The Shining Essay Example For Students

The Shining Essay Have you ever been so frightened of someone or something that it controls your thoughts and actions? When I was a small child, this something was the movie The Shining. With the directors used of good actors and actresses, a vivid story line, and terrifying special effects, this movie frightens children, as well as adults alike. As the story unfolds, the main characters are a family of a father, mother, and young son. They have to stay in a huge hotel as caretakers, snowed in for the winter months. The father, Jack Torrance, cant take the solidarity and ends up going crazy. His son, Danny, is also noticing dead people living in the house as ghosts. He has a special sense and only he can see and talk to these spirit people. These ghosts soon possess the child and his mother, Wendy, must shake him out of his trances. Jack becomes psycho at the end and attempts to kill his wife and son to live in the hotel with the spirits of the once living. We will write a custom essay on The Shining specifically for you for only $16.38 $13.9/page Order now When they arrived at the scary hotel, just the sight of it made my insides hurt. Large, empty hotels are very scary to me now. As the young boy wanders throughout the hotel, he stops and talks to these mysterious dead people that once inhabited the hotel. He was advised at the very beginning to stay out of room number 217. The child is led, of course, down the corridors to this room by spirit children every chance they could get. Since I was a child, this scared me because they were my age. The horrors in that hotel room are what scarred my abilities to take showers or be alone as a child. In this terrible, forbidden room, as the boy entered it, the floor was wet. The dead woman in the bathtub that attempts to strangle poor Danny has special effects makeup that is incredible. When Danny and Wendy are trying to escape the murderous Jack, I was terrified to see a wave of blood spew from the elevator. Everything looked and sounded believable in this movie; a key factor in scaring its audience. It seems this movie was definitely generated and aimed for the adult audience. Im not really sure why my parents let me see this disturbing movie in the first place! Through the believable acting, terrifying plot, and gruesome special effects, this movie was an instant classic. Even as it aims for the older audience, even then it is only for the strong of mind, heart, and of course, stomach.

Free Essays on A Shocking Accident And Shooting An Elephant

Often in literature as in life, people are swayed by the opinions of others. For most people the idea of not fitting in or being laughed at is a frightening thing. People go to extremes to avoid the embarrassment. The short story’s â€Å"A Shocking Accident† and â€Å"Shooting an Elephant† show the length men will go to, to avoid humiliation. In â€Å"A Shocking Accident†, a freak accident leads to the unfortunate demise of a young boy, Jerome’s father. He is so embarrassed that his father died after being crushed by a falling pig in Italy that he makes up multiple elaborate interpretations of how his father died. The author however reveals to us through characterization, that perhaps Jerome is not embarrassed him about the way his father died, but rather that others find it laughable, diminishing his father’s honor. Jerome is so afraid of people’s reactions to his father’s death that he never tells his own fiancà ©. Weeks before the wedding, Jerome becomes very anxious of his soon to be wife meeting his loud mouthed aunt. He feels in his heart that if the woman he loves laughs at the story of his father death, he could not wed her. Imagine, throwing everything away because you were too afraid of facing humiliation. Ironically, when she heard the story, she treated it with genuine compassion and concern, something no one else outside his family had done. Another example of someone willing to throw away something important to avoid being laughed at comes from the short story, â€Å"Shooting an Elephant.† An Englishman, working as a policeman in Burma, is hated by everyone around him. While on duty, he is asked to take care of an out-of-control elephant. For protection, he grabs a large gun. The sight of this draws attention in the town and soon he is being followed by thousands of cheering men (similar to the crowds gathered watch the Salem witch hang.) When he finds the elephant he does not intend to use the gu... Free Essays on A Shocking Accident And Shooting An Elephant Free Essays on A Shocking Accident And Shooting An Elephant Often in literature as in life, people are swayed by the opinions of others. For most people the idea of not fitting in or being laughed at is a frightening thing. People go to extremes to avoid the embarrassment. The short story’s â€Å"A Shocking Accident† and â€Å"Shooting an Elephant† show the length men will go to, to avoid humiliation. In â€Å"A Shocking Accident†, a freak accident leads to the unfortunate demise of a young boy, Jerome’s father. He is so embarrassed that his father died after being crushed by a falling pig in Italy that he makes up multiple elaborate interpretations of how his father died. The author however reveals to us through characterization, that perhaps Jerome is not embarrassed him about the way his father died, but rather that others find it laughable, diminishing his father’s honor. Jerome is so afraid of people’s reactions to his father’s death that he never tells his own fiancà ©. Weeks before the wedding, Jerome becomes very anxious of his soon to be wife meeting his loud mouthed aunt. He feels in his heart that if the woman he loves laughs at the story of his father death, he could not wed her. Imagine, throwing everything away because you were too afraid of facing humiliation. Ironically, when she heard the story, she treated it with genuin e compassion and concern, something no one else outside his family had done. Another example of someone willing to throw away something important to avoid being laughed at comes from the short story, â€Å"Shooting an Elephant.† An Englishman, working as a policeman in Burma, is hated by everyone around him. While on duty, he is asked to take care of an out-of-control elephant. For protection, he grabs a large gun. The sight of this draws attention in the town and soon he is being followed by thousands of cheering men (similar to the crowds gathered watch the Salem witch hang.) When he finds the elephant he does not intend to use the gu...

The Renaissance Art Period - About.com Art History

The Renaissance Art Period - About.com Art History We all know what the Renaissance was, correct? Michelangelo, Leonardo, Raphael, and company created some fabulous paintings and sculptures that we continue to marvel over many centuries later and so on and so forth. (Hope you are nodding your head right now and thinking Yes, yes - please get on with it!) While these were vitally important artists, and their collective work is what usually comes to mind when one hears the word Renaissance, as so often happens in life things arent quite that simple. The Renaissance (a word which literally means born anew) is a name weve given to a period in Western history during which the arts - so important in Classic cultures - were revived. The arts had quite a difficult time remaining important during the Middle Ages, given all of the territorial struggles that were occurring throughout Europe. People living then had enough to do merely figuring out how to stay in the good graces of whoever was ruling them, while the rulers were preoccupied with maintaining or expanding control. With the large exception of the Roman Catholic Church, no one had much time or thought left over to devote toward the luxury of art. It will come as no surprise, then, to hear that the Renaissance had no clear-cut beginning date, started first in those areas which had the highest relative levels of political stability and spread, not like wildfire, but in a series of different phases which occurred between the years c. 1150 and c. 1600. What were the different phases of the Renaissance? In the interest of time, lets break this topic down into four broad categories. The Pre- (or Proto-) Renaissance began in a northern enclave of present-day Italy sometime around 1150 or so. It didnt, at least initially, represent a wild divergence from any other Medieval art. What made the Proto-Renaissance important was that the area in which it began was stable enough to allow explorations in art to develop. Fifteenth-century Italian Art, often (and not incorrectly) referred to as the Early Renaissance, generally means artistic goings-on in the Republic of Florence between the years 1417 and 1494. (This doesnt mean nothing happened prior to 1417, by the way. The Proto-Renaissance explorations had spread to include artists throughout northern Italy.) Florence was the spot, for a number of factors, that the Renaissance period really caught hold and stuck. Sixteenth-century Italian Art is a category which contains three separate topics. What we now call the High Renaissance was a relatively brief period which lasted from roughly 1495 to 1527. (This is the little window of time referred to when one speaks of Leonardo, Michelangelo, and Raphael.) The Late Renaissance took place between 1527 and 1600 (again, this is a rough time table) and included the artistic school known as Mannerism. Additionally, The Renaissance thrived in Venice, an area so unique (and supremely disinterested with Mannerism) that an artistic school has been named in its honor. Northern European Renaissance The Renaissance in Northern Europe struggled to come into being, mostly due to the stranglehold Gothic art maintained for centuries and the fact that this geographical region was slower to gain political stability than was northern Italy. Nonetheless, the Renaissance did occur here, beginning around the middle of the fourteenth century and lasting until the Baroque movement (c. 1600). Now lets explore these Renaissances to get an idea of which artists did what (and why we still care), as well as learning the new techniques, mediums and terms that came from each. You can follow any of the hyperlinked words (theyre blue and are  underlined) in this article to go to the part of the Renaissance that interests you most.

3D Computer Modelling and Animation Essay Example | Topics and Well Written Essays - 3500 words

3D Computer Modelling and Animation - Essay Example Consequently, games run on game engines that are equipped to accept user input and output the results by use of the Real Time Rendering to create 3D graphics. Real time rendering is a feature of computer systems that allows them to generate images or outcomes of the player’s action for the player in real time. On the contrary, the other forms of expression such as TV shows, films and movies are all rendered before the users request such that the user sees the exact content delivered by the programmer. This gives the programmers enough room to make these forms as complex as they wish. The movie Toy Story 3 is an intelligently designed movie with high complexity. The artists put in a lot of detail, time and effort to design the game. In fact, it is said that the least complex scene in the movie could have taken at least 8 hours to render each of the frame. Motion capture is a graphics feature used in the Toy Story game. Live motions are recorded and translated into mathematical terms that can be used. It consists of tracking the motion over time and bringing them together to develop 3D representation of the performance. Simply put, motion capture translates live perfomance into digital perfomance. Recent tv commercials have employed reinforced texts and small print disclaimers so that they can attract the atention of the viweres and hold keep them staring at the screen. The most crucial element in this is the ability of text and 3D modeled cartoons to be animated because moving graphics are mor attractive than static graphics. Animation in graphics was introduced in TV commercials in the 1940s, but it was limited in functionality because it relied on what was available from cinemas. In the p[ast five years TV commercials have included graphical elements that slide, float or move. They also include an illusion of a 3D to make the content appear to rise towards the viewer. This gives the commercial a more dynamic aspect. In

Globalization of Democracy Essay Example | Topics and Well Written Essays - 4000 words

Globalization of Democracy - Essay Example The conceptual trend of different processes resulting in greater interconnections of socio-cultural, economic and political proceedings at the global scale can be termed as globalization. It has been identified by many as the misbalanced process which has led to strengthening of the interdependencies of the major economies of the world with growing indifference towards economies that depart from these major economies. It has been constantly observed that the diverse effects of globalization with multi-faceted impacts from various processes on different countries are interlinked through the chains of globalization. Commonly, it has come to be referred to as economic globalization, due to the amalgamation of several national economies into the international economy in form of trade, capital flows, foreign direct investments, migrations and technological spread and advancements1. Chase-Dunn has presented a model of the processes and structures of the modern world-system and has proposed a project to transform the system into a democratic and collectively rational global commonwealth. The article states that popular transnational social movements are challenging the ideological hegemony of corporate capitalism2. The global women's movement, indigenous movements, the labor movement, and environmentalist movements are attempting to form strong alliances which are capable of challenging the emerging transnational capitalist class domination (Chase-Dunn, 2003). Chase-Dunn argues that new democratic socialist states in the semi-periphery will be critical sources of support and allies for the anti-systemic movements. Globalisation supporters claim that it increases economic prosperity as well as opportunity, especially among developing nations, leading to a greater efficient allocation of resources and enhancement of civil liberties. Economic theories of comparative advantage suggest that free trade leads to a more efficient allocation of resources, with all countries involved in the trade benefiting3. In general, this leads to lower prices, more employment, higher output and a higher standard of living for those in developing countries (Sachs, Jeffery, 2005). Proponents of laissez-faire capitalism say that higher degrees of political and economic freedom in the form of democracy and capitalism in the developed world are ends in themselves and also produce higher levels of material wealth4. They see globalisation as the beneficial spread of liberty and capitalism (Wolf, Martin, 2004). Vices of Globalization Critics of globalisation argue that poorer countries are sometime at disadvantage since the main export of poorer countries is generally agricultural goods and it become difficult for these countries to compete with financially stronger countries that subsidize their own farmers5 (Hurst, Charles, 1993). It has also been argued that globalisation has led to deterioration of protection for the weaker nations by stronger industrialized powers, resulting in exploitation of the people in those nations to become cheap labours6. With the world

Unilever Brazil Essay Example for Free

Unilever Brazil Essay Executive Summary Unilever is assessing whether to enter the low-income NE market. Our analysis shows that there is a profitable opportunity to offer detergent powder to low-income customers living in Northeast Brazil and capture market share in a high-margin, high-growth market. We recommend that the firm keeps the existing brands but deploy a horizontal extension of the Campeiro brand adding better scent / softness and utilizing specialty distribution network, thereby marginalizing Invicto, an inferior but better-known competitor. Situation Overview NE Brazil has long lagged behind the rest of the country in terms of technology and income. However, economic reforms instituted by Finance Minister Cardoso has seen the purchasing power of the poorest Brazilians increase dramatically. These reforms, combined with tax incentives for investment in the NE has led to a 17% annual growth in detergent powder. In NE Brazil, detergent is still primarily used to supplement soap in order to make the clothes whiter and smell better. Campeiro, Unilever’s current budget offering detergent powder, competes primarily with Invicto. These products are offered at the same price ($1.7/kg) and have roughly the same market penetration (6% for Campeiro vs. 5% for Invicto) – even as consumers view Campeiro as a superior brand. The problem for Unilever is Campeiro’s brand penetration, which lags approximately 15% behind Invicto. This is because of the decentralized purchasing habits of women in NE Brazil. This situation is an opportunity because if Unilever improves market penetration, it will drive sales in this high-margin, high-growth segment of the laundry industry. By contrast, the soap industry has slower growth (6%) and lower barrier to entry, which makes it tough to sustain high margin. In addition, the market is very fragmented, with â€Å"other† producers supplying 64% of the market, making it tough to systematically beat competitors and capture market share. Therefore, at this time we do not think it makes sense to enter this market. Action Overview Strategy We will target the following market: †¢Customer: Low-income consumers in NE Brazil †¢Company: Unilever †¢Collaborators: Special store owners as low-income consumers do not shop in wholesale and get financing and advice from specialty owners †¢Competitor: Invicto †¢Context: Increasing purchasing power in NE and role of powder as fragrance / softening agents Our value proposition to this segment will be: An affordable detergent powder with a â€Å"special touch.† We will deploy the strategy as follows: Tactics †¢Products: â€Å"New and improved† Campeiro with enhanced smell and softness oSmell / softness is ranked second only to whiteness in perceived importance by consumers, but going after whiteness has potential to cannibalize OMO (see Action Rationale section for more details) oThe added fragrance should be at a level just enough to set Campeiro apart from Invicto, but far enough from Minerva to prevent cannibalization †¢Brand: Campeiro †¢Price: Same price – whole sale of 1.7 / kg †¢Distribution: Specialized distributors that can increase awareness of target audience at a lower variable cost than generalist wholesaler; specialized stores are significant influencers of target customer’s behaviors †¢Incentives: Launch new Campeiro via specialized distribution as larger campaign to influence small shop owners; give away free samples to specialized store to promote awareness to small shops; use more point-of-purchase marketing as small shop owners are more susceptible to such tactics †¢Communication: â€Å"New and Improved Campeiro† or â€Å"add something special to your clothes at affordable price† Action Rationale The proposed strategy is best suited for Unilever’s goal of finding a profitable entry into low-income NE market because: †¢Profit growth from increasing market share in Campeiro is significantly higher than Minerva soap oMargins for laundry detergent is superior to soap ($2520 per ton vs. $1250 per ton) oPowder market is experiencing a higher growth (17%) compared to that of soap (6%) o Increase New Campeiro market share by 6% would have and additional benefit of 1.38MM in year 1 and 2.21 MM in year 3, compared to 1.19 and 1.42 if we increase Minerva soap market share by 5% (See exhibit 2) ï‚ §Increasing market share in soap is already a big challenge given the fragmented market †¢Campeiro has a strong brand name – by giving it a new feature such as smell, it can separate itself from the generic Invicto and other smaller producers of â€Å"no frills† powders †¢RD cost of formulating should be low as Unilever already has a fragrance-based brand Minerva †¢Cost of matching fragrance / softness is too prohibitive for ASA and other small, regional competitors †¢Cannibalization is optimized cannibalization % is better if Campeiro targets smell / softness instead of whiteness (see Exhibit 1) †¢Campeiro is a better extension candidate than Minerva as Campeiro has a better break-even cannibalization rate (See Exhibit 1) †¢Significant barriers to entry also make it difficult for additional firms to compete at this price point †¢Using specialty store distribution makes sense as low-income NE residents tend to shop at smaller supermarkets †¢Improvement to Unilever brand image as being at the forefront of helping rural Brazil Potential Drawbacks †¢There is still risk that a fragrance / softness based brand extension will cannibalize Minerva beyond the threshold calculated, thereby decreasing profit †¢Cost of re-formulating Campeiro may be higher than expected †¢Unilever already owns a 75% market share; therefore, there is a finite additional share for Campeiro to absorb †¢Unilever premium brand equity may suffer as Unilever makes investment in lower-end products †¢Most low-income household do not own washing machines, so it would be hard to absorb additional market share currently owned by competitors’ soap brands with a powder product †¢There is always the risk that ever-changing socioeconomic and political factors will defer target segment from purchasing powder Conclusion Based on the analysis above, our team believes that the appropriate strategy to grow in the low-income NE market would be to extend the existing Campeiro brand while keeping the same price point. Distribution through specialty stores instead of wholesale will best position Unilever to grow in this high-margin, high-growth market.

Bank Marketing Essay -- essays research papers fc

I. Introduction   Ã‚  Ã‚  Ã‚  Ã‚   Within our society, financial institutions are becoming more abundant. Along with this present growth, the field of marketing financial services has also grown in size and scope with new entrants everyday. The relatively stable banking environment is being altered with innovation, opportunism, and government intervention. This era, marked by the government’s luminous hand of deregulation (defined as the act of removing regulations or restrictions from a specific entity), has expanded consumer options to the extent that commercial banking must now become an aggressively competing member of the financial services industry. In this new era, important marketing areas such as regulation, environment, product, competition in the market, and delivery of product can no longer be overlooked. II. What is Marketing and Its Role in the Success of Financial Institutions? What is marketing? According to the American Marketing Association, marketing is the â€Å"performance of business activities that direct the flow of goods and services from producer to consumer or user.† In the context of the financial institution, marketing is defined as the â€Å"creation and delivery of customer-satisfying services as a profit to the bank or financial institution.†(McMahon, 1986). With further examination of the previously stated definition, it can be seen that marketing is looked upon as 1) an active process (therefore, ongoing with endless possibilities), with 2) a direct focus on the customer or consumer. Initially, it can be seen that marketing plans that result in efficient returns and profits do not appear out of thin year, but are created. (McMahon, 1986). Once created, these plans must be delivered properly to the consumer. For example, a teller at a bank, with poor delivery and selling, can ultimately destroy a thoroughly thought out creati on aimed at providing superior customer service. Also, marketing is customer-oriented, meaning that it is imperative to take into account whether customers are satisfied and their needs/wants are fulfilled by the products or services offered by the bank. (Reidenbach and Pitts, 1986). Marketing, like any other activity associated with business, is goal-directed. To meet specific goals, individuals in management of these financial institutions create a marketing strategy. A marketing strategy â€Å"consists... ...esent. References Works Cited   Ã‚  Ã‚  Ã‚  Ã‚  Benn, Alec (1986). Advertising Financial Products and Services. Quorum Books: New York, pp. 100 – 150.   Ã‚  Ã‚  Ã‚  Ã‚  Hodges, L.H. and Tillman, R. (1968). Bank Marketing: Text and Cases. Addison-Wesley Publishing Company: Massachusetts. McMahon, Robert J. (1986). Bank Marketing Handbook: How to compete in the Financial Services Industry. Bankers Publishing Company: Boston.   Ã‚  Ã‚  Ã‚  Ã‚  Reidenbach, E.R. and Pitts, R.E. (1986). Bank Marketing: A Guide to Strategic Planning. Prentice Hall: New Jersey. Works Referenced   Ã‚  Ã‚  Ã‚  Ã‚  Donnelly, J.H., Berry, L.L., and Thompson, T.W. (1985). Marketing Financial Services: A Strategic Vision. Dow Jones-Irwin: Illinois.   Ã‚  Ã‚  Ã‚  Ã‚  Kinnear, T.C. and Bernhardt, K.L. (1986). Principles of Marketing. Scott, Foresman & Company: Illinois.   Ã‚  Ã‚  Ã‚  Ã‚  Larreche, Jean-Claude and Strong, E.C. (1982). Readings in Marketing Strategy. Scientific Press: Palo Alto.   Ã‚  Ã‚  Ã‚  Ã‚  Sinkey, J.F. (1986). Commercial Bank Financial Management, 5th edition. South-Western Publishing Company: New York.

Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.

Practice Midterm

This is an example of how a thumb-sized device and ever-smaller digital technology is heightening security risks. Included among the records on the tiny storage vice were 11 years worth Of names, addresses, phone numbers, birth dates, doctor information, school and child-care information. Also on the stick were 142 PHI numbers. The records were from the Ontario Infant Hearing Programs, administered by the Middlesex London Health unit at the H. A. Leper Speech and Hearing Clinic at the University of Western Notation's Lovelorn College.The Ontario Infant Hearing Program (IPP) is a province-wide program of the Ministry of Child and Youth Services designed to identify all infants with permanent hearing impairment and provide the services accessory to maximize family communication and language development in the child. The missing records are from 1999 to 2010. Staff at the clinic realized the USB key was missing early in February' 2011 after space was â€Å"rearranged,† said Janic e Decking, LOW'S provost and vice-president academic.Required: A) Discuss two ethical issues raised in the article related to the missing data. (2 marks) 2. B) Describe three types of controls that could have been used to prevent this security breach. For each Pope of control, provide a specific example of how it could have been used in this case. 6 marks) Describe the type of IS control Specific example of how the control could have been used to prevent the security breach 1. 3. C) Identify four behavioral actions that one could take in case of identity theft. (4 marks) 4. D) Health clinics collect a wide variety of data.Define the following terms and provide one example related too health clinic. (6 marks) Description Of the term Example that pertains to a health clinic Entity Attribute Data model Question 2 (1 6 marks – 58 minutes) Canada Bread Company is a leading manufacturer and marketer of atrocious fresh bakery products and artisan breads to large and small retail gro cery stores and foddering customers. The company also manufactures frozen unbaked, partially baked and fully-baked breads, rolls, bagels and specialty baked products for the same market.Canada Bread employs more than 8,700 people in Canada, the United States and the United Kingdom. The Company operates 22 bakeries across these countries and employs approximately 5,200 people across Canada. The Canada Bread promise is that they will take extra care in preparing and levering their products to ensure they are safe, nutritious, and of superior quality. A) Define each of the following business pressures and discuss each could be affecting the Canada Bread Company. 4 marks) Definition of the term Specific example of how they could be affecting the Canada Bread Company Technological innovation and obsolescence: Social responsibility: B) For the following competitive forces, define the competitive force, and provide an example of how that force could affect Canada Bread Company. (6 marks) D efinition Of competitive force Example that affects Canada Bread Company Bargaining power of customers Threat of entry of new competitors Threat of substitute products C) A large organization such as Canada Bread needs to be selective about the type of Information technology it implements.A business should turn to IT planning to address this situation. Define the following concepts that are part of the IT strategic planning process and describe their purpose. (2 marks) Definition of concept IT strategic plan IT steering committee D) With 22 bakeries located throughout Canada, the US and the United Kingdom, Canada Bread would need network technology. Define the allowing types of network technologies and provide examples of how they could be used at Canada Bread.

Understanding the Concatenation of Strings in Java

Understanding the Concatenation of Strings in Java Concatenation in the Java programming language is the operation of joining two strings together. You can join strings using either the addition () operator or the String’s concat() method. Using the Operator Using the operator is the most common way to concatenate two strings in Java. You can provide either a variable, a number, or a String literal (which is always surrounded by double quotes). To combine the strings â€Å"I’m a† and â€Å"student†, for example, write: I’m a student Be sure to add a space so that when the combined string is printed, its words are separated properly. Note above that student starts with a space, for example. Combining Multiple Strings Any number of operands can be strung together, for instance: I’m a student ! And so are you. Using the Operator in a Print Statement Frequently, the operator is used in a print statement. You might write something like: System.out.println(pan handle); This would print: panhandle Combining Strings Across Multiple Lines Java disallows literal strings to span more than a line. Using the operator prevents this: String quote Nothing in all the world is more dangerous than sincere ignorance and conscientious stupidity.;   Combining a Mixture of Objects The  operator   normally acts as an  arithmetic operator  unless one of its  operands  is a String. If so, it converts the other operand to a String before joining the second operand to the end of the first operand. For example, in the example below, age is an integer, so the operator will first convert it to a String and then combine the two strings. (The operator does this behind the scenes by calling its toString() method; you won’t see this occur.) int age 12;System.out.println(My age is age); This would print: My age is 12 Using the Concat Method The String class has a method concat() that performs the same operation. This method acts on the first string and then takes the string to combine as a parameter: public String concat (String str)​   For example: String myString I have decided to stick with love.;myString myString.concat( Hate is too great a burden to bear.);System.out.println(myString); This would print: I have decided to stick with love. Hate is too great a burden to bear. Differences Between the Operator and the Concat Method You may be wondering when it makes sense to use the operator to concatenate, and when you should use the concat() method.  Here are some differences between the two: The concat() method can combine only String objects - it must be called on a String object, and its parameter must be a String object. This makes it more restrictive than the operator since the operator silently converts any non-string argument to a string.The concat() method throws a NullPointerException if the object has a null reference, while the operator deals with a null reference as a â€Å"null† string.The concat()) method is capable of combining only two strings – it cannot take multiple arguments. The operator can combine any number of strings. For these reasons, the operator is more often used to combine strings. If you are developing a large-scale application, however, performance can differ between the two because of the way that Java handles string conversion, so be aware of the context in which you are combining strings.

All in the Family Essay Example for Free

All in the Family Essay Throughout one’s life, things are going to grow and change, yet one thing will always remain the same, one’s family. This social unit, whether it be related by blood or the love that comes from a family will always remain strong. While taking a look at two narratives, we will discuss the lessons learned, family functions, extended family, and the impressions that are made upon the readers of these stories. Taking a look at these powerful narratives, we as readers see many lessons that are learned throughout these pieces of writing. Taking a look at the narrative, An Indian Story by Roger Jack, this non-nuclear family shows us the readers, the lesion of who can and could be considered family. This important lesson shows how although his Aunt Greta is not immediate family like his father would be; she becomes immediate in his time of need. â€Å"My home and academic life improved a lot after I had moved in with Aunt Greta† (Jack 53). This improvement of life for these characters shows how this social network made of defined characters were able to adapt and transform to the ever-changing needs and circumstances of its â€Å"family† members. Moving on to the much different narrative entitled, Looking for Work by Gary Soto were we take a look at a nuclear family that is much different. The life of a Mexican American boy who strives for nothing less than for his family to be â€Å"perfect† like he sees on TV. His longing for the, â€Å"Father looks on in his suit. The mother, decked out in earrings and a pearl necklace, cuts into her steak and blushes. Their conversation so politely clipped† (Soto 29). These constant strives to be perfect and rich consumed most of his time. Yet by the end of this narrative, he would finally learn the most important lesson of all, his family is who they are. Much like Gary Soto in his story, Looking for Work I learned the same exact lesson. Although my family may have been crazy and somewhat embarrassing they are who they are and there was nothing I could do about it. My family was always going to be there for me no matter what and I couldn’t love them more for that. Throughout these two narratives, everyone experienced the presence of family in some form or another and I have to say, I don’t know what I would do without mine. While reading these stories I found a few similarities between the families in the stories and my own family that really stood out to me. First, the importance of 3family in general. I cannot stress enough how important my family is to me; yet when I was a child, much like the boys in these stories, I did not realize it. Another similarity I shared with these stories was how close I was to my grandma like Roger Jack was to his Aunt Greta. This warmed my heart because I love my grandma and so many instances throughout that narrative reminded me of my grandma and I. Much like when Roger stated, â€Å"I walked to Aunt Greta’s and asked if I could move in with her since I had already spent so much time with her anyway† (Jack 53). Yet one way in which my family is different from the families in these narrative is that I was blessed to have a mom and a dad growing up and I could not be more thankful for that. Growing up is an important time in any child’s life. Whether it is like the boys in these narratives or anyone else; that is a time for you to grow and shape into an individual. I believe that the environment I grew up in was a good thing for me and it shaped my entire worldview. I grew up with great yet strict parents, a loving, caring, hard working mom and housewife, and a tough, hard working, funny father. Together they taught me to work for everything I have because later in life nothing was going to be handed to me. I was taught a great work ethic and good morals from the very beginning. I believe that because of those teachings by my great parents, I am the person I am today. Extended family most definitely differed between the two narratives yet the importance was there. As with my extended family, we are very close, especially with my mom’s mom Erna. I always grew up with her right across the street and I loved every minute of it! She was always there for me and I always had fun whenever I was with her. I remember her cooking for me and us gardening together. Although the dictionary considers grandparents extended family, I do not. My grandma was so close to my family, especially my mom and I that to me she is immediate family. The importance of extended family and family in general to me is practically my life. I would do anything for them just as they would for me. I am so grateful to have such a close immediate and an extended family in my life. Looking at both narratives, there was one that made a more powerful impression upon me as a reader. Looking for Work by Gary Soto really stood out to me for one reason, the lesson. I believe in the fact that your family is who they are and there is nothing that you can do about it besides accept them. I love how Gary realized at the end that his family was not going to be like the family on Father Knows Best and that was ok. I think that made such an impression on me because I was the same way when I was little, I hated when my parents would make jokes and be silly but as I was growing up I grew to love it. My family is who they are and I love them for it! I wouldn’t trade my family for anything in the world and by the end of the story Gary seemed to feel the same way. In the beginning, Gary would be so frustrated when his siblings would wear bathing suits to dinner, when he had specifically asked them to dress up. Yet towards the end of the story such change took over Gary. â€Å"That evening at dinner we all sat down in our bathing suits to eat our beans, laughing and chewing loudly† (Soto 29). This quote is a prime example of the change that underwent the main character and showed the point in which he accepted everyone at that table for who they were, family. Works Cited Jack, Roger. â€Å"An Indian Story.† Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Rereading America Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford St. Martin’s, 2010. 52-61. Print. Soto, Gary. â€Å"Looking for Work.† Ed. Robert Cullen and Bonnie Lisle. Rereading America Cultural Contexts for Critical Thinking and Writing. Ed. Gary Colombo. 8th ed. Boston: Bedford St. Martin’s, 2010. 26-31. Print. All in the Family. (2017, Jan 13).

Reflective report Essay Example | Topics and Well Written Essays - 1000 words

Reflective report - Essay Example The essay drew positive feedback from my tutor and earned a good grade. I attribute this success to the extensive research that I got involved in and comprehensive analysis of the literature materials therein. Taking into account that employees’ job satisfaction takes variations, the essay had to be well planned in different parts to ensure that all the aspects were dealt with. The authenticity of the essay was definitely incredible. In the essay, I recognized other authors’ work that I cited and ensured that the work was free from any plagiarism. Essay 2 The second essay had the question â€Å"How can performance of service be achieved without compromising on the satisfaction of employees?† this was majorly based on finding ways in which the satisfaction of employees is achieved without necessarily compromising on the quality of product and service delivery. The essay tackled service delivery and product quality extensively. The intrinsic and extrinsic employee motivation was also explored as a way of improving the service delivery. This essay is by and large a supplement for the first one. I thought that the first essay was more leant on dealing with the satisfaction of the employees as opposed to the improvement of service delivery and the production of quality products. ... was because the first essay tackled the employees’ aspect while this second one made a bridge between the employees and the quality of products and service delivery. During the April viva, I am certain that the panelists would want me to explain the choice of my topics and the push that I had in the subject matter. Carrying out a research is always tasking and I am sure that they will want me to explain to them how I managed my research, how I got my materials and the general ups and down that characterize research work. The panelists will also want to know my organization in as far as the research work is concerned and want to know how different it is from the usual course work. Eventually, they will seek to know the relevance and my reasons for having the second essay. During that time, I will get an opportunity to prove myself and to elaborate how well I have the grip on the content matter of the topics that I chose. Course reflection Reflecting on my research, there are a lot of positivity in the work I did though I realized that there are certain things that I would have done better. My organization during the research was good. I ensured that I searched for the relevant materials and did extensive research. In the first essay, I was very keen not to have repetitions that are unnecessary. I had a lot of materials that were enough to back up the items that I discussed. The better part of the organization of my research was as a result of adequate use of the research log. Throughout my sourcing of materials, I was keen to keep track of the materials that I came by so as to give me an easy time during the actual and final compilation of the research. The research techniques that I used were adequate and helped me in compiling the content of the first essay. The