#FreelancerFriday #6 - Tom Sanderson, Cover Designer

#FreelancerFriday #6 - Tom Sanderson, Cover Designer #FreelancerFriday #6 - Tom Sanderson, Cover Designer â€Å"What I’m interested in about book design is how when you get a project and a brief, you’re very much a visual problem solver. You’re trying to turn a load of words, a manuscript, a blurb, an idea, into a visual package in the most interesting and pick-up-able way. Each cover is different - they may look similar in some respects, but the way you approach them mentally is quite different.†Tom Sanderson is a designer based in Brighton. He’s created book covers for just about every demographic imaginable, from children’s fiction through young adult to adult fiction, commercial and literary, and beyond. His full portfolio is at The Parish.REEDSYHow did you get started in design?TOM SANDERSON I went down the art college route. I’ve come from an illustration background. My father’s an illustrator and my mother was a Ceramics teacher. I went to art college because it seemed like the natural place for me to go. I initially did my degree in illustration, and then a postgrad after my degree which is when I got more into the graphic design side of things. I’ve always been interested in books, and I was lucky enough that the college I was at for my MA had a really good bookbinding department, so a lot of my projects were based around that.When I left college I looked for jobs in the publishing industry. Initially I worked as a junior in children’s books. Publishing is one of those industries where once you get into the system it’s a small world. If you work in a company for a couple of years, people you work with move around to other houses and you get to be known by your work. I got to move around on the back of my work from children’s fiction to teenager fiction to adult fiction design, and ended up at Penguin for about five years before going freelance.REEDSY Why go freelance?TOM SANDERSON There was a number of factors. When you work as a designer you get to a stage where you either go down the art director / creative director route, and push down that path where you’re managing people and managing projects and managing departments; or you go the freelance route. Initially I was interested in becoming an art director and did bits and pieces of that. I lived in Brighton and used to commit to London every day; after six years I wanted more of a work-life balance, so I settled in Brighton permanently and now I’ve got a studio here. If I’d stayed in London I probably would have stayed in-house too. But the other negative side of being an art director, for me, is being less hands on with stuff. It’s more about managing projects and managing people. For me my strengths are designing, and I’d miss that if I wasn’t doing it.REEDSY How do you see the creative challenge of designing a cover?TOM SANDERSON What I’m interested in about book design is how when you get a project and a brief, you’re very much a visual problem solver. You’re trying to turn a load of words, a manuscript, a blurb, an idea, into a visual package in the most interesting and pick-up-able way. Each cover is different - they may look similar in some respects, but the way you approach them mentally is quite different.REEDSY Is being pick-up-able more about standing out, or just not ‘blending in?’ Looking at your portfolio, your cover for A Deeper Darkness stood out to me.TOM SANDERSON As you can imagine, there was quite a lot of different approaches to that book because it was so massive. Initially they gave me various thought-starters about the book and how it could work as a visual reference for the cover. So we talked about having piles of burning books and Nazi banners and things like that. We talked about a German street scene, initially doing a lot of visuals of narrow streets with bombed-out buildings, and the type working above that. It wasn’t getting the emphasis that they wanted across, so we brought in the idea of having the girl reading on top, which was a nice way of reflecting what’s going on in the book. Once we had that in place we brought in elements of fire around the edges. The typography was quite simple - we just wanted to make 'The Book Thief’ stand out as clear as possible.REEDSY When an author brings you a project is there anything they can do that helps?TOM SANDERSON It’s helpful to know the kind of books your book is up against. Knowing competitor’s books, knowing the genre is useful. Any visual ideas that they might have are always good to know - it gives you a greater understanding on what you can play with visually. Sometimes by having a conversation with publishers you find ideas you’d never have arrived at on your own.

Syntactic Properties of Phrasal Verbs in English

Syntactic Properties of Phrasal Verbs in English Introduction and Brief Summary of the Article The Grammar of English Phrasal Verbs is an article, written by R. M. W. Dixon in 1982. This work aims at defining the term â€Å"phrasal verb† itself and analyzing the properties of phrasal verbs in English from syntactic and semantic perspectives. The article under consideration is properly structured and written in clear and comprehensible language.Advertising We will write a custom critical writing sample on Syntactic Properties of Phrasal Verbs in English specifically for you for only $16.05 $11/page Learn More With the help of evaluation of past studies in the same area, the reader gets a wonderful opportunity to clear up what is already known about phrasal verbs, why it is necessary to classify phrasal verbs, and why these certain types are chosen, what the peculiarities of transitive and intransitive phrasal verbs are, and why the underlying structures are considered to be the best means of explaini ng the actions and changes, which take place within phrasal verbs in comparison to the surface structures. The grammar of phrasal verbs in English takes an important place in the study of this particular language, this is why it is crucially important to pay attention to any type of properties in order to comprehend appropriately how and why it is necessary to classify phrasal verbs. The work by R. M. W. Dixon is a reliable source that provides the reader with all the necessary information about phrasal verbs and their possible classifications. Phrasal Verbs as a Verb-Preposition Combination Nowadays, people face more and more problems with defining phrasal verbs, their place in English grammar, and their classifications. It turns out to be rather difficult for not-native speakers to comprehend what phrasal verbs actually mean (Ware Dowd 2008: 50). Due to this very reason, it is necessary to admit that that article by Dixon should be regarded as a real treasure for those, who are g oing to start learning English grammar and touch the peculiarities of phrasal verbs in particular. From the very beginning of the work, the author offers several ideas of how to interpret a phrasal verb. One of the clearest and frequently used points is the idea that phrasal verbs are those verb-preposition combinations, which â€Å"cannot be inferred from the separate ‘norm’ semantic characterisations of the simple verb and of the preposition(s)† (Dixon 1982: 1). Past Studies Help to Evaluate the Situation With the help of past studies, it is known that phrasal verbs have to be listed separately, as the combinations of verbs and prepositions may present various idiosyncratic meanings, which have to be remembered (Gelderen 2002: 84). In his article, Dixon touches upon such issues like substitution, gapping, fronting, and the position of prepositions. All these non-semantic criteria help to distinguish phrasal verbs from other literal combinations, which may confu se people and even researchers. For example, the criterion of substitution may be evaluated: only a few number of phrasal verbs can have proper and pure corresponding synonyms (let out may be sometimes interpreted as disclose). It is also necessary to underline another very important criterion of phrasal verbs.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lots of people still believe that if they interchange the position of a preposition with a non-pronominal post-verbal noun, the meaning of the whole phrase will not be changed. However, as the investigations prove, this point of view is rather mistakable. Many phrasal verbs cannot be divided into a simple verb and a preposition; this is why it is crucially important to study the use of phrasal verbs and their location in the sentences. In order to comprehend better how dangerous the substitution or wrong placement of words can be in English sentences can be, it is possible to make use of phrase structure trees. It is â€Å"a way of representing the linear order, constituency and hierarchical structure of sentences in a language† (Payne 2006: 339). For example, let us take two sentences from Dixon’s article: â€Å"John takes after his father† and â€Å"John takes his father after† (Dixon 1982: 4). Any branch of phrase markers should begin with a clear combination of words and end with a certain terminal symbol (Cannon 2002: 100): Sentence Noun Phrase Verb Phrase Adjective Noun Verb Adverb According to this scheme, the sentences under consideration may be analyzed in the following way: noun phrase is â€Å"John† and â€Å"his father†, and verb phrase â€Å"takes after†. The point is that this phrase cannot be divided into any other parts, because it is a meaningful phrasal verb. If the noun phrase separates the verb phrase, the essence of the verb will be lost. This is why it turns out to be impossible to say â€Å"John takes his father after†, and the only possible variant is â€Å"John takes after his father† that means that the father and the some resemble in their appearance.Advertising We will write a custom critical writing sample on Syntactic Properties of Phrasal Verbs in English specifically for you for only $16.05 $11/page Learn More The role of past studies in this article takes a significant place, because such brief examination of already known facts about phrasal verbs help to start own investigation and make use of evaluated pros, cons, and peculiarities of phrasal verbs. The above-mentioned criteria are not the only ones that are discussed in this piece of work, however, they are considered to be the most important and the most known. Continuums play an important role in phrasal verbs’ evaluation The article under consideration examines of the phrasal verbs’ crite ria separately due to its unclear nature. â€Å"It appears that there is a continuum, with the more idiomatic and idiosyncratic combinations at one extreme, and entirely literal combinations at the other† (Dixon 1982:9). The continuum under analysis may be classified according to five clear levels, which evaluate the meaning of the sentences with phrasal verbs. The continuums can be both literal and non-literal, and idioms. Some of the constructions, usually literal ones, demonstrate the absence of semantic peculiarities. In comparison to these constructions, the author represents several sentences, which require a distinct dictionary entry. Types of Phrasal Verbs, Offered by Mr. Dixon In The Grammar of English Phrasal Verbs, the author identifies six different types of phrasal verbs. The chosen by the author approach makes the understanding of each phrasal verb’s type easier and clearer. In order to comprehend why the author chooses six types only and give preference to the underlying structures, it is necessary to identify what the underlying structure means, what other types of structures may be used in this kind of analysis and classification, and what type of order is inherent to each of these phrasal verbs types. Lots of scholars distinguish four main types of phrasal verbs: (1) intransitive and inseparable, (2) transitive and inseparable, (3) transitive and separable, and (4) transitive with inseparable prepositions (DeCapua 2008: 150). However, to attract the attention of the readers, the author made a wonderful attempt to represent more types of phrasal verbs and, by means of underlying structures, prove his ideas and approach. There are two possible structures: underlying, also known as deep or D-structure, and surface, also know as S-structure. Laurel Brinton (2000) defines underlying structure as a linear order of words in sentences and surface structure as a concrete realization of the previous structure (163-164). The author of the article that is discussed right now chooses six underlying structures: Preposition (P) P and Noun phrase (N) N and P N – p – N P – p – N N – p – p N After providing this brief classification of phrasal verbs, the author analyzes three types of the verbs thoroughly and represents the examples for the readers in order to prove his choice. First of all, he names intransitive single phrasal verbs – the structure (1) that does not require direct/non-direct objects and the structure (2) that usually requires prepositional objects.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More e.g.: He came to within a short period of time (1). My chief picks on me for each mistake (2). The next group for discussion is considered to be transitive single phrasal verbs. The representatives of this group have the underlying structures (3) and (4). As a rule, the phrasal verbs of this group need a prepositional object, and only in few cases, a direct object may be used. e.g.: It is impossible to bring her down (3). You have nothing to do but see this game through its successful end (4). Double phrasal verbs are the last group of verbs that unites fifth and sixth underlying structure. Mr. Dixon admits that these verbs have need of two prepositions and at least one prepositional object: e.g.: You need to take up this case with really sophisticated people (5). I do not want to take her up on the event I am not sure about (6). The use of examples and clear explanation of possible objects to the verbs is one of the winning ideas of the article under consideration. Readers’ understanding of the topic usually depends on the properly chosen examples. In this article, the underlying structures is the best means to demonstrate how exactly phrasal verbs may be classified into six possible categories. Underlying Structures vs. Surface Structures One of the major points of this article is that the author assumes the underlying structures than other possibilities, the surface structures in particular. In order to prove and justify his choice, the author devotes a separate chapter to justification for the chosen structures. Mr. Dixon describes the attempts of other scholars like Chomsky, who made attempts to use prepositional movements for structure analysis. However, lots of troubles and unclear points took place while such way of analysis, this is why Mr. Dixon underlines that his idea to classify phrasal verbs with the help of the underlying structures turns out to be more effective and less troublesome, because these structures â€Å"provide the basis for an optimally simple grammatical description† (Dixon 1982: 20). In this article, several properly explained reasons why the underlying structures are better than the surface structures and prepositional movements. First of all, the underlying structures provide proper explanations of possibilities for prepositional movements and adverb insertion and examining the changes within prepositional fronting. The underlying structures also demonstrate the possibility to substitute some types of phrasal verbs or impossibility to change even an object in the phrase. One of the most brilliant justifications of the underlying structures, which are presented in the article, is the comparison of pNpo and Ndop. It is all about the movements of the noun phrases around the prepositions. For example knock about the town means travel in the town, and knock a person about in the town means treat this person brutally in the town. Any other possibilities like the prepositional movement or the surfac e structures cannot present similar information and proper explanation of the matter. And Mr. Dixon’s approach demonstrates how simple these explanations can be. The use of phrase markets plays a crucial role in this case, because only the evaluation of the components helps the reader, the student, or any other person, who are eager to learn English grammar and the phrasal verb in particular, use these types of verb in a proper way. Transitivity as an Evidence of the Underlying Structures One more issues, discussed in the article, that helps to gain better understanding of the topic is the transitivity of phrasal verbs. In his numerous books, Dixon (2005) admits that it is â€Å"a fascinating and not altogether easy question† (p. 294). Phrasal verbs may be of two types transitive and intransitive. The transitive phrasal verbs are those, which have the underlying structures accompanied with a direct object of the verb. Those underlying structures of the phrasal verbs, w hich have prepositional objects, are named as intransitive. In order to help the reader to comprehend the nature of phrasal verbs and their classification, the author examines the characteristics of each type of objects. The direct object usually serves as the sign of passivisation; the prepositional objects demonstrate the impossibility of passivisation. Only the cases of some idiomatic combinations may be the factor of passivisation in the sentences with prepositional objects. The value of transitivity is rather considerable for phrasal verbs. This is why it is very important to distinguish transitive phrasal verbs with simple verb constituent. For example, the phrasal verbs, which have such simple verbs like go, come, or be can only be intransitive. However, its simple verb constituent may be both transitive and intransitive, as much depends on the chosen for the verb object. The offered by Mr. Dixon list of transitive possibilities diminish the doubts concerning the effectivenes s of the underlying structures for phrasal verbs analysis. The idea of transitivity also helps to determine the weakness of the surface structures in comparison to the underlying structures. The surface structures are considered to be realization of the underlying structures, this is why these structures do not offer clear explanations of why this phrasal verb may be both transitive and intransitive and why the same verb accompanied with another preposition can be only transitive but not intransitive. So, in this case, the understanding of the phrasal verbs’ nature by means of the underlying structures is regarded as clearer and simpler. Conclusion In general, the article under analysis is a perfect source of information about phrasal verbs and their classification. Mr. Dixon made a wonderful attempt to represent for the reader a new way of classification of phrasal verbs by means of the underlying structures only. He also gives enough reasons to justify his choice and persua de the reader that his approach to evaluation of phrasal verbs has more benefits in comparison to the surface structures and the prepositional movement by Chomsky. The use of figurative or idiomatic speech in every day life makes each phrasal verb too much important. Unfortunately, not each person especially not-native speaker can easily realize what phrasal verb is better to use. The literal meaning of the phrasal verb may have nothing in common with its own constituents, this is why it turns out to be very easy to lose the necessary way and miscomprehend the whole text. With the help of clear explanation of the term phrasal verb, Mr. Dixon demonstrates his awareness of readers’ demands and needs. He can easily foresee the difficulties, which may take place while reading his article The Grammar of English Phrasal Verbs, and destroy any doubts by providing clear and informative explanations of each point. The language of the article under discussion is not that difficult to c omprehend; the structure is properly organized as well and allows to evaluate each point of the text. The existence of different types of phrasal verbs, recognized by Dixon, can make other scholar to start their own investigations on the same field and approve or disprove Dixon’s ideas. To my mind, the articles, which provoke other people be interested in the theme under consideration, should be classified as the most successful, because the writers of such articles are not only able to inform the reader but also to make them think and evaluate the situation. This is why The Grammar of English Phrasal Verbs by R. M. W. Dixon should be considered as a successful piece of work that represents reliable and captivating information about phrasal verbs and helps to make the use of phrasal verb more proper and more correct. Reference List Brinton, LJ 2000 The Structure of Modern English: A Linguistic Introduction. John Benjamins Publishing Company, the Netherlands. Cannon, D 2002 De ductive Logic in Natural Language. Broadview Press, Peterborough, Canada. DeCapua, A 2008 Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. Springer, New York. Dixon RMW 2005 A Semantic Approach to English Grammar. Oxford University Press, Oxford. Dixon, RMW 1982, ‘The Grammar of English Phrasal Verbs’, Australian Journal of Linguistics, vol. 1, no. 1, pp. 1-42. Gelderen, E 2002 An Introduction to the Grammar of English: Syntactic Arguments and Socio-Historical Background. John Benjamins Publishing Company, the Netherlands. Payne, TE 2006 Exploring Language Structure: A Student’s Guide. Cambridge University Press, Cambridge. Ware, PD Dowd, R 2008, ‘Peer Feedback on Language Form in Telecollaboration’, Language Learning Technology, vol. 12, no. 1, pp. 43-63.

Lying is never right Essay Example | Topics and Well Written Essays - 500 words

Lying is never right - Essay Example According to Webster, to lie is â€Å"1: to make an untrue statement with intent to deceive; 2: to create a false or misleading impression.† Lying, as defined by St. Thomas Aquinas, â€Å"a statement at variance with the mind†, is more accurate than Webster’s â€Å"to create a false or misleading impression.† This is because, according to Webster, it is possible to lie without making a false statement and without any intention of deceiving. If a person makes a statement which he thinks is false, but in reality is true, he certainly lies inasmuch as he intends to say what is false. A well-known liar may have no intention of deceiving anyone - for he knows nobody believes a word he says – but if he speaks at variance with his mind, he does not cease to lie. someone. An officious or white lie is such that it does not injure anyone. Jocose lies are told for the purpose of affording amusement. When a habit of lying has been contracted, it is practically impossible to restrict its vagaries to matters which are harmless. Therefore, although injury to others is excluded from officious and jocose lies by definition, yet realistically there is no sort of lie which is not injurious to somebody. According to Catholic teachings, an injurious lie is a mortal sin, but officious and jocose lies are of their own nature, venial sins. Telling the truth is not the easiest course of action to follow. On the contrary, telling the truth is often difficult, and frequently leads to unpleasant consequences. A major disturbing thought for us is that Christians, of all people, need to lie. Where are our Christian principles? â€Å"Wherefore putting away lying, speak every man truth with his neighbor: for we are members one of another.† (Ephesians 4:25). God makes it clear that â€Å"all liars shall have their part in the lake that burns with fire and brimstone,

Dq3.1-Terence Essay Example | Topics and Well Written Essays - 250 words

Dq3.1-Terence - Essay Example Developing knowledge workers is a complicated and imperative focus field for any company that desires to perform well and remain knowledge driven. The essay presents a discussion of major milestones for developing successful and knowledgeable workers. A performing organization perceives knowledge leadership training as a crucial aspect of being a competitive knowledge enabled firm not only at the stage of leadership, but throughout the entire company (Yap & Webber, 2015). For instance, in Acquisition Solutions, the most important factor is to provide knowledge management chances. The company should identify and develop mentors, champions, and managers through recognition and creation of an evolving set of characters for identification of knowledge leaders. Another factor is to provide resources and support for knowledge workers. This occurs through a centrally accessible learning center. It is imperative to reward knowledge workers and measure efficiency of the workers. Rewarding knowledge workers function as a form of extrinsic motivation for them to remain productive in their respective sections. Knowledge management refers to the process of taking, dispensing, and efficiently utilizing knowledge (Lindner & Wald, 2011). In a broader sense, the field promotes an inclusive approach to identification, capture, assessment, retrieval, and dissemination of all the company’s information assets (Rasula, Bosilj & Indihar, 2012). Examples of knowledge management may include databases, documents, laws, processes, and initially un-captured skill and experience in particular employees. Knowledge management enhances competencies and innovation among employees (Lopez-Nicolas & Merono-Cerdan, 2011). Knowledge management encompasses lessons learned that tries to capture and unveil information operationally acquired. It also promotes organizational culture (Zheng, Yang & McLean, 2010). When implementing knowledge

Law of Business Organisations Essay Example | Topics and Well Written Essays - 2000 words

Law of Business Organisations - Essay Example According to the QLD Partnership Act of 1891, there is a nature to partnership agreements that only holds partners accountable and liable for specific actions that are under the terms of agreement for a contract. According to Section 3 (1-15), liability issues of the business become questionable. Liability can be defined by the extent to which each individual is responsible for the other as well as through partner’s who breach the trust of other partners. According to section 23A, the liability not only includes basic actions and agreements, but also property and monetary value. Unless all property and money is acquired through business agreements, it is not a liability of the company. The rules to interest and duties of partners in section 27 also apply, which states that there is not a business agreement under the definition of a joint partnership unless each holds equal earnings within that agreement (Partnership Act 1891, 13-26, 2009). The first part to this is based on the term of partnership. Even though Jara and Alvarez are partners, Alvarez was not aware of the robbery or the deal that Jara had made with the robber. Under the terms of partnership, there is a joint ownership. However, this doesn’t mean that Alvarez or Jara is responsible for what the other owner does or does not do in terms of the partnership. Even though Alvarez and Jara are partners, Alvarez is not responsible for the actions that are taken by one of the members. This first defense doesn’t leave the company or Alvarez responsible for Jara’s actions. Unless he was involved in the act or had a joint agreement with the security used, he can’t be sued for his partners’ actions. Under section 3 (1-15), the definition of joint ownership does not include being responsible for individual actions. The second concept that applies under the partnership is based on the joint

Needs Analysis in Syllabus Design

Needs Analysis in Syllabus Design Thank you for choosing our Language centre as one of your prospective providers. In this envelop you will find what you have requested from us. An essay with the explanation of Needs Analysis and Syllabus design in TESOL, and a description and rationale of the syllabus items for the two weeks course. We hope that you will be satisfied with the work we have produced. We would be very happy if we had the chance to collaborate with you. Part A: Needs Analysis: Needs analysis procedure in language teaching was first introduced and used by Michael West in 1920, but then re-emerged during 1970 as a result of intensive studies conducted by the council of Europe team. Needs analysis was developed and was emphasized in ESP (English for Specific Purposes) and it is argued that it is not possible to specify the needs of general English learners. Hutchinson and Walters (1987) describe need analysis as the most characteristic feature of English for Specific Purposes course design. It is also notable that a needs analysis is the starting point for a syllabus/course design. It is a part of a curriculum development, and is required before developing a syllabus. Thus, the information gathered from a need analysis can be used to define the program goals or sometimes to select the most relevant material for the language syllabus. Johnson K. (2008, pg.200) points out that: in order to plan a foreign language teaching we need to find a way of analysing learners needs. What is going to tell us just how much, and for what purposes our learners will need which foreign languages, it is the process of needs analysis. Needs Analysis in language teaching and language programme design, can be defined as a systematic process which helps teachers to collect information and get an accurate and complete picture of their students needs and preferences. Then they interpret the information collected and they make decisions about what to include in their programme, based on the interpretations in order to meet the students needs. This process can be used in response to the academic needs of all the students, for improving their achievements and meeting challenged academic standards. However, this process sometimes does not involve looking at the learners individual needs, but may involve looking at the requirements and expectations of other members involved, such as employees, parents, teachers and financial supporters. Some probable resources for gathering information are: questionnaires, surveys, tests, observations and individual interviews. Generally a need analysis tries to get information on the situations in which a language is going to be used, the purposes for which that language is needed, the types of communication that are going to be used in the course and the level of proficiency that is required to develop a syllabus. If a need analysis is used as a current part of teaching, it helps learners to reflect on their learning, to identify their needs, but also control their learning. Additionally, as Amie M. Casper (2003) states: The information gleaned from a need analysis can be used to help you define program goals. These goals can be stated as specific teaching objectives, which will function as the foundation on which a teacher will develop the lesson plans, materials, tests, assignments and activities. Thus, a need analysis helps you to elucidate the purposes of your learning program. Syllabus design in TESOL: All professional people, who are labelled as teachers or are somehow related to language teaching, sometimes in their career path will be responsible of creating a syllabus or at least they have created one. Basically, syllabus design is a key component of their course preparation. To start with, syllabus is defined as a statement of content, denoting what a particular programme is going to cover (Richards et al. 1985, qtd in Johnson K. 2008, pg.215), which means that a syllabus design involves planning course content. David Nunan (1988, pg.8) comments on syllabus design by stating that: A traditional syllabus design has been seen as a subsidiary component of the curriculum design. Curriculum is concerned with the planning implementation, evaluation management and administration of education programs, whereas syllabus focuses more narrowly on the selection and grading of context. Syllabus design procedures are required for deciding what is going to be taught in a language programme. A basic step prior to syllabus design is need analysis. Knowing exactly what to your students want, and why they want to learn English is a basic feature in a syllabus design. Generally, a right syllabus is designed into manageable chunks that can be followed and interact into each other. It is important that the effectiveness of the teachers class will be largely depending on how the lessons develop over time. Then, the teacher has to decide the content of his syllabus. He needs to make sure what to include in the syllabus so that it is relevant to what the students need. When it comes to organize the syllabus, the teacher designs his syllabus based on his list of prioritized topics or areas of his study. He has to make sure that his selected topics build up on others, but also that he uses a broad variety of resources and activities. Furthermore, the teacher has to be sure on which of the four skills (listening, speaking, writing, reading) to focus on, and which ones are the most important for his students. As you have read above, there have been identified three main stages in the process of a language syllabus. The first one is the needs analysis, then content specification and then syllabus organisation. There are two approaches to syllabus design. Product approach and process approach. Most syllabuses are based on product approach. In the product approach the teacher, teaches the students and then he tests them in order to evaluate them (evaluate their performance). A product syllabus focuses on what is going to be learnt at the end of the learning process (the outcomes) rather than the process itself. Some product-oriented syllabuses are the following: the grammatical syllabus, the functional syllabus and the lexical syllabus. On the other hand, a process approach on a syllabus concentrates on the skills and the processes which are involved in the learning process. There are different types of syllabuses in TESOL and they are the following: the situational, structural, topical, functional, notional, skills-based, and task based and lexical syllabus. Part B: Description and rational of the syllabus items: Having considered your needs, we have concluded to a relevant model of a syllabus designed especially for you. Obviously, what you are seeking for is the education of your receptionists for a better communication with your guests. Thus we are going to teach them those parts of English that are most relevant to them. Our organising principle for the selection and grading of what is going to be taught in this two-week course are notional-functional categories. We have decided to take communicative categories as the main principle of our syllabus. Thus this specific course is based on a notional/functional syllabus as it is the most relevant type of syllabus for this purpose. This program needs to be practical and relevant to your receptionists jobs. They need to learn how to use language under those several situations they face every day. The communicative functions were very carefully selected and sequenced according their usefulness to the receptionist and the extent to which they will meet the receptionists communicative needs. The syllabus is organised under the context hotel, which then is divided under a general heading (at the reception desk), with subheadings for specific activities. Within each situation, your receptionists will learn about aspects of that situation, and what language to use in order to communicate with the guests. We have ordered functions according to a chronological sequence because we think is more relevant to base the syllabus on the sequence of each action (what happens first, second, etc.), rather than grading them based on the associated language or grammar, as we are going to teach them how to use the relevant language under each situation. Hotel: At the reception desk: Greeting the guests/Giving visitors a friendly welcome Booking a room Giving/asking information Check-in Giving advise/ making suggestions Dealing with complaints check-out The situations listed in the syllabus are going to be practised through several of activities which will help your receptionists to develop and practise their abilities to communicate more effectively in a variety of real-life situations required in their work. The assumption that the receptionists already know the grammar has been a basic reason for starting this notional/functional syllabus, because what they need the most is to enhance their communicative skills when using language. Teaching based on this syllabus will add a communicative dimension to their already existing knowledge. We are going to activate this knowledge so that they will use it in order to do things with language (communicate better and learn functions of language under the context hotel). Generally, a notion is a particular context in which people communicate. A function is a specific purpose for a speaker in that given context. In this syllabus the notion of working in a hotel, requires a numerous of functions, such as greeting the guests, giving/ asking information, making suggestions, dealing with complaints etc. Thus, the syllabus items are focused on how the receptionists use English, in which purposes they use it and what exactly they need to learn in order to communicate more effectively with the hotel guests. The syllabus items, based on the contextualised exercises will give your receptionists the chance to improve and enhance their communicative abilities through those numerous functions of language we are going to teach them. The main reason for including those situations in the syllabus is because those are the most important situations in which a typical receptionist will take part in, and thus they need to work and practise their communicative abilities, but also they need to know what function of language to use under each situation. This is going to be done under several activities designed especially for this course. We think that the receptionists need to work their listening and speaking skills, as they are the most important skills they use in their work. Speaking skills are very important and they will be practised through role-plays between the students and the teacher. Listening skills will be practised through listening real life conversations, and then by completing activities related to the situations. It is important that effective speaking depends on successful listening. We decided to work on the other skills too, but the main emphasis will be given on listening and speaking skills. Relevant vocabulary, grammar rules and structures, but also pronunciation will be integrated in each situation. Your receptionists will be given the opportunity to practise their skills in real life situations involving authentic language use. Based on each situation, we have produced some exercises that present relevant instances of language. Vocabulary, grammar and functions derive from the situations selected. However, prior each situation we will teach them the appropriate grammar, vocabulary and structures of language they need to know. Under each situation, the receptionists will practise different functions of language. For example, when greeting visitors they will learn and practise relevant language on how to use language in order to greet their guests. This is also going to be done through listening several of greetings, based on real situations taking place in a hotel and produced by different people. We will give them the chance to practise listening comprehension through different listening activities. The receptionists must complete the comprehensions exercises in order to evaluate their understanding. Also, after or before a situation, students will be divided into groups and they will be given different scenarios in where they have to practise the topic they are given. Some scenarios examples based on greetings, are the following: Greet two guests as they approach the reception ( guests are an elderly couple) Greet two guests as they enter the hotel (these guests are very tired) Greet two guests as they enter the hotel ( these guests are very famous people) Greet the guests as they enter the hotel (A family with two young children) In this way, such a combination of elements will be associated with a fairly predictable language in terms of lexis, structure and function/interaction. Each situation they are going to listen to or practise it orally, will have a different structure, function and lexical items (taught prior each situation). Thus, all syllabus items are organised in a way which will be closely linked to a practical activity or task that the receptionist may have to undertake during their work. By the end of this course your receptionists will be able to communicate better under several situations, and they will also improve their communicative abilities.

Themes in A Portrait of the Artist as a Young Man by James Joyce :: A Portrait of the Artist as a Young Man

     Ã‚   James Joyce's A Portrait of the Artist as a Young Man is a novel of complex themes developed through frequent allusions to classical mythology.   The myth of Daedalus and Icarus serves as a structuring element in the novel, uniting the central themes of individual rebellion and discovery, producing a work of literature that illuminates the motivations of an artist, and the development of his individual philosophy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   James Joyce chose the name Stephen Dedalus to link his hero with the mythical Greek hero, Daedalus.   In Greek myth, Daedalus was an architect, inventor, and artisan.   By request of King Minos, Daedalus built a labyrinth on Crete to contain a monster called the Minotaur, half bull and half man.   Later, for displeasing the king, Daedalus and his son Icarus were both confined in this labyrinth, which was so complex that even its creator could not find his way out.   Instead, Daedalus fashioned wings of wax and feathers so that he and his son could escape.   When Icarus flew too high -- too near the sun -- in spite of his father's warnings, his wings melted, and he fell into the sea and drowned.   His more cautious father flew to safety (World Book 3).   By using this myth in A Portrait of the Artist as a Young Man (Portrait of the Artist), Joyce succeeds in giving definitive treatment to an archetype that was well established long before the twentieth century (Beebe 163).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Daedalus myth gives a basic structure to Portrait of the Artist.   From the beginning, Stephen, like most young people, is caught in a maze, just as his namesake Daedalus was.   The schools are a maze of corridors; Dublin is a maze of streets.   Stephen's mind itself is a convoluted maze filled with dead ends and circular reasoning (Hackett 203): Met her today point blank in Grafton Street.   The crowd brought us together.   We both stopped.   She asked me why I never came, said she had heard all sorts of stories about me.   This was only to gain time.   Asked me, was I writing poems?   About whom?   I asked her.   This confused her more and I felt sorry and mean.   Turned off that valve at once and opened the spiritual-heroic refrigerating apparatus, invented and patented in all countries by Dante Alighieri. (Joyce 246)    Life poses riddles at every turn.   Stephen roams the labyrinth searching his mind for answers (Gorman 204).

Twitter Case Study

TWITTER SEARCHES FOR A BUSINESS MODELTwitter, the social networking site based on 140 character text messages, is the buzz social networking phenomenon of the year. Like all social networking sites, such as Facebook, MySpace, YouTube, Flickr, and others, Twitter provides a platform for users to express themselves by creating content and sharing it with their â€Å"followers,† who sign up to receive someone’s â€Å"tweets. † And like most social networking sites, Twitter faces the problem of how to make money. As of October 2010, Twitter has failed to generate earnings as its management ponders how best to exploit the buzz and user base it has created. Twitter began as a Web-based version of popular text messaging services provided by cell phone carriers. Executives in a podcasting company called Odeo were searching for a new revenue-producing product or service. In March 2006, they created a stand-alone, private company called Twitter. The basic idea was to marry short text messaging on cell phones with the Web and its ability to create social groups. You start by establishing a Twitter account online, and identifying the friends that you would like to receive your messages. By sending a text message called a â€Å"tweet† to a short code on your cell phone (40404), you can tell your friends what you are doing, your location, and whatever else you might want to say. You are limited to 140 characters, but there is no installation and no charge. This social network messaging service to keep buddies informed is a smash success. Coming up with solid numbers for Twitter is not easy because the firm is not releasing any â€Å"official† figures. By September 2010, Twitter, according to comScore, had around 30 million unique monthly users in the United States, and perhaps 96 million worldwide, displacing MySpace as the number three global social network (behind Facebook and Microsoft’s Live Profile). The number of individual tweets is also known only by the company. According to the company, by early 2007, Twitter had transmitted 20,000 tweets, which jumped to 60,000 tweets in a few months. During the Iranian rebellion in June 2009, there were reported to be over 200,000 tweets per hour worldwide. In October 2010, Twitter was recording over 1. 2 million tweets a month. On the other hand, experts believe that 80 percent of tweets are generated by only 10 percent of users, and that the median number of tweet readers per tweet is 1 (most tweeters tweet to one follower). Even more disturbing is that Twittter has a 60 percent churn rate: only 40 percent of users remain more than one month. Obviously, many users lose interest in learning about their friends’ breakfast menu, and many feel â€Å"too connected† to their â€Å"friends,† who in fact may only be distant acquaintances, if that. On the other hand, celebrities such as Britney Spears have hundreds of thousands of â€Å"friends† who follow their activities, making Twitter a marvelous, free public relations tool. Twitter unfortunately does not make a cent on these activities. The answer to these questions about unique users, numbers of tweets, and churn rate are critical to understanding the business value of Twitter as a firm. To date, Twitter has generated losses and has unknown revenues, but in February 2009, it raised $35 million in a deal that valued the company at $255 million. The following September, Twitter announced it had raised $100 million in additional funding, from private equity firms, previous investors, and mutual fund giant T. Rowe Price, based on a company valuation of a staggering $1 billion! So how can Twitter make money from its users and their tweets? What’s its business model and how might it evolve over time? To start, consider the company’s assets and customer value proposition. The main asset is user attention and audience size (eyeballs per day). The value proposition is â€Å"get it now† or real-time news on just about anything from the mundane to the monumental. An equally important sset is the database of tweets that contains the comments, observations, and opinions of the audience, and the search engine that mines those tweets for patterns. These are real-time and spontaneous observations. Yet another asset has emerged in the last year: Twitter is a powerful alternative media platform for the distribution of news, videos, and pictures. Once again, no one predicted that Twitter would be the first to report on terrorist attacks in Mumbai, the landing of a passenger jet in the Hudson River, the Iranian rebellion in June 2009, or the political violence in Bangkok and Kenya in May 2010. How can these assets be monetized? Advertising, what else! In April 2010, Twitter announced it s first 386 Part Three Key System Applications for the Digital Age foray into the big-time ad marketplace with Promoted Tweets. Think Twitter search engine: in response to a user’s query to Twitter’s search function for, say netbooks, a Best Buy ad for netbooks will be displayed. The company claims Promoted Tweets are not really ads because they look like all other tweets, just a part of the tweet stream of messages. These so-called â€Å"organic tweets† differ therefore from traditional search engine text ads, or social network ads which are far from organic. So far, Best Buy, Bravo, Red Bull, Sony, Starbucks, and Virgin American have signed up. If this actually works, thousands of companies might sign up to blast messages to millions of subscribers in response to related queries. A second Twitter monetization effort announced in June 2010 is called Promoted Trends. Trends is a section of the Twitter home page that lets users know what’s hot, what a lot of people are talking about. The company claims this is â€Å"organic,† and a true reflection of what people are tweeting about. Promoted Trends are trends that companies would like to initiate. A company can place a Promoted Trends banner on the bottom of the page and when users click on the banner, they are taken to the follower page for that movie or product. Disney bought Promoted Trends for its film Toy Story 3, according to Twitter. In July 2010, Twitter announced its third initiative of the year: @earlybird accounts, which users can follow to receive special offers. Walt Disney Pictures has used the service to promote The Sorcerer’s Apprentice by offering twofers (buy one ticket, get another one free). The service could work nicely with so-called real-time or â€Å"flash† marketing campaigns in entertainment, fashion, luxury goods, technology, and beauty products. So far, Twitter has over 50,000 @earlybird followers and hopes to reach â€Å"influentials,† people who shape the purchasing decisions of many others. Another monetizing service is temporal real-time search. If there’s one thing Twitter has uniquely among all the social network sites, it’s real-time information. In 2010, Twitter entered into agreements with Google, Microsoft, and Yahoo to permit these search engines to index tweets and make them available to the entire Internet. This service will give free real-time content to the search engines as opposed to archival content. It is unclear who’s doing who a service here, and the financial arrangements are not public. Other large players are experimenting. Dell created a Twitter outlet account, @DellOutlet, and is using it to sell open-box and discontinued computers. Dell also maintains several customer service accounts. Twitter could charge such accounts a commission on sales because Twitter is acting like an e-commerce sales platform similar to Amazon. Other firms have used their Twitter followers’ fan base to market discount air tickets (Jet Blue) and greeting cards (Somecards). Freemium is another possibility: ask users to pay a subscription fee for premium services such as videos and music downloads. However, it may be too late for this idea because users have come to expect the service to be free. Twitter could charge service providers such as doctors, dentists, lawyers, and hair salons for providing their customers with unexpected appointment availabilities. But Twitter’s most likely steady revenue source might be its database of hundreds of millions of real-time tweets. Major firms such as Starbucks, Amazon, Intuit (QuickBooks and Mint. om), and Dell have used Twitter to understand how their customers are reacting to products, services, and Web sites, and then making corrections or changes in those services and products. Twitter is a fabulous listening post on the Internet frontier. The possibilities are endless, and just about any of the above scenarios offers some solution to the company’s problem, which is a lack of revenue (forget about profits). The company is coy about announcing its business model, what one pundit described as hiding behind a â€Å"Silicon Valley Mona Lisa smile. † These Wall Street pundits are thought to be party poopers in the Valley. In a nod to Apple’s iTunes and Amazon’s merchant services, Twitter has turned over its messaging capabilities and software platform to others, one of which is CoTweet. com, a company that organizes multiple Twitter exchanges for customers so they can be tracked more easily. Google is selling ad units based around a company’s last five tweets (ads are displayed to users who have created or viewed tweets about a company). witter is not charging for this service. In the meantime, observers wonder if Twitter is twittering away its assets and may not ever show a profit for its $160 million investment.Sources:Matthew Shaer, â€Å"Twitter Hits 145 Million User Mark, Sees Rise in Mobile Use,† Christian Science Monitor, September 3, 2010; Jason Lipshutz, â€Å"Lady Gaga to Steal Britney Spears’ Twitter Crown,† Reuters, August 19, 2010; Emir Afrati, â€Å"Twitter’s Early Bird Ad Ploy Takes Flight,† Wall Street Journal, July 14, 2010; Jess ica Guynn, â€Å"Twitter Tests New Promoted Trends Feature with ‘Toy Story 3’ from Disney’s Pixar,† Los Angeles Times, June 16, 2010; Erica Naone, â€Å"Will Twitter’s Ad Strategy Work,† Technology Review, April 15, 2010; Jessica Vascellaro and Emily Steel, â€Å"Twitter Rolls Out Ads,† Wall Street Journal, April 14, 2010; Brad Stone, â€Å"Twitter’s Latest Valuation: $1 Billion,† New York Times, September 24, 2009; Jon Fine, â€Å"Twitter Makes a Racket. But Revenues? † Business Week, April 9, 2009.CASE STUDY QUESTIONS1. Based on your reading in this chapter, how would you characterize Twitter’s business model?2. If Twitter is to have a revenue model, which of the revenue models described in this chapter would work?3. What is the most important asset that Twitter has, and how could it monetize this asset?

What Are The Advantages and Disadvantages of Brand Stretching Essays

What Are The Advantages and Disadvantages of Brand Stretching Essays What Are The Advantages and Disadvantages of Brand Stretching Paper What Are The Advantages and Disadvantages of Brand Stretching Paper In addressing the above question it is first important to establish what a brand is and the implications this gives to both existing products and products that may be laundered using existing titles. This essay will examine articles written concerning the stretching of brands and identify which brands have been successful and unsuccessful in this pursuit and why. It will also examine the financial motives for companies to penetrate existing markets using already established new products or services has lead to prosperity or disaster. The American Marketing Association refer to branding as the use of a name, a term, a symbol or a design to identify the goods or services of one seller and to distinguish them from those of the competition (WK4 Lecture). This use of branding is said to create an identity of the product that quickly allows consumers to identify a desired item and also gives a guarantee of quality of the product. Branding is also seen as being mutually beneficial to Manufacturers as protection is offered from competition, it allows maintenance of a premium price, promotion is made more efficient because the brand helps to evoke an image, and it also helps in the introduction of new products with the same brand name (WK4 Lectures). King (1971 p.3/4) writes of the rise of power of manufacturers by branding their products, thus taking control of the market from the wholesalers, by allowing retailers and consumers to more easily identify products they wanted. This process was moved further forward by manufacturers creating direct links with the buying public through the use of advertising. King states that the basic motive for this was to stabilise demand, thus allowing regular large-scale production, free from the whims of the wholesaler. Partly because of this the advertising tended to be based on the idea of reliability and guaranteed quality. (1971 p.3). It was due to such strategies (according to King) that the manufacturers dominated the market from about 1900 to 1960. However since the 1960s the market has turned a full cycle, returning control to the retailers (although maybe not so much to the wholesalers). This is illustrated by Caulkin (1987) who states that over the last two or three decades there has been a massive shift in the balance of power form manufacturing towards the retail end of the economy (p.46). This Caulkin states, is particularly notable in food and fast moving consumers goods. Large supermarkets such as Tescos, Asda and Sainsbury started to implement own-label goods which over time sharply reduced the manufacturers share of the market within only a few exceptions (such as baked beans and pet food) (Caulkin 1987). In an attempt to combat what is discussed above many manufacturers are returning to what was described in an article in the Economist 10/90 as an old standby of marketing; brand-stretching (p.105). This based on the principle of using an existing established brand name to help the launch of new products into the market. However, the potential for this sort of practice is said not to be unlimited. Peter Philips of CPC International commented in the Economist article If you get brand-stretching right , you can travel further for less money. If your get it wrong, you risk weakening the core values of the original product (10/90 p.105). Although it is important to note that stretched brands have a better chance of survival than new brands, OC and C found that, of products launched by the same multinational six years ago, only about 30% of new brands exist today while over 50% of stretched ones do (10/90 p.105). With statistics such as these, one can see that it indeed may be advantageous to a company to exploit its name in the promotion of new products and when expanding into new markets. The Economist article stresses the popularity of brand-stretching in the areas of food and drink. Advantages may also be sought when one considers the point made above that the cost of promoting new products with already established brand names, which is said to be considerably cheaper. The Economist article (10/90) points out that promotional costs for stretched brands are in fact 36% cheaper when compared to completely new products. This is presumable due to the public already having an awareness of the brand name, so the only real cost incurred is raising awareness of the existence of the product itself. The use of a brand name also implies assurance of quality (King 1971). It may further be considered that the use of a brand name on its own may persuade people to try new products, such as the Mars Ice Cream Bar. This may be considered in particular when one looks at the larger supermarket chains such as Sainsburys. Over the last two decades Sainsburys have produced own brands to compete with nearly every product that they stock. Due to the image conveyed by Sainsburys that implies (or in fact, guarantees) quality, it has been possible for them to penetrate nearly all areas of the food market successfully. This success may be attributed to the analysis of what a product is as defined by Nickels (1978). Nickels sees a product as an intangible sense of value that a consumer perceives when he or she weighs the benefits and drawbacks of making an exchange. It may therefore be viewed that the success of Sainsburys is mainly due to the consumer seeing little difference in quality between branded goods and Sainsburys own label goods, with Sainsburys holding th e advantage when price is considered. This point is reiterated by Caulkin (1987), who states that growing public perception that the best own-brands are no longer cheap alternatives to the real thing, but comparable in quality as well as price with the main manufacturers lines. The phenomenon of brand-stretching has not been unique to the manufacturing and retail sectors, but has in fact been used by those in the sector of public service. Nickels cites areas, such public libraries that have sought the advantages of brand-stretching. He refers to increased success of libraries that reconsidered what to offer by viewing the service they provide from the perspective of the public. This has resulted in a marked change of service in some American libraries which now provide services such as the loaning of domestics pets, childrens toys and the provision of music rooms and access to such things as a printing press, (1978 p.195). Nickels continues to state that the product of a library today may be anything that will satisfy the needs of selected market segments Libraries are much more successful today because they have designed their products to fit the needs of people (1978 p.196). It can therefore be seen that brand-stretching can be of great advantage when a n eed or area of market penetration is correctly recognised. However, when a company seeks the advantages of brand stretching, they must take great care to ensure that they get it right. The Economist article (10/90) points out that brands are not endlessly elastic. Stretching can also undermine the credibility of the original product. Consumers may not believe that the new product shares any of the cachet or characteristics of the old, or they may simply forget what was attractive about the original item, (10/90 p.105). However, when one considers this comment, it may well be true to say that not all stretched brands will be successful, but that does not seem to generally render original brands obsolete. If one is to consider the failure of David Hunter, (a stretch by Levis), it does not seem to of had an adverse effect on Levis. The problem seems to have aroused simply due to the manner that the stretched brand was marketed, i.e. those who bought classic tailored clothes would not buy them form Levis and not vice versa. It seems more simply, that it was inappropriate for Levis to have used their name to penetrate this particular market. This story seems to be reiterated by Van Den Burghs and Jargons low calorie salad dressing that failed using the name of flora. This, however does not seem to have harmed flora margarine in its place of market leader. It should be noted though that it is felt by many in the field of marketing that a failed product could cause disastrous effects for established products. Prof. Birger Wernerfelt of the MIT Sloan School of Management stated in the Economist article that Umbrella branding means putting up the reputation of the old product as a bond for the quality of the new one (10/90 p. 105). However in the field of well established brands, stretching by own-brand manufacturers has not been so successful. Items such as baked beans are said to have made little headway and that Heinz still hold half the share of the market. The same is said to also apply to pet foods, with Mars Pedigree Pet Foods not having been toppled form their No 1 spot (1987 p.47). A further point that has been made concerning brand stretching as a disadvantageous pursuit was made by Messrs Al Ries and Jack Trout (Citied in the Economist 10/90 p.106). In their book Bottom Up Marketing they argue that by companies widening their products, (even those who have been successful) they have hurt their brand equity. This they attribute to the nature of communication in Western Society being so large that they feel that, you are lucky if your brand can mean one thing. Almost never can it mean two or three things, (10/90 p.106). Thus confusing consumers of an established image of original brands. From the above discussion it can be seen that brand-stretching can be a good way of penetrating new markets. by good use of an established brand name considerable savings can be made in the field of promotion, as there is already an existence of brand awareness so promotion can more easily be centred around the product itself, with the added bonus that consumers may feel more inclined to give an initial trail of products displaying brand names they already know, ( such as the Mars Ice Cream Bar). This too is now the case with established own-brand labels, such as Sainsburys which offer marginally cheaper prices of products now perceived to be of equal quality to that of established brands. However inappropriate stretches, or those which do not offer good quality products have a danger of undermining the credibility of already established brands. Although from the research this sort of practice on the whole seems to lead to failure of the stretched brand, generally leaving the origina l in tact.

Free Essays on Risiology

1. Enlace Quà ­mico: Fuerza entre los tomos que los mantiene unidos en las molà ©culas. Cuando dos o ms tomos se acercan lo suficiente, puede producirse una fuerza de atraccià ³n entre los electrones de los tomos individuales y el nà ºcleo de otro u otros tomos. Si esta fuerza es lo suficientemente grande para mantener unidos los tomos, se dice que se ha formado un enlace quà ­mico. Todos los enlaces quà ­micos resultan de la atraccià ³n simultnea de uno o ms electrones por ms de un nà ºcleo. En el enlace que se forma, el sodio se transforma en catià ³n (ion de carga positiva) entregando su electrà ³n de valencia al cloro, que se convierte en anià ³n (ion de carga negativa). Este intercambio de electrones se refleja en la diferencia de tamaà ±o entre los tomos antes y despuà ©s del enlace . Atraà ­dos por fuerzas electrostticas , los iones se organizan formando una red cristalina en la que cada uno es fuertemente atraà ­do hacia un grupo de ‘vecinos prà ³ximos’ de carga opuesta y, en menor medida, hacia todos los dems iones de carga opuesta a travà ©s de todo el cristal. Tipos de Enlace: -Enlace Covalente: En un enlace covalente, los dos tomos enlazados comparten electrones. Si los tomos del enlace covalente son de elementos diferentes, uno de ellos tiende a atraer a los electrones compartidos con ms fuerza, y los electrones pasan ms tiempo cerca de ese tomo; a este enlace se le conoce como covalente polar. Cuando los tomos unidos por un enlace covalente son iguales, ninguno de los tomos atrae a los electrones compartidos con ms fuerza que el otro; este fenà ³meno recibe el nombre de enlace covalente no polar o apolar. Las molà ©culas estn formadas por combinaciones especà ­ficas de tomos. Las sustancias comunes pueden dividirse teà ³ricamente en molà ©culas simples, como aquà ­ se representa, pero no se pueden dividir ms sin alterar su naturaleza. Como en una recet... Free Essays on Risiology Free Essays on Risiology 1. Enlace Quà ­mico: Fuerza entre los tomos que los mantiene unidos en las molà ©culas. Cuando dos o ms tomos se acercan lo suficiente, puede producirse una fuerza de atraccià ³n entre los electrones de los tomos individuales y el nà ºcleo de otro u otros tomos. Si esta fuerza es lo suficientemente grande para mantener unidos los tomos, se dice que se ha formado un enlace quà ­mico. Todos los enlaces quà ­micos resultan de la atraccià ³n simultnea de uno o ms electrones por ms de un nà ºcleo. En el enlace que se forma, el sodio se transforma en catià ³n (ion de carga positiva) entregando su electrà ³n de valencia al cloro, que se convierte en anià ³n (ion de carga negativa). Este intercambio de electrones se refleja en la diferencia de tamaà ±o entre los tomos antes y despuà ©s del enlace . Atraà ­dos por fuerzas electrostticas , los iones se organizan formando una red cristalina en la que cada uno es fuertemente atraà ­do hacia un grupo de ‘vecinos prà ³ximos’ de carga opuesta y, en menor medida, hacia todos los dems iones de carga opuesta a travà ©s de todo el cristal. Tipos de Enlace: -Enlace Covalente: En un enlace covalente, los dos tomos enlazados comparten electrones. Si los tomos del enlace covalente son de elementos diferentes, uno de ellos tiende a atraer a los electrones compartidos con ms fuerza, y los electrones pasan ms tiempo cerca de ese tomo; a este enlace se le conoce como covalente polar. Cuando los tomos unidos por un enlace covalente son iguales, ninguno de los tomos atrae a los electrones compartidos con ms fuerza que el otro; este fenà ³meno recibe el nombre de enlace covalente no polar o apolar. Las molà ©culas estn formadas por combinaciones especà ­ficas de tomos. Las sustancias comunes pueden dividirse teà ³ricamente en molà ©culas simples, como aquà ­ se representa, pero no se pueden dividir ms sin alterar su naturaleza. Como en una recet...

The Prime Minister Debate Essay Example | Topics and Well Written Essays - 1000 words

The Prime Minister Debate - Essay Example Together with the senior ministers who make up the cabinet, the prime minister is responsible for his strategies and performance to the queen, his political party, the parliament, and above all the electorate. The office is not instituted by constitutional laws but subsists according to a customary convention which outlines that the queen appoints an individual as the prime minister. One should be capable of upholding the buoyancy of the House of Commons. Usually, the Prime Minister is the head of the party or coalition of parties with the majority seats in the chamber (Tuchman 1996,p.37). The prime minister is mandated with the task of making top appointments including the cabinet members, ministers, High commissioners, senior civil servants, senior military officers and Ambassadors while other appointments are made by the minister who have powers to appoint or dismiss. The prime minister under constitutional practice can declare war and by the virtue of being the chair of the defen ce council can influence the deployment and disposition of the British Armed Forces. Even though he is not permitted to directly order the deployment of the nuclear weapons, he has the power to offer consent to their use. The Prime Minister is also vested with the power to appoint ministers called the ‘whips’ whose main duty is to solicit the support of MPs and to discipline nonconformists of the government parliamentary party. Since the electorate votes for parties and not individuals, party discipline becomes extremely crucial. In fact, MPs can be expelled from their party for failure to rally behind the government on core matters though this does not necessitate their resignation as MPs. Ministers and MPs with political privileges are prone to demotions if they do not support the Prime Minister fully (Barnett 2009,p.84). The government’s party strengthens its position by ensuring that it has the majority number of MPs in the house or enjoys a bigger support of the voters. The Prime Minister on the other hand enforces the support of the Commons through party negotiations without much consideration to the opposition MPs. However, at times, a government may be unable to legislate effectively despite enjoying a luxury support. For instance in 31st January 2006, the former British Prime Minister Tony Blair’s administration found it difficult to convince the House of Commons on various issues concerning religious abhorrence (Knappen 1998,p.53). On such circumstances, the government is forced to change its proposals to curb any chance of defeat in the Commons as this would render it critically weakened. Such a scenario would necessitate the Prime Minister’s and his government’s resignation. In most cases, the Prime Minister solidifies his position by keeping his staunch supporters in the cabinet. He also enforces his position by exercising his legal power of choosing the cabinet ministers to attend a particular meeting. In essence the prime minister holds the power of any government he is administering since he is accountable for both producing and enacting the ministerial code (Chrimes 1997,p.56). Owing to the fact that the prime minister controls the law making process, he or she can easily and at will manipulate the process of enacting his own legislative agenda or those of his political party. Over a period of time, the holders of this office have ensured that laws have been enacted to cement their position or for the interest of their

UK and American Educational Systems Essay Example | Topics and Well Written Essays - 4000 words

UK and American Educational Systems - Essay Example Therefore, it is not possible for education sector to escape from the effects of globalisation. A close examination of educational system of America proves that the impact of globalisation on the trends and developments of education sector is more evident here than in any other country. Even though the impact is more apparent in the United States, Latin America and Canada also have not escaped from the consequences. A comparison of American educational system with that of England will help to analyse the uniformity in the rate globalisation affecting the values, culture, politics and economic situation of world nations. Public education plays a vital role in societies that respect democratic values and social equality. For those people who try to make their country more democratic and equitable, supporting public education is an essential part of their programme. Many social scientists in American states believe that globalisation, in its current form, is a threat to the public education system which supports and tries to reflect the democratic values and social equality. The chief feature of neo-liberal policies is commoditisation and mercerisation of all the activities. (Kuehn 1999). So, when this neo-liberal policies peep into public services, the activities that are previously associated with the benefit of the public are moved into the market. On the application level, the services that are once given free of cost began to be charged. A remarkable change happened in the area of free education. Free education served the purpose of maintaining equality in the society. Free public education ensured that all children are educated without considering their socio-economic status. When the Universal Public education is lost, it will affect the equality. The globalisation policies not only reduced the expenditure for the public, it also mercerised the areas that were previously managed and supported by the government. The effects of globalisation is still worse when it comes to a situation where any one can determine how education is delivered, what is the content of education, and who has the access to education. The new words like 'modernisation', 'efficiency', 'total quality', 'free market' etc., has changed the focus of educational system in the country. The education tried to form new kind of citizens with new perspectives. The above parameters are no longer applied to the workforce of the country, but it comprises the entire individuals of the society. The educational aims are made to fit to the new needs. International agencies like The World Bank, the IMF, and the IDB are trying to identify the different categories of workforce that are needed in the future job market, and the education is designed with this market demand. They aim at creating a "global policy community, constituted by an overlapping membership of globalising bureaucratssenior public servants, policy-makers and advisers" ( Lingard & Rizvi 1998, P. 262). Now, the aim of education has contracted to limit human capacity to the possibilities of the market, instead of ensuring the all-round development of individuals. In other words, the training and preparation of the citizens will be based on the rules of the market. This will lead to exploitation