on a mini talk and so completed a text Reconstruction and listening comprehension trial. The two experimental groups were made as 18 and 21. The first group, ( experimental group n=18 ) interactively shared notes for five proceedingss in little groups while the 2nd one, ( control group n= 21 ) , did non interact, although pupils were allowed to analyze their notes for five proceedingss. While analysing the consequence, experimental group scored clearly higher than control group on the listening comprehension undertaking. There was important difference between two groups in footings of interaction, sum and types of L2 words used in joint building of cognition. This survey shows that interaction may hold an consequence on listening comprehension. Input was considered to be of two types ; pre modified input and interactionally modified input as is considered in following two surveies. Survey by ( Mackey & A ; Plilp 1998 ) examines the consequence of negotiated input on the production and development of inquiry signifiers in English as a 2nd linguistic communication. The survey was based on ( Long 1996 ) , claim in updated version of Interaction hypothesis sing negative feedback. Long suggested that expressed negative feedback, which occurs through interaction, may be one manner through which interaction can hold positive consequence. The survey explored the nexus between short term linguistic communication development and recast in linguistic communication conversation. The entire figure of participants in this survey were ( n=35 ) , along with ( n=5 ) native talkers. The participants were from novice and intermediate degree selected from intensive English linguistic communication categories. The native talkers were trained to transport out â€Å"role play† and were provided with reading, composing direction in footings of different undertakings. The survey was successful in footings of its premise. It was derived that recast truly assist in production of developmentally beforehand constructions. Comprehension seems, to be one of the of import factors in interaction. Learners without comprehension can non continue with the interaction. Two different sorts of linguistics environment are suggested by ( Pica ; immature and Doughty: 1987 ) . First, the input that has been modified or simplified, simplification may affect, repeat, limitation of common vocabulary or vocabulary with common or familiar points and so on. Second, doing contributing environment, or environment in which ample of chances for interaction between N Ss and N N Ss are appreciated. In such type of interaction both N Ss and N N Ss modify and reconstitute their interaction and derive significance based on common apprehension. The survey reported by ( Pica ; Young and Doughty: 1987 ) , included a type of undertaking ( listen to make undertaking ) in which scholars performed assorted actions on the footing of comprehension. This undertaking provided pupils with close apprehension, and new lingual characteristics can be easy adjusted with this undertaking. The N N Ss were supposed, to listen to native talkers and execute the action consequently. The native talkers gave description of everything and N N Ss performed the action as directed by N Ss. The chief action was the arrangement of specific points on a little board. This undertaking measured the degree of comprehension, by figure of points, which non native talkers selected and placed right. Two groups were made and first group was provided with pre modified input ( the NS was giving them waies and interaction or communicating was non allowed in this undertaking ) . The 2nd group were placed under status two. They performed the same undertaking but were allowed to interact or pass on in instance of any disagreement in comprehension. Through interaction, they seek verbal aid from the N Ss, whenever they felt any trouble during the arrangement of points on the board. Consequences of this survey provided empirical grounds for the fact that, interaction for dialogue of message between N S and N N S plays an of import function in comprehension. The consequences clearly indicated that interactionally adjusted input surpassed pre modified input ( 88 % vs 69 % ) . The ground is that, it involves interaction in signifier of communicating in conformity to common apprehension between N S and N N S. Listen to make undertakings are really helpful in supplying chances for comprehension and acquisition, Ellis ( 2003 ) . Similarly the experimental analysis of Ellis, Tanaka, and Yamazaki ( 1994 ) has employed the same technique and supported that, interaction facilitates acquisition of certain grammatical and lexical characteristics. The major probe in this survey was that of, the differential effects of â€Å"pre modified input† , â€Å"interactionally modified input† and â€Å"baseline input† on undertaking public presentation. In this survey multi factorial design and two dependent variables, that is, ( listening comprehension and vocabulary acquisition ) and two independent variables, that is, ( pre modified input and negotiated input ) were employed.Results derived from this survey clearly indicated that undertaking based interaction facilitates acquisition of specific grammatical characteristics. â€Å"The merely published survey to prove the consequence of negotiated interaction on comprehension is by Pica et al 1987 ) † . A listening undertaking was assigned to two groups of non native talkers: in one group the non-native talkers negotiated interaction with their native-speakers middlemans ; in the other group, non-native talkers could merely listen. Non-native talkers in the interaction status scored significantly higher on the hearing undertaking, therefore back uping the claim that accommodations, in the signifier of negotiated interaction facilitate comprehension. However the survey of ( Pica et al 1987 ) seems to supply assorted support between interaction and acquisition. An advantage seems to rule pre- modified input on negotiated interaction ( Loschky 1994 ) . The survey done by ( Loschky 1994 ) is based on, Longs suggestion, about the demand of â€Å"clear and direct test† of the accommodation to interaction hypothesis. This survey based on, or is the coalesced version of two major hypothesis, the first 1 is the celebrated input hypothesis ( one + 1 ) by ( Kreshan 1985 ) and 2nd one is related to Longs ‘ interaction hypothesis. Three of import inquiries were observed, with the aid of ( n=41 ) get downing flat scholars of Nipponese as a foreign Language. The of import points analyzed in this survey were ; what does precisely ease 2nd linguistic communication comprehension?Negotiated interaction or non interaction ( pre modified input ) ?Pre modified input or unmodified input/ interaction?If the figure of comprehension ( comprehendible input ) is greater, does it bespeak that the figure of acquisition will be greater?Grammatical characteristics were analysed through the aid of a thorough survey. Acquisition mark was made of Nip ponese vocabulary points and some sentence construction, that is, ( dual noun locative sentence constructions with station positional atoms ) . With the aid of pre trial the existing degree of the scholars were concluded, in the same manner station trial derived the grade of alteration in at that place larning. After a figure of experimental surveies consequences were derived. The experimental consequences derived from this experiment strengthened the research consequences derived by ( Pica et al 1987 ) and ( Gass and Varonis 1994 ) . Consequences indicated that, the degree of comprehension in â€Å"negotiated interaction group† was highest in comparing with the other two groups ( â€Å"Baseline input group† and â€Å"Pre modified input group† ) . The consequences besides suggested that ; â€Å"there is no correlativity between differences in minute to minute comprehension and additions in vocabulary acknowledgment & A ; acquisition of structures† . On th e footing of this experimental survey Loschky ( 1994 ) , suggested that undertaking based interaction does non ease grammatical characteristics in linguistic communication. Output hypothesis claims that â€Å" sometimes, under some conditions, end product facilitates 2nd linguistic communication acquisition in ways that are different signifier, or enhance, those of input † ( Swain and Lapkin, 1995, p. 371 ) . During the interaction between native and non native talker, â€Å"speakers made their inter linguistic communication vocalizations comprehendible when the native talker indicated trouble in understanding them† ( Pica 1988 ) . Apart from the importance of comprehendible input it is presumed that â€Å"comprehensible input† is non sufficient for 2nd linguistic communication acquisition, but that chances for the N N Sto achieve more mark like end product is besides necessary ( Swain, 1985 ) . During interaction native talkers ask for verification, elucidation and repeat of non comprehendible lingual characteristics. These patterns during interaction compel not native talkers to modify their end product, in order to do it comprehendible for native talker. Swain called such sort of end product as â€Å"pushed output† . The experimental analysis of ( Pica 1988 ) investigated, Swains` claim, labelled as â€Å"comprehensible output† . Interaction between a native talker and ten non native talkers of English were examined, in order to deduce, that how the non native talkers made their linguistic communication or vocalizations apprehensible, when the native talker show his or her inability to grok not native talker message. The basic concern of this probe is: whether non native talkers would merely reiterate or modify the produced vocalizations on petition of Native talkers. In this probe, there was less of grounds to corroborate the possibility of Swain` claim. Out of 87 possible cases of comprehendible end product in which native talkers requested verification, elucidation, or repeat of the non native talkers utterance merely 44 instances were found in which the non-native talker modified his or her end product and merely 13, grammatical alteration were involved. Pica 1988 expressed that non native talkers are non that much rich in colloquial context of mark linguistic communication to use native like alteration in their address. On other manus it was derived that native talkers modify the produced end product in order to clear up the significance for non native talkers. Similarly, ( Pica, Holliday, Lewis, and Morgenhaller 1989 ) , in another survey, observed the same phenomenon of comprehendible end product. Activities designed in this survey extremely needed interaction, that is, native and non native talker interaction. The consequences derived by this survey were same as of old one. Non native talker produced â€Å"comprehensible output† merely in response to six per centum of the native talker vocalizations. It can be concluded from the above treatment that there is a direct relation between undertaking based interaction and 2nd linguistic communication acquisition. Research workers such as Pica ( 1994 ) etc, have investigated interaction and acquisition link rather exhaustively. They concluded this phenomenon by analyzing and puting scholars of different educational background. They successfully derive the consequence that there exist a nexus between interaction and 2nd linguistic communication acquisition.Presents deductions for non native English linguistic communication learning methodological analysis.As mentioned earlier in the above portion, that â€Å"Interaction hypothesis is based on two of import premises. First, ( Kreshan 1980 ) â€Å"input hypothesis† which provinces that, subconscious procedure of acquisition is possible, when scholars are focused on significance and they obtain â€Å"comprehensible input† . Second, Hatch ( 1977 ) attack of â€Å"Discourse analysis† , which is about realistic discourse, or interaction between native kid and grownup scholar. The importance of interaction in linguistic communication acquisition can be exempted from the claim made by Allwright ( 1984 ) . He stated that, face to confront interaction in category room is the â€Å"fundamental fact of pedagogy† , and farther strengthened his claim by adding, that, â€Å"Everything that happens in the category room happens through face to confront interaction† . Undertakings are the primary instructional tools used in schoolroom room for interaction ( Dave and Jane Wiilis 2007 ) . Undertaking as defined by Ellis ( 2003 ) , involves any four accomplishments of the linguistic communication activities. Wholly, Receptive ( listening and reading ) and Productive ( talking and composing ) activities should be involved in undertakings. Interaction in linguistic communication schoolroom is really of import and disputing from assorted positions. It indirectly and someway straight involves instructor in most of the activities. In order to keep conversation in category pupils, instructor should set a batch of attempts in eliciting the involvement of pupils ( Dave and Jane Wiilis 2007 ) . Linguistic resources are the basic thing which learners deficiency at the initial phases while larning linguistic communication, in such state of affairs keeping conversation is really effortful on the portion of instructor ( Ellis 2003 ) . Teachers` function in undertaking based linguistic communication instruction is the same as of a manager. The two types of attack, that is, â€Å"focus on meaning† and â€Å"focus on form† are every bit of import in linguistic communication instruction. One is related to the right construction in linguistic communication, while the other one is related with the significance of the expressed sentences. Since undertaking based interaction is fundamentally linked communicating, it major focal point should be on significance. Interrupting communicating disturbs the natural flow of scholars. Assorted undertakings are recommended by many research workers in order to do larning affectional in schoolroom. Dave and Jane ( 2007 ) argued that Prediction undertakings ( foretelling future state of affairs in narrative or image ) are of import in order to assist scholars expect about an event with the aid of antecedently learned vocabulary. Pica ( 1994 ) emphasized on all those undertakings for linguistic communication scholars, which are extremely effectual in footings of engagement, that is, Jigsaw and information spread. Similarly Pica and Doughty ( 1986 ) favored the thought of information spread. Negotiation of intending dramas an of import function ; pupil should be encouraged to negociate for intending where they feel any trouble in comprehension. This phenomenon was observed by the survey of ( Mackey & A ; Plilp 1998 ) . Negotiation of significance occurs where most peculiar information is required for comprehension, or the scholars feel the demand of understanding the state of affairs right. Rost and Ross ( 1991 ) suggested three types of schemes for schoolroom interaction, that is, â€Å"Global questioning† , â€Å"Local questioning† and â€Å"Inferential strategies† , for elucidation of significance. Communicative competency is based on Yule ( 1996 ) which deals with the learner`s public presentation. It stated that Learners perform good, when they understand the undertaking. It should me mainly the duty of instructor to help pupil understanding undertaking about their public presentation. Wright ( 1987 ) emphasized on two basic things which should be included in undertaking, â€Å"Instructional questions† and â€Å"input data† . Communicative linguistic communication instruction is a learning methodological analysis which fundamentally aimed for the intent of communicating. Howatt ( 1984: 279 ) accent on the deduction of communicative attack by reasoning that â€Å"language is acquired through communicating. Freeman ( 1986: 123 ) explains that â€Å"when we communicate, we use the linguistic communication to carry through some maps, such as controversy, carrying, or assuring. Furthermore we carry out these maps within a societal context. Freeman ( 1986 ; 125 ) explains the experience of pupils within the context of communicative attack. Task like storytelling, vocals, dramatisation, function drama, image description, narrative narrating, games etc, were included in schoolroom in order to indulge scholars in communicating. As was suggested by Long ( 1994 ) â€Å"Life like† activities are conspicuously the portion of communicative linguistic communication instruction.