Wednesday, July 31, 2019
Vikram Sarabhai Essays and Term Papers
MASTER OF COMPUTER APPLICATIONS (MCA) MCA/ASSIGN/III/YEAR/2012 ASSIGNMENTS Year, 2012-13 (3rd Semester) (MCS-031, MCS-032, MCS-033, MCS-034, MCS-035, MCSL-36) There are ten questions in this assignment, which carries 80 marks. Rest 20 marks are for viva-voce. Answer all the questions. You may use illustration and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the MCA Programme Guide for the format of presentation. The examples, whenever asked to be given, should be different from those that are discussed in the course material.Question1: Using Insertion Sort, sort the following sequence in increasing (10 marks) order and do the analysis of the algorithm: 35, 37, 18, 15, 40, 12 Question 2: Write a pseudocode for divide and conquer algorithm for finding the position of an array of n numbers and estimate the number of key comparisons made by your algorithm. (10 marks) Question 3: Apply quicksort to sort the following list: Q U I C K S O R T (10 marks) in alphabetical order. Find the element whose position is unchanged in the sorted list. Question 4: Write Strassen’s matrix multiplications algorithm for obtaining the product of two matrices. 10 marks) Question 5: (i) Define DFS. Explain briefly how it differs from BFS. (10 marks) (ii) Write pseudocode for DFS and calculate its time complexity Question 6: Apply Kruskal’s algorithm to find minimal spanning tree with an example. (10 marks) Question7: Arrange the following growth rates in increasing order: O (3n), O (n2), O (1), O (n log n) Question 8: Using Principle of Mathematical Induction, prove that the sum 20 + 21 +†¦+ 2n is 2n +1 – 1 for all n ? 1. (4 marks) (6 marks) Question 9: Define Knapsack Problem and cite one instance of the problem. (5 arks) Question 10: Explain the essential idea of Dynamic Programming. How does Dynamic Programming differ from Divide and conquer approach for solving problems? (5 marks) 3 Course Code Course Titlle Assignment Number Assignment Marks Weightage Last Dates for Submission : : : : : : MCS-032 Object Oriented Analysis and Design MCA(3)/032/Assign/2012 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) There are eight questions in this assignment, which carried 80 marks. Rest 20 marks are for viva-voce. Answer all the questions.Make necessary assumptions where ever required. Please go through the guidelines regarding assignments given in the Program Guide for the format of presentation. Question 1: What is Object Orientation? Explain features of Object Oriented approach of system design. Why it is better than Structured approach of system design. (10 Marks) What is UML? Briefly explain, different UML Diagrams used for Modeling. Question 2: (10 Marks) Question 3: What is class diagrams? Explain how classes are identified in designing of an object oriented system, with the help of an example. (10 Marks) What is generalization?Explain how it is different from specialization with an example. Question 4: (10 Marks) Question 5: What is dynamic model? Also explain how it is different from object model. (10 Marks) Question 6: What is state diagram ? Differentiate between a simple state diagram and a composite state diagram. Draw state diagram for Railway Reservation System. (10 Marks) What is Bi-directional Implementation? Explain advantages of Bi- directional Implementation with example. (10 Marks) What is ternary association? Explain how ternary associations are mapped into tables with an example. (10 Marks)Question 7: Question 8: 4 Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : : MCS-033 Advanced Discrete Mathematics MCA(3)/033/Assign/2012 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) There are FIVE questions of total 80 marks in this assignment. Answer all questions. 20 Marks are for viva-voce. You may use illu strations and diagrams to enhance explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation.Question 1: (a) Using Karnaugh map, simplify X': A'BC'D'+ ABCD+ ABCD'+ ABCD' (5 Marks) (b) Describe Konigsberg’s 7 bridges problem and Euler's solution to it. B (5 Marks) (c) Show that the sum of the degrees of all vertices of a graph is twice the number of edges in the graph. (5 Marks) Question 2: (a) Let G be a non directed graph with 12 edges. If G has 5 vertices each of degree 3 and the rest have degree less than 3, what is the minimum number of vertices G can have? (5 Marks) (b) What is Graph Cloning? Explain K-edge cloning with an example. (5 Marks) c) Let f(n)= 5 f(n/ 2) + 3 and f(1) = 7. Find f(2k) where k is a positive integer. Also estimate f(n) if f is an increasing function. (5 Marks) Question 3: (a) Define r-regular graph. Give an example of 3-regular graph. (5 Marks) (b) f is bijective function with Ra nge of f as the (5 Marks) 5 (c) What are isomorphic graphs? Are the graphs given below isomorphic? Explain why? (7 Marks) a b 1 d c 3 4 2 (i) (ii) (4 Marks) (d) What is connected Graph? Construct a graph with chromatic number 5. Question 4: (a) Solve following recurrence relations i) = + n, =2 (9 Marks) sing substitution method ii) iii) 9 = (b) Write a short note on Tower of Hanoi Problem. How can it be solved using recursion ? Question 5: (a) Show that for subgraph H of a graph G ? (H) ? ? (G) (b) What is Divide and Concuer relations? Explain with an example? (4 Marks) (4 Marks) (4 Marks) (c) Find a power series associated with the problem where we have to find a number of ways to select 10 people to form and expert committee from 6 Professors and 12 Associate Professors. (4 Marks) (d) Tree is a Bipartite Graph†justify the statement with an example? (4 Marks) 6Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : : MCS-034 Sof tware Engineering MCA(3)/034/Assign/12 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) This assignment has one question for 80 marks. 20 marks are for viva voce. You may use illustrations and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation. Question 1: Assume that you are assigned responsibility of developing a Student Admission System (SAS).Admissions take place through various modes such as accepting applications by post, online etc. SAS should accept data from all modes and create a merit list for admissions to various programmes offered by the University. For developing SAS as specified above, (a) (b) (c) (d) (e) Which SDLC paradigm will be selected. Justify your answer. List the functional and non-functional requirements. Estimate cost Estimate effort Develop SRS using IEEE format (20 marks) (10 marks) (10 marks) (10 marks) (30 marks) 7 Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : :MCS-035 Accountancy and Financial Management MCA (3)/035/Assign/2012 100 25% 15th October, 2012 (For July 2012 Session) 15th April, 2013 (For January 2013 Session) This assignment has five questions. Answer all questions. 20 marks are for viva voce. You may use illustrations and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation. Question 1: From the following Trial Balance of Rama Nand Sagar, prepare Trading and Profit & Loss Account for the year ended 31st December, 2011 and a Balance Sheet as on that date:Dr.Balances Opening Stock Purchases Sales Return Carriage Inwards Carriage Outwards Wages Salaries Plant & Machinery Furniture Sundry Debtors Bills Receivable Cash in Hand Travelling Expenses Lighting Rent and Taxes General Expenses Insurance Drawings Rs. 20,000 80,00 0 6,000 3,600 800 42,000 27,500 90,000 8,000 52,000 2,500 6,300 3,700 1,400 7,200 10,500 1,500 18,000 3,81,000 Cr. Balances Sales Purchase Return Discount Sundry Creditors Bills Payable Capital Rs. 2,70,000 4,000 5,200 25,000 1,800 75,000 3,81,000 8 Adjustments:(1) Stock on 31st December, 2011 was valued at Rs. 24,000 (Market Value Rs. 0,000). (2) Wages outstanding for December, 2011 amounted to Rs. 3,000. (3) Salaries outstanding for December, 2011 amounted to Rs. 2,500. (4) Prepaid insurance amounted to Rs. 300. (5) Provide depreciation on Plant and Machinery at 5% and on Furniture at 20%. (20Marks) Question 2: Following are the balance sheets of a limited company as on 31st December, 2010 and 2011. Liabilities 2010 Rs. 2011 Rs. Assets 2010 Rs. 2011 Rs. Share Capital Reserves B. & L A/c Bank Loan (Long-term) Creditors Bills Payable 64,000 13,000 8,600 25,000 38,000 8,000 1,56,600 84,000 15,500 8,800 –34,000 8,500 1,50,800Goodwill Buildings Plant Stock Debtors Cash Bank 3,00 0 50,950 35,000 25,500 42,000 150 –1,56,600 2,250 48,000 43,000 18,800 36,200 180 2,100 1,50,800 Taking into account the following additional information, you are re-required to prepare funds flow statement and statement of changes in working capital. (a) Dividend paid was Rs. 6,000/(b) Rs. 3,600/- was written off as depreciation on plant and Rs. 2,950/- on buildings. (c) Profit on sale of plant was Rs. 3,000/(20 Marks) 9 Question 3: The following are the ratios extracted from the Balance Sheet of a company as on 31st Dec 2011. Draw up the Balance Sheet of the company.Current Liabilities Current Assets Liquidity Ratio Stock Turnover Ratio (Based on COGS) Fixed Assets Turnover Ratio (Based on sale) Gross Profit as percentage of sales Debtor collection period Working capital Shareholders Capital Reserve and Surplus 1. 0 2. 5 1. 5 6 2 20% 2 Months Rs. 3, 00,000 Rs. 5, 00,000 Rs. 2, 50,000 (20 Marks) Question 4: Critically examine the various methods of evaluation of capital budg eting proposals? Explain the significance and application of the technique of discounted cash-flow. (20 Marks) Question 5: What do you mean by receivable management? What are its objectives?Explain the dimensions of receivable management. (20 Marks) 10 Course Code Course Title Assignment Number Maximum Marks Weightage Last Dates for Submission : : : : : : MCSL-036 Lab Course MCA (3)/036L/Assign/2012 100 25% 31st October, 2012 (For July 2012 Session) 30th April, 2013 (For January 2013 Session) This assignment has three sections. Answer all the questions in each section. Section 1 and Section 2 are of 13 marks each. The lab records related to these sections also carries 13 marks each. Section 3 and lab records related to section 3 carry 14 marks each. Rest 20 marks are for viva voce.You may use illustrations and diagrams to enhance the explanations. Please go through the guidelines regarding assignments given in the Programme Guide for the format of presentation. SECTION 1: MCS-032 Qu estion 1: Ram and Shyam are starting a breakfast in a small town. They will have three bedrooms for guests. They want to develop software service to manage the reservations and to monitor expenses and profits. When a potential customer calls for a reservation, they will check the calendar, and if there is a vacancy, they will enter the customer name, address, phone number, dates, agreed upon price, credit card number, and room number(s).Reservations must be guaranteed by 1 day’s payment. Reservations will be held without guarantee for an agreed upon time. If not guaranteed by that date, the reservation will be dropped. i) Draw at least two use case diagrams and define all the classes. ii) Draw the Sequence and Collaboration Diagrams. iii) Draw the Class Diagrams. iv) Draw the State Transition Diagram. v) Draw the Component Deployment Model. SECTION 2: MCS-034 Question 1: An automobile dealer wants to automate its inventory. It can record all of the cars that a customer purcha ses. It records all repairs. It records all arriving shipments of repair parts.The dealer wants daily reports on total daily repairs, daily sales, and total inventory. This report is called â€Å"dailyreport. †The dealer also keeps track of all customers and potential customers that visit the dealership. The dealer also wants a monthly report showing all visits and purchases by customers listed by day of the month. The dealer also wants the ability to query about any customer or potential customer. (2 marks) (3 marks) (3 marks) (3 marks) (2 marks) 11 i) Develop the SRS by performing requirements study. ii) Identify various processes of the system and generate the DFD’s for the system.You may use any software to develop the DFD. iii) Design the ER diagram for the company and do the database design giving all the constraints. iv) Perform the detailed procedural design for any two processes. (2 marks) (2 marks) (2 marks) (2 marks) v) Create at least four test cases for e ach of the procedures designed in part (iv) (2 marks) vi) Suggest some security mechanism for the usage of the system with various privileges. (2 marks) vii) Draw the PERT diagram for the given set of tasks and dependencies. Complete the table showing the critical path and the slack time. 2 marks) SECTION 3: MCS-035 Question 1: Prepare Trading Account and Profit and Loss A/c of Mr. Sanyam and Balance Sheet from the following balances extracted from books for the year ending 31st March 2009: (14 marks) Trial Balance of Mr. Sanyam as on 31st March, 2009 Dr. Amount (Rs. ) 1,520 17,425 10,000 900 4,000 2,750 50 100 50 100 100 150 300 500 18,750 150 Cr. Amount (Rs. ) Particulars Cash Account Bank Account Machinery Account Furniture A/c Stock (1-4-2005) Purchase A/c Discount Allowed Repair A/c Cartage A/c Municipal Taxes Advertising A/c Rent A/c Salaries Bad debts A/c Capital Bad debts recovered A/c 2 Discount Received Sales Loan @ 12% p. a. Shyam Bros. 37,945 45 15,000 2,000 2,000 37,945 Following adjustment are to be made: (i) Salaries Outstanding Rs. 200, Prepaid Rent Rs. 50. (ii) Provide depreciation on machinery at 10%; write off furniture by 20%. (iii) Interest on loan has been due for one year and remained unpaid. (iv) Write off Rs. 400 which are not to be paid to Shyam Bros. (v) Provide interest on capital @6% p. a. for full year. (vi) Value of closing stock on 31. 3. 2006 was Rs. 8,000. 13
Tuesday, July 30, 2019
Management Professional Resume Essay
QUALIFICATIONS SUMMARY Accomplished, goal-oriented Management Professional in the Aerospace industry. Dynamic Leader with exceptional ability in supervising and motivating others. Expertise in performing major inspections of space shuttle main engines, military jet engines, and depot level maintenance on aircraft airframe. Excellent customer service skills with an in-depth knowledge of NASA, government operations and contracts. Recognized for Achieving Competitive Excellence (ACE), enhancing production, quality, cost savings, and a safe work environment. Maintained a safety record of over 2,500 work days without OSHA recordable injuries. Experienced in production scheduling, management techniques, and ACE/Lean Manufacturing initiatives. Technically proficient with Microsoft Office and ISO AS9100. FAA Aircraft Power Plant Licensed. Received the NASA Space Flight Awareness Award, Eagle Award, and nominated for the Jack Weil Award.                CORE KNOWLEDGE AREAS à ¼Ã‚ Oral / Written Communication Skills à ¼Ã‚ Conflict Resolution à ¼Ã‚ Contract Negotiation à ¼Ã‚ Superb Organizational Skills à ¼Ã‚ Staff Development & Training à ¼Ã‚ Project Management à ¼Ã‚ Supervision / Management à ¼Ã‚ Team Leadership RELEVANT PROFESSIONAL EXPERIENCE PRATT & WHITNEY ROCKETDYNE, Kennedy Space Center, FL                                             2005-Present Supervisor (Contractor to NASA) Supervises multiple shift schedules, and manages the hiring process. Conducts employee training, certifications and work place resolution processes. Ensures employee compliance with NASA operating procedures during inspections, technical maintenance, and performance tests on space shuttle rocket engines. Travels extensively to NASA Stennis Space Center and Marshall Space Center for testing, hardware improvement, research and development of space shuttle main engine. Executes extensive flight readiness tests with a 100% rocket engine performance success rate. BOEING ROCKETDYNE, Kennedy Space Center, FL                                                                           2000-2005 Supervisor Led the 6S benchmark initiative, value stream mapping, and continuous improvement process. Traveled to various NASA sites to facilitate implementation of Lean Manufacturing initiatives, and implemented procedures. Resolved workforce issues in compliance with company policies. Selected as ISO AS9100 internal auditor to ensure work processes remained at optimum standards for continuous efficiency, safety, quality, product delivery, reliability, compliance. Served as point of contact for hazardous waste management, OJT trainer, FOD champion, and shift maintenance coordinator. LOCKHEED MARTIN, Tucson, Arizona                                                                                                      1999-2000 Senior Site Manager – Air National Guard Supervised a crew of twenty for major overhaul of F-16 aircraft jet engines (F100-220/220E). Planned and scheduled engine production.   Maintained employee attendance records. Alleviated a 30-engine deficit for the base in a record setting pace with uncompromising quality. Established an unprecedented trusting relationship with the customer, receiving the highest evaluation rating. Provided employee training and maintained training records. Prepared weekly quality and production reports. LOCKHEED MARTIN, Nellis AFB, Nevada                                                                                                 1998-1999 Inspector / Jet Engine Lead Technician Repaired and inspected F-15/F-16 aircraft jet engines including the Air Force Thunder- Bird’s jet engines. Performed flex fiberscope inspections utilizing IW-2 video recording fiberscope equipment. Exceeded expectations and delivery time of completed U.S.A.F. Thunderbird engine modifications as a result of quality inspection and assembly. Maintained engine records and training new technicians.  DANA MICHAUD                                                                                              Page Two  RELEVANT PROFESSIONAL EXPERIENCE  (Continued) LOCKHEED MARTIN – Otis Air Guard Base, Cape Code, MA                                                            1997-1998 Jet Engine Technician Overhauled P & W F100-100/200 jet engines and maintained aircraft engine records and parts requisition. Resolved engine problems from four to twenty serviceable fighters. CONSOLIDATED FUEL SYSTEMS, Montgomery, AL                                                                            1993-1995 General Aviation Technician Performed inspections and overhauled aircraft engine fuel injection servos, fuel control, fuel pumps, and carburetors. Operated simulated test benches to calibrate fuel components to aircraft specifications. Significantly improved system operations and resolved engineering defects. Dramatically reduced warranty rates and increased customer satisfaction. PEMCO AEROPLEX, Birmingham, AL                                                                                                                     1993 Aircraft Technician Performed depot level maintenance on U.S.A.F. KC-135 aircrafts with zero inspection defects and an exceptional safety record and work performance. Removed, inspected, and installed aircraft components and controls such as ailerons, wings, vertical/horizontal stabs, cables, flaps, and spoilers. UNITED STATES AIR FORCE, Tyndall AFB, FL                                                                                       1987-1991 Jet Engine Technician Successfully overhauled P & W F100-100 jet engines based on I.A.W. directives with high quality assurance ratings. Received promotions and nominated as a maintenance professional for four years. ADDITIONAL WORK EXPERIENCE SELF-EMPLOYED, (City, FL)                                                                                                                            1996-1997 Independent Sales Trainer Trained staff to work effectively in a goal-oriented, and team environment by overcoming fears and mastering negotiation techniques. Motivated team to surpass monthly quotas for three months. BUDGET RENT-A-CAR, Panama City, FL                                                                                                               1997 Maintenance Manager Maintained a fleet of 100+ vehicles for periodic and minor maintenance. Serviced manufacture recalls, maintained vehicle records and shop inventory. Generated insurance estimates and billing invoices. DGR ASSOCIATES INC., Tyndall AFB, FL                                                                                                   1992-1993 Foreman Supervised a staff of 10 repairing and painting a U.S.A.F. housing complex on production bases. Calculated company income and expenses, payroll, and company inventory. Coordinated schedules for government inspection procedures. SELF-EMPLOYED, Panama City, FL                                                                                                              1991-1992 Antique Vehicle Restorer Performed intricate precise restoration of classic vehicles, insurance estimation, and collision repairs utilizing advanced technological equipment and materials. EDUCATION UNIVERSITY OF PHOENIX, Phoenix, Arizona Bachelors of Science in Business Management, 2007 Advanced Leadership Seminar, 1997 AVIATION TECHNOLOGY, Pensacola, Florida FAA Power Plant License, 1992
Monday, July 29, 2019
Analysis of “Nuances of a Theme by Williamsâ€Â
Analysis of â€Å"Nuances of a Theme by Williams†The title of Wallace Stevens’ poem â€Å"Nuances of a Theme by Williams†implies that he intends to comment on, possibly celebrate, and almost certainly explore the potential distinctions and variations available in the poem by William Carlos Williams titled â€Å"El Hombre.†Stevens includes â€Å"El Hombre,†in its entirety minus the title, in the opening four lines of his poem with the implication (again based on the, at worst, neutral title of Stevens’ poem as well as the seemingly tributary inclusion of â€Å"El Hombre†) that his re-workings and explorations of his colleague’s piece will maintain its essence and, presumably, not bear it much, if any, antipathy. The title, however, proves to be misleading and Stevens’ subsequent lines appear to be less of a nuanced exploration of Williams’ poem than a criticism of what he sees as its faults: namely the sentimentality, anthropomorphizing, and romantic detachedness of t he narrator that is present especially in the first two lines. It is particularly the first stanza of Williams’ poem that Stevens takes issue with and he does so, at least in part, by way of its second stanza. Stevens attaches himself to two phrases, â€Å"shine alone†(3) and â€Å"lend no part†(4), that bookend the second stanza of Williams’ poem and uses them as his access points to the poem. He quotes the two phrases directly, elevating them to the opening words of both of his subsequent stanzas, though in doing so he also very purposefully changes their meaning. The first line of Stevens’ composition, â€Å"Shine alone, shine nakedly, shine like bronze†(5) seems, appropriately, to satisfy the expectations of the title while also being characteristic of Stevens’ playful perspectivist aesthetic tendencies (reminiscent, perhaps, of â€Å"Thirteen Ways of Looking at a Blackbird†); beginning with the two-word phrase taken directly from Williams’ piece, Stevens’ proceeds to stretch it into a richer, more textured imperative description of the same â€Å"ancient star†(2) addressed in Williams’ poem. Nonetheless, the succeeding two lines that make up the rest of Stevens’ first stanza diverge from mere variation into what seems to be an invective response to the opening lines of Williams’ poem: â€Å"It’s a strange courage/you give me, ancient star†(1-2). Stevens appears to be concerned with the fact that Williams sort of anthropomorphizes the star, which seems to be the rising sun, and instills it with the ability to give courage. He says of the sun that it must shine like something that â€Å"reflects neither [his] face nor any inner part/of [his] being†(6-7) and, ultimately, â€Å"like fire, that mirrors nothing†(7). Stevens’ deliberate dissociation with the sun (as a stand-in for nature) reflects his belief that one should apprehend nature without embellishing it; that the things of nature should not be used as means to access the triumphs or despairs of humanity. Where in Stevens’ â€Å"The Snowman†it is only with â€Å"a mind of winter†(1) that one can hear â€Å"the sound of the land†(10) without being distracted by â€Å"any misery in the sound of the wind†(8), so must Williams’ sun, in Stevens’ conception, mirror â€Å"nothing that is not there†(The Snowman, 15) if it is to be truly apprehended. With the entirety of Stevens’ first stanza in mind, the variations in his first line (that continues and concludes in the third with â€Å"shine like fire†) read less playfully and more like a slow, deliberate distancing from the humanness of the word â€Å"alone.†For â€Å"alone†is rarely used to describe the state of an inanimate object by itself, which wouldn’t require the recognition of being outside of a society of similar objects since society is limited to animate creatures. So Stevens re-forms the description as â€Å"nakedly.†That first step, though, is only a small step away from animation since it evokes the idea of being without clothes. But the adverb â€Å"nakedly†is, in fact, more commonly used to describe the nature of concepts or ideas, as in â€Å"plainly†or â€Å"blatantly,†and less the physical state of one’s dress. With the second transformation, â€Å"like bronze,†however, the le ss subtle split with animation begins. With â€Å"like bronze†Stevens has reformulated an idea of the sun as merely resembling something. Though it is a man-made something, which, therefore, maintains an inevitable if convoluted connection to the human realm. So, Stevens’ necessarily searches for one more angle, â€Å"like fire,†and the split with humanity is complete; the sun is reduced to something natural, independent of human existence, but, more importantly, it is reduced to precisely what it is. The sun is precisely something that in Stevens’ view should â€Å"lend no part to any humanity that suffuses/[the sun] in its own light†(8-9) as Williams does. For like Stevens declares in his later poem â€Å"Things of August†: â€Å"The rich earth, of its own self made rich,/Fertile of its own leaves†(51-52), so must the shining sun, of its own self shine. It appears that Stevens’ wishes to forget all human history of sun worship and mythology and relish the sun as it is perceived in the moment, in the present, by an individual person. Yet, in communicating his point, Stevens’ says that the sun should â€Å"be not chimera of the morning†(10). â€Å"Chimera†carries the meaning of â€Å"illusion†or â€Å"daydream†as if warning against being tricked into seeing the sun as more than it is, or as something that it is not. But â€Å"chimera†also carries the connotation of the mythical creature that was made of various animal parts and had an intelligence. So in this moment, while Stevens’ argument is ostensibly sustained, he undermines it slightly by constructing it around such a contradictory notion, even if only as a means to negate it. The final three lines of the poem continue in this vein of ridding the sun of any ancient residual meaning. He ironically says the star should â€Å"Be not an intelligence/Like a widow’s bird/Or and old horse†(12-15). These comparisons are ironic simply because Stevens would not grant intelligence to a bird or horse, but he knows that they are often thought of that way. A lonely widow gives more meaning and power to her avian companion and a farmer may attribute wisdom to a horse that has weathered much. Stevens slyly insults the romantic sentimentality of Williams’ poem by putting it on the same level as the foolish and uneducated figures suggested in his closing lines. It seems that Stevens sees Williams’ poem as weak and sentimental. Stevens’ poem is an exercise of his mind on Williams’ theme, enacted to deliberately and systematically gain control over the emotional preoccupations of the poem. I would suppose that, ultimately, Williams would not only have appreciated the criticisms of Stevens, but also would have agreed with them. I feel as though â€Å"El Hombre†is, at least on a basic level, an immature poem of Williams that would not have fit into his later, more distinctly formulated views.
Sunday, July 28, 2019
Mary Shelley Frankenstein Examine the novel and compare and contrast Essay
Mary Shelley Frankenstein Examine the novel and compare and contrast the education of the Creature with the education Victor r - Essay Example So, with that in mind Victor and the Creatures education will be examined, comparing and contrasting their experiences good and bad, as the world around them fosters and hinders their educational goals. Victor as a child showed a keen interest in learning, â€Å"it was the secrets of heaven and earth that I desired to learn,†(23) at that young age, he displays an interest in the creation of life. Victor studies the philosophical work of Cornelius Agrippa, and later reads Paracelsus and Albertus Magnus. Victor states that despite schooling in Geneva, he was â€Å"self-taught with regard to my favourite studies.†(24-25) His father was not able to pass on scientific knowledge to him, so Victor found his own books to study, becoming interested in renewing human life, ridding it of illness and disease. Victor’s educational goals are fostered by the natural world around him. Upon seeing a tree struck by lightening and destroyed, he focuses his studies on science: â⠂¬Å"this almost miraculous change of inclination and will was the immediate suggestion of the guardian angel of my life†(26). At 17 yrs old Victor attends University at Ingolstadt. He’s advised by one professor that the books he’s been studying are irrelevant, and that he must learning afresh. Victor accepts this hindrance of his educational goals due to his â€Å"extreme youth, and my want of a guide on such matters†(29). However Professor M. ... The creature initially â€Å"knew, and could distinguish, nothing†(72). With time and experience the creature learns about food and the animals surrounding him. He also learns too about dangers such as fire, â€Å"I thrust my hand into the live embers, but quickly drew it out again with a cry of pain†(73). The creature learns survival skills of fire, shelter, food, drink and danger from humans as he is attacked and later shot at. By watching the De Lacey family and their interaction with one another, this fosters the creatures’ educational experience, and he learns about love â€Å"sensations of a peculiar and overpowering nature: they were a mixture of pain and pleasure, such as I had never before experienced†(76). From continued observations of the family he learns speech, empathy, compassion, he learns to read, in a Lacanian instance he learns to recognize himself, not in a mirror, but he views his reflection â€Å"in a transparent pool!†(80). He gains knowledge of history and civilization from listening to the family teach Safie, and from books he finds in the forest. With time and disastrous attempts to join in civilization which hinder the creature, he learns to both kill and to â€Å"work mischief†(103) by allowing Justine to take responsibility for his crime. The key differences between Victor and the Creatures education, are that with Victor’s learning, whilst still self-educated (like the creature), Victor had the experience of growing from a child to an adult in a family, with formal schooling and University experience, with professors who were able to recommend texts. The more knowledge Victor gains, the more he is respected and gains acclaim at the
Conference 6 Coursework Example | Topics and Well Written Essays - 250 words
Conference 6 - Coursework Example etermination of budget priorities however, leads to economic growth of entire country as well as state and this is driven by world knowledge economy provided by competition norm both within and outside a country. More so, budget priorities brings about globalization through an essence of global networks and this in turn leads to tremendous opportunities for trading, building relationship as well as working in partnership triggered by effective communication. As far as the aspect of budget priority is of concern, the world becomes more interconnected specifically through trading activities, new trends activities, interests sharing, technology, and mostly through cyberspace. It is at this point that we learn co-existence between the National Security council and the Office of Management and budget as far as budgeting priorities are of concern. Through effective communication and forms of communication, for the National Security council to initiate any transaction, it need to liaise with the office of management and budget to get accountability on the basis of resources allocation, acquisition and amendments that might have come across due to either outside on internal
Saturday, July 27, 2019
Business plan- Reflective report Essay Example | Topics and Well Written Essays - 3000 words
Business plan- Reflective report - Essay Example However, this paper focuses on the barriers I faced in building organizational strategies to make this business plan a successful one. There were many lessons learnt when we executed our marketing plan, we gained tremendous experience and I was able to evaluate myself as the design director of the company. Even though, we had a clear objective for carrying out organizational goals but sometimes there can be fuzziness in focusing on a specific direction. In this regard, there’s always a need to identify strategies that could give appropriate solutions in conflicting situations. In my opinion, mutual understanding among the managers is a must to make a business plan a successful one. Once, we identified the purpose of our business we were ready for its implementation. However, planning events and identifying strategies is a difficult part. I felt that in order to deploy goals and objectives to different members of the workforce communication and coordination was essential. These communicative strategies negotiate the meaning of situations where there are problems in identifying notions and solutions (Fà ¦rch & Kasper, 1984). It is also important to track changes of the desired implementation plan and strategies. Just like the statement of Benjamin Franklin, who once stated, â€Å"if you fail to plan, you are planning to fail but if you fail to track you are definitely going to fail to reach your desired future state†(Cox et al., 2014). This means that, as a project director, I had to make sure that all the scheduled tasks are checked on a regular basis in order to be successful in reaching the destiny. With time, I realized that there were actually three fundamental aspects that are needed to be examined before building a strategy to execute our business plan. Firstly, we had to determine ourselves by having a clear set of roles and
Friday, July 26, 2019
Impact of technology on society Phone Essay Example | Topics and Well Written Essays - 2500 words
Impact of technology on society Phone - Essay Example People use it in their daily lives for communicating with friends, family and colleagues. In the same way, it is used in business organizations as a most powerful communication tool. The basic purpose of this research is to analyze how this technology has changed the shape of society. This paper will discuss the past, present and future if this technology. In this scenario, this research will outline the applications of this technology in various areas of life and what role it plays in society. What is the technology? It is an admitted fact that the impact of the telephone on society started immediately after Alexander Graham Bell’s invention of telephone system. Basically, the major objective of Alexander Graham Bell was to build a telephone that could provide everyone (whether they are rich and poor) with a way of collaboration and communication and a capability of technology based systems by making use of the telephone. Without a doubt, the phone, which refers to an electri cal setup for copying in remote places the tones and articulations of a speaker's voice, was was basically emerged as the initial communication medium to support us to maintain relationships and dealings over long distances. In addition, Graham Bell also recommended potencies that admittedly sounded utopian. According to his viewpoints â€Å"it is believable that cables of telephone wires could be placed underground, or balanced above your head, allowing the communication with branch wires using private residences, country houses, shops, manufactories, etc." (Greatest Achievements3, 2012; Kang, 2005). History and Evolution In order to launch this product he took the help from the forerunner of the American Telephone and Telegraph Company that later on became one of the largest organizations of that time. However, it was split apart in 1989 in an attempt to resolve an antitrust outfit by the U.S. Justice Department, on the other hand AT&T took the ownership and spent hundreds of bil lions of dollars in purchasing machinery, generated yearly income reaching to approximately 2 percent of the daily used products of the US, and bought by more than a million people. In this scenario, AT&T's division changed the company’s situation radically, however the telephone's basic role in business and personal communications has only increased since the invention of this device. In fact, the current technology is giving Bell's invention a crowd of new powers (Greatest Achievements, 2012; Greatest Achievements, 2012; Kang, 2005). In addition, telephones were used by linking not only through wires but also through microwaves, optical fibers, communications satellites, computerized switching systems and networks of cellular towers that are used to establish connection between two callers on the earth simply and immediately. Additionally, the telephone is currently mediating billions of long distance communications and dealings on a daily basis-eight per person, approximat ely, in the United States. As Bell demonstrated in his catalog and it is a fact that it is "employed for almost every function and in every walk of life where speech is used," and its uses vary from idle chat to emergency calls. Moreover, with the passage of time the emergence of digital data such as text messages and pictures often moves in the same ways and routes as conversation. And it is believed that modern life and the telephone are inextricably tangled (Greatest Achieve
Thursday, July 25, 2019
Marketing Across Cultures (details see instruction) Essay
Marketing Across Cultures (details see instruction) - Essay Example The company, prior to Turkish entry, must be considerate of religious practices of Turkish consumers, the available infrastructure for distribution, the prevalence of competing food producers, the cultural characteristics of the society, economic conditions in the state, and available mediums in the country for promotion. 2.0 Expansion strategy In current Turkish society, 98 percent of consumers are Muslim, representing 73.6 million consumers in the country (Pew Forum 2009). This is a very large market and adherents to the Muslim religion have extremely strict food consumption expectations that are aligned with the divine teachings of the Quran. Muslim consumers consider certain foods to be najis, which means an inability to purify and make suitable for consumption against religious doctrine (Bearman, Banquis, Bosworth, Donzel and Heinrichs 2005). An example of banned foods in the Muslim diet include pork, as this animal is considered a scavenger and harbours known pathogens that, wh en consumed, would defile the body with its lack of cleanliness (Riaz and Chaudry 2004). It does not matter in the case of pork-containing products whether the animal has been slaughtered according to religious doctrine or processed as a secondary ingredient in any food product, it will not be consumed by Muslim adherents, which in the case of Turkey is nearly the entire available market. Alcohol is also banned from the Muslim diet, including any products that contain small volumes of alcohol in production or as an ingredient to produce a final food product. Muslim consumers also will reject products that use gelatine as a stabilizer or a main ingredient, which has implications for preserving or ensuring the integrity of a complex food product. Because of the dietary restrictions identified in Turkey, the most viable expansion strategy for this new market is vertical expansion. Under this strategy, the business will seek out companies that produce the intermediate goods that assist the company in distributing and marketing its finished products and acquire them. There is a pre-existing commercial infrastructure in Turkey and many surrounding nations that support large volumes of Muslim consumers that assist in distribution of halal products (those that are considered clean and appropriate for consumption) as well as manufacture of suitable food products under religious doctrine. Through acquisition, the business will gain the knowledge and expertise of existing staff and management post-purchase and will not have to incur the high costs of asset development by constructing its own, wholly-managed production and distribution centres from the ground up. The business should also consider lateral expansion, which is the acquisition of smaller firms that produce like products. This allows the business to achieve the necessary economies of scale that will bring the business model more cost efficiency whilst also establishing the framework for production, distributio n and allow the business to capitalise on the potential brand strength of these smaller acquired firms. Since this company does not have an established brand presence in this mostly Muslim market, there would be considerable time investment and expenditure to utilise appropriate promotions and build a
Wednesday, July 24, 2019
Economic analysis Assignment Example | Topics and Well Written Essays - 500 words
Economic analysis - Assignment Example For the past few years, economists surveyed by NABE have concluded that fiscal policy uncertainty including efforts to rein in the deficit was constraining economic growth. However, the survey released on Monday has indicated that 57% no longer believed uncertainty was holding back the recovery. On the other hand, 38% of the citizens thought the fiscal policy was restraining the recovery compared with 80% in March 2014. According to NABE survey, almost half of the respondents believe the current fiscal policy to be about right. The rest of the respondents are divided with about a fourth indicating it is too stimulative and the other fourth too restrictive (Davidson, 2015). The Federal Research officials Janet Yellen and Ben Bernanke have warned that restrictive fiscal policy creates headwinds for recovery rather than supporting it as it did during previous economic downturns. Bernanke said that excessively tight near-term fiscal policies have tremendously been counterproductive. The economists have also differed on the current shortfall with 44% criticizing it on excessive spending, 28% blaming it to the output gap, and 24% citing insufficient revenues. A quarter of the economists suggested that the Fed should raise interest rates this year. About 9 percent of them except the rate increase to occur within the first six months (Mankiw, 2014). On the other hand, two-thirds of the economists expect rates to rise during the second part of the year while a quarter believe that the Fed will keep policy on hold until 2016. In the United States, inadequate demand has tremendously constrained activities in the economy of US which has caused repeated downgrades to growth forecast. The current financial crisis and ensuing recession have put the productive capacity of the nation’s economy on a lower and shallower direction than the ones in the previous years. It is estimated that the potential
Tuesday, July 23, 2019
Geography and Careers Essay Example | Topics and Well Written Essays - 2250 words
Geography and Careers - Essay Example chnology and a solid knowledge of the world while in addition, amongst others, helping in managing natural and urban environments, analyzing the evolving relationship between people and places, planning transportation routes, investigating sustainable land use worldwide, creating geographic management systems for industries and government agencies and helping understand and restore natural ecosystems (Association of American Geographers, 1). The society boasts members from more than 60 nations who come together to share interests in theory, methods and practice in geography. This they do via the AAG’s Annual Meeting, scholarly journals, the online AAG Newsletter, amongst other avenues. Through the activities of its affinity groups and the more than 60 specialty groups, the AAG promotes deliberations amongst members and with scholars in associated fields. The meetings and activities of regional divisions serve to offer opportunities for networking amongst members in any part of the globe. The AAG membership is predominantly comprised of geographers and related professionals who work in the public, private and academic sectors. These members serve in a wide variety of professions from across the world. Over 300 volunteer leaders serve on the Council of the AAG and other committees and groups. The AAG uses educational and research programs and projects to enhance geographic understanding, learning and literacy across the globe and with its headquarters currently in Washington, D.C, the association strives to promote professional studies in geography while encouraging the application of geographic research in education, business, government and related fields. It is reputed for its numerous partnerships as well as developing and managing programs, outcomes to the policy making sector and international outreach. The AAG has its industry and faculty awards and honors which offer recognition to brilliant contributors in the profession. Grant programs are also
Story of Cricket Essay Example for Free
Story of Cricket Essay At Old Trafford in 1956 Jim Laker produced one of the most famous individual performances ever in a Test Match, and one which will surely never be repeated. It was hardly surprising then, following that 19 for 90 in the Ashes deciding fourth Test, that publishers rushed to sign up the man who had enthralled the nation, and it was Frederick Muller Limited who secured the rights to publish Lakers autobiography. In the 1950s Mullers were one of the leading publishers in that field also, at various times, publishing books in the names of Colin Cowdrey, Trevor Bailey, Tom Graveney and Bill Edrich. Today there is no trace of the companys imprint, although its lineage can be traced through to current publishers Random House. In time Laker was to become a respected commentator and author in his own right but his three early books for Muller were ghost written. One, Over to me, that was published in 1960, was to cause a considerable furore, but the books were, generally, no more satisfying than similar books which appear today. The first book to appear bearing Lakers name appeared in early 1957 and was entitled Spinning Round the World. There is nothing remarkable about the content of the book and there are no compelling reasons for anyone to seek out a copy today, however there is one fascinating chapter, the final one, where Laker looks forward in order to speculate as to what cricket in the year 2000, forty three years on, might be like. The purpose of this article is to have a look at Lakers approach in order to see just how accurate or otherwise his predictions were and then for the writer to try and project the game forward again, this time, less ambitiously, to 21 years hence. To understand Lakers vision of the future it is necessary to know a little about the man himself and, more importantly, something of the state of the game when he made his predictions. Although Laker played his county cricket for Surrey, he was a gritty Yorkshireman. After leaving Surrey he also played briefly for Essex as an amateur but he was, throughout his Surrey career, a professional with all the typical attitudes and values of the northern professionals of that time. As far as the game itself was concerned England was very much the centre of the cricket world and the only country where there was a full time professional structure. Seventeen First Class counties would compete each year for the County Championship playing 28 three day games apiece. Only around half a dozen of them ever had any realistic aspirations to winning the title and there was no other domestic competition, so many games had little by way of a competitive edge. Overseas players had to acquire a residential qualification before they could play county cricket, and a decision to do so would end their international careers, so while there were overseas players in the English game they were not the top stars and English crowds only saw overseas Test players when they toured with their countries every few years. Test cricket was televised, but in grainy black and white, so in order to see the game properly supporters had to turn up at the grounds. In 1957 the English game was run by the MCC then, as now, a private club for gentlemen, and a similar organisation, the Imperial Cricket Conference, ran the world game. The abolition in the English game of the division between amateur and professional was, by 1957, inevitable but it was to be another six years before the distinction was finally consigned to sporting and social history. As far as the international game was concerned Test cricket had the great battles between England and Australia but for many years every other contest had been some way behind both in competitiveness and importance. South Africa had beaten England, in South Africa, on three occasions and once, in 1935, had defeated England in England but only once had they achieved even a draw in a series with Australia and, prior to 1952/53, had won but one Test against their Southern Hemisphere rivals. New Zealand in those days had never beaten England in a single Test and India had only ever won one match against England and that against what was effectively a second XI in 1951/52. Australia had only played New Zealand once, in a game so one sided they did not play them again for almost 30 years, and they had never been beaten by India. Only West Indies, who had comfortably beaten England in England in 1950, had changed the order of things and even they had failed to trouble Australia. In 1957 Pakistan had been the most recent addition to the family of Test playing nations and they had proved competitive, a great fast medium bowler, Fazal Mahmood, spearheading them to Test victories over England and Australia but the team as a whole was young and inexperienced and it was to be another 30 years before Pakistan would reach the top of the tree. It is also worth bearing in mind that in 1957 there was only one touring side to England each summer. Then, as now, Australia visited every four years as, since the war, had South Africa. There were therefore only two slots in the four year cycle for the other tourists and the 1950s saw nine years between New Zealand tours, eight years between Pakistani visits and seven years between those of India and the West Indies. A Test series then was four, or more usually, five matches. There were, of course, no one day internationals and the tourists would also play each of the 17 First Class counties once, and in the case of Yorkshire, Surrey and Lancashire usually twice, as well as a number of other First Class fixtures. Laker gave us two alternative visions of the future, one of which he was at pains to point out was not serious, but which is, when looked at overall, perhaps the most prescient. Laker saw the first Ashes Series of the 21st century as consisting of ten Test matches, his rationale being the extra funds generated by the ultimate form of the game. He saw the final Test still taking place at The Oval, and while the lifts to take ticket holders to their seats and the waitress service that Laker envisaged for spectators have not actually come about, the vast improvement in spectator comfort that he predicted has. As to the game itself Laker described players having numbered shirts and bowlers being allowed to make liberal use of substitutes to enable them to leave the field for a break after each spell. He also saw batsmen being allowed to take breaks within their innings, giving captains an American football style dilemma as to how best to arrange their batting order. It is certainly an interesting concept that a Paul Collingwood could be sent out to steady the ship after a couple of quick wickets fall only for him, having done so, to be able to take a rest while Andrew Fintoff comes out to blaze away safe in the knowledge that if he falls early Collingwoods war of attrition can resume. Laker also predicted the increase in scoring rates in Test cricket which recent generations have delivered. We have not seen the ten ball overs that he foresaw, nor a rule that a batsman must score off at least three deliveries in each ten ball over or face a penalty, but we have seen the shortening of bou ndaries, albeit that has not gone as far as the complete standardisation at 60 yards that Laker felt the future would bring. Having set out that vision of the future Laker then took a step back, decided that the MCC and ICC were far too reactionary to countenance such changes and went on to outline a rather more conservative set of suggestions the majority of which have proved to be accurate. First and foremost Laker foresaw, although it was not difficult at the time, that the old order of the game, run as it was in large part by grandees and great industrialists, would have to change, and that former players and professional businessmen would have to have a hand in the running of the game. Irrespective of ones views on how those individuals who have found themselves in positions of power have performed there is no doubt that the game is much more professionally run than in the 1950s. As far as players are concerned, and Laker was only considering the English game here, he foresaw the dismantling of the archaic system of residential qualification for counties and predicted the dawn of the overseas player and a system of players transferring between counties and, which must have seemed farfetched at the time, the very recent concept of players going out on loan from one county to another. He also predicted, if not in so many words, the arrival of central contracts. As far as the laws of the game are concerned there has been little change since the 1950s and Laker did not anticipate anything revolutionary nor did he consider it necessary. This was a time when, despite its having been in the game for more than twenty years, the new LBW law that we have today was still controversial. Surprisingly, given that he was an off spinner, Laker was in favour of returning to the old rule whereby a batsman could not be out LBW to a ball pitching outside the off stump, although it is clear it was not something that he expected to happen. One change that the following years did see, and which Laker considered essential, was the abolition of the old back foot no ball law which, at a stroke, eradicated the problem with fast bowlers dragging that was, by the time it changed, in 1969, a serious problem. Laker still believed, and this was the only feature he took from his unacceptable vision, that boundaries would become standardised. He deplored a state of affairs whereby a batsman could be caught in the deep on one ground and play an identical shot for six on another and keenly felt the inequity of this. Again this is perhaps surprising from a man who was a spin bowler and who spent many of his playing days on the wide open spaces of Kennington Oval with its long boundaries. Perhaps looking back to the controversies of the previous year Laker also foresaw a ground inspection panel to regularly inspect test and county grounds with a view to avoiding wickets being under prepared or otherwise unfit for the First Class game. Lakers final prediction was that the laws, or playing conditions, would contain provision for a fixed number of overs to be played in a day and that, after a number of gradual moves towards it, is now something we are used to. That it took so long to arrive is surprising and it took an infamous act of gamesmanship on the part of Brian Close, which cost him the England captaincy for the 1967/68 tour of West Indies, to secure the first move with the immediate introduction of a rule that 20 overs must be bowled in the final hour of a county championship match. The most significant development that Laker did not foresee, and indeed none of his generation did, was the introduction of single day matches with a limitation of overs to both sides, and to anyone looking back on the latter part of the 20th century that development must be viewed as the most significant step taken in the games evolution. Historically, a knockout cup between the First Class counties was mooted on a number of occasions, initially as long ago as 1873, without any consensus ever being reached. What was usually discussed was a competition consisting of standard First Class matches, however no satisfactory mechanism for resolving the problems thrown up by drawn games was ever worked out. The possibility of one day cricket was considered, at some length, towards the end of the Second World War when the MCC was preparing for the resumption of the First Class game but was, effectively, dismissed out of hand. Two reasons were cited, firstly that a game of cricket limited by time or overs would be detrimental to the art and character of the game and, secondly, that captains would be encouraged to concentrate on preventing the batting side from scoring rather than from dismissing them. As the counties finances lurched from crisis to crisis in the 1950s discussions about a cup competition continued but it was not until 1961 that it was finally decided that a 65 overs per side cup competition was to be launched and as a result in 1963 the Gillette Cup was born and the rest, as they say, is history. So how will our great game look in 2030 as I approach my three score years and ten? I believe, like Jim Laker, that the game is fundamentally sound and little will change, at least insofar as the Test, First Class and List A versions of the game are concerned. There will, inevitably, be changes in the way that the game is umpired, and I have little doubt that in 2030 all potentially contentious umpiring decisions will be made instantly by technology and that the on-field umpires role will become a management function rather than a judicial one. I see little change to the laws of the game in prospect, although following the retirement of Muttiah Muralitharan and the hard line stance the Australians have decided to take on the doosra, I can certainly see that particular delivery being outlawed and consigned to history. I also expect the heartfelt plea put forward recently by Swaranjeet to result in the remit of the match referee extending to pitch preparation to ensure that the sort of tedious cricket that we saw for a large part of Englands series in the Caribbean earlier this year is not repeated. As for the domestic game in England I cannot see the 18 county structure being dismantled but, given the success that central contracts have had in raising standards, I do think the amount of cricket played will inevitably and properly reduce so that players, and young and inexperienced ones in particular, have the opportunity to finely hone their skills in the nets rather than in match conditions. The above being said my expectation of the 20/20 game is that that will change considerably in the next 21 years. 20/20 will still be cricket but I believe there will be law changes that will remove it even further from the First Class game and I do think it will develop along the lines of the future that Jim Laker did not like the look of. I believe that LBW will end as a mode of dismissal in 20/20. It is far too complicated a law for casual viewers of the game and with it will be abolished the leg bye thereby, the legislature will say, adequately punishing the batsman for failing to lay bat on ball. I can also see greater rewards for batsmen who hit the ball further into the crowd and that we will end up with boundary eights and, perhaps, tens, as well as the traditional fours and sixes. I also believe, given the investment that some teams will make in the biggest names, that there will be an opportunity for batsmen to stay at the crease notwithstanding that they are dismissed and that captains will have to decide whether they want their star batsman to leave the crease or whether, on pain of a forfeit in terms of runs, they wish to leave him out there in place of a lesser batsman. I do not expect to be overly enamoured of this game as it changes but it will still be easily recognisable as cricket and as well as attracting a new audience to the game it will, I believe, spread the game around the world. I foresee that 20/20 cricket will feature in the Olympics in the near future and that it will be embraced by other nations in a way that the First Class game never will. In the 2030 20/20 World Cup I see the USA and Canada in particular providing strong opposition to the traditional test playing nations.
Monday, July 22, 2019
Which Sport is More Dangerous Essay Example for Free
Which Sport is More Dangerous Essay Have you ever wondered if football is a more dangerous sport than soccer? Football is a contact sport. You can get tackled in football but you can’t get tackled in soccer. You’re more prone to get injured in football than you are in soccer. A higher number of injuries result in contact sports. To help prevent injuries, both sports have rules that enforce the use of safety equipment According to an article I read â€Å"Early Days of Soccer†by Robert Pruter the beginning of soccer in schools started because too many deaths and injuries happened in football. Football was considered a very dangerous and violent sport during 1905. At that time many colleges were dropping football and turning to soccer. Soccer was not only considered a less dangerous sport but a more â€Å"democratic sport that allowed many more students to enjoy the benefits of an open-air physical exercise in a non-brutal sport.†Soccer is now probably the fastest growing sport in this country especially for girls and women. Millions of kids are joining youth soccer leagues and there are thousands of teens on high school soccer teams. Obviously, some sports are more dangerous than others. People can get hurt in all types of sports. Injuries can happen from falls, from being hit by an object, sprains and strains, collisions, concussions, or from trauma to a body part. Although, most injuries happen in sports that involve contact and collisions. Football and soccer are trying to make their equipment safer for the players. There are also rules to protect the players. In football a player can tackle someone but they can’t take the player down by the facemask or they can’t tackle them head to head. Quarterbacks cannot be hit after they have thrown the ball unless they are within one step of a defensive player at the time of the throw. Soccer also has some strict rules against taking a player down, challenging the ball from behind, or kicking a player’s legs out from underneath him. Also, players cannot touch or try to kick the ball from a goalie once the goalie has the ball. Players who don’t follow these rules are penalized.
Sunday, July 21, 2019
American Sign Language As A Language Education Essay
American Sign Language As A Language Education Essay In this chapter, a review of the literature that serves as a foundation for this study is presented. The literature review addresses the theoretical basis of considering American Sign Language as a language, issues in the administration of modern/foreign language programs that parallel the concerns of sign language program administrators, national language program standards, the history of the teaching and administration of post-secondary sign language programs including information on the academic acceptance of sign language in higher education. Concluding this chapter will be a discussion on the state of the literature. American Sign Language as a Language The discussion of ASL and its membership as a language did not occur before William Stokoe, of Gallaudet University in Washington D.C., breached the topic in 1955. Many educators believed sign language was a system of pantomime or broken English. This belief was also held by the deaf individuals themselves (Miller, 2008). Stokoe believed that ASL was indeed a naturally occurring and distinct language ustilized by deaf people and could be studied as a language (Stokoe, 1960 ). Stokoes research spanned from 1955 to 1965 and covered signing as a linguistic system and signs as a part of the system. The first American Sign Language Dictionary was published in 1965 at the conclusion of the first part of Stokoes research. The focus part of Stokeoes continued research focused on the syntax of the language and its importance to teaching English to deaf children. Dr Stokoe asserts he was in constant contact with the Center for Applied Linguistics, the Georgetown University School of Language a nd Linguistics, and the Washington Linguistics Club, laying the foundation and belief that parts of sign language grammar paralleled parts of the languages they were studying (Stokoe, 1990). Stokoe believed signs could be taken apart and analyzed into parts allowing researchers and linguists to study how the language works, how they evolved, and how they could be taught. The work of William Stokoe was not widely accepted among all professionals. Since the 1970s many have argued against the language classification for ASL and especially that of foreign language (Stokoe, 1960; Wilcox, 1990). ASL was studied and analyzed without further evidence that it was a full blown language. Questions have been raised regarding ASLs legitimacy as a foreign language. The following are a set of questions that are common among critics of ASL. (a) Isnt ASL indigenous to the United States and therefore not foreign? (b) Isnt ASL a derivative of English which would disqualify it as a separate language? (c) Is ASL naturally occurring and evolving? (d) If ASL is not written, how can it have a culture? (e) Is there a body of literature to support ASL and its culture? All of these questions have been asked over the decades and have been the major road blocks to ASL being recognized as a language. William Stokoe effectively answered these questions over several years which have been supported by several other scholars in linguistics and culture. In response to the questions regarding whether or not ASL is a language, Stokoe explains in detail with books and dictionaries the morphology, phonology, syntax, as well as semantics and pragmatics and how it differs from that of English or other spoken languages (Stokoe, 1960). Wilcox Peyton (1999) state, ASL is a fully developed language, one of hundreds of naturally occurring sign languages in the world. Conover (1997) states that one is not likely to find much opposition to ASL as a language form linguists, however the most resistance comes from colleges and universities who do not believe ASL should be taught as a foreign language (Miller, 2008). There is a great deal of research, according to Wilcox Peyton (1999), which demonstrates that ASL grammar is radically different from English grammar; it contains structures and process es which English lacks (Wilcox, 1999; Vigoda, 1993). When comparing American Sign Language to other accepted foreign languages one must take in to account that Navajo and several other Native American languages are widely accepted as foreign languages, being even more indigenous to America than ASL. A language need not be foreign to be considered a foreign language (Wilcox, S. Wilcox, P., 1991). In response to the literature question, researchers have found a vast body of literature among deaf people (Cooper et al, 2008; Armstrong, 1988). The literature is not in a written traditional form but, like Native American languages, through story telling passed from generation to generation. With modern technology these very old stories can now be viewed on the internet and on DVDs. The widespread use of storytelling in deaf culture has become more and more available to the general population. ASL continues to be a topic of research at numerous universities and has evolved to be the lead topic in language acquisition, eurolinguistics, psycholinguistics, sociolinguistics, anthropology, cognitive studies, teaching methods, and assessment of sign language skills (Jacobowitz, 2005; Miller, 2008). Empirical research on language in the human brain has provided support for Stokoes initial findings. Studies focused on neural processing of signed language found the same areas of the brain are used to process spoken language (Hickok et al., 2001). The New York Times in 1992 argues ASL is a language because it uses the same elements of spoken language and is organized like any other spoken language (Hickok et al., 2001; Stokoe, 2005). Two linguists from the Salk Institute, Klima and Bellugi (1979) began studying sign language in the 1960s, they wondered whether ASL was an language as other linguists understand that concept. The findings of Klima and Bellugi (1979) supported the linguistic components of ASL, which they called a complexly structured language with a highly articulated grammar, a language that exhibits many of the fundamental properties linguists have posited for all languages (p. 4). Definitions of ASL continued in 1980 with Baker and Cokely indicating ASL is a visual-gestural language created by deaf people (p. 47). They defined the language as a system of relatively arbitrary symbols and grammatical signals that change across time and that members of a community share and use for several purposes: to interact with each other, to communicate their ideas, emotions, intentions, and to transmit their culture from generation to generation (p. 31). Issues of Administration Administrators of LOTE programs often face issues that are not unique to their program. Instructors of American Sign Language often rely on the philosophies, policies, theories, and strategies used in other programs that teach LOTE. Concerns faced by ASL administrators often face similar concerns of LOTE Administrators. A study conducted by the MLA in 1989 showed that language requirements varied depending on the type of language program, and type of institution. More than half of the institutions surveyed (58.5% public, 41.5% private) viewed language study as essential to a well-rounded education (Cooper, 1997, p.29; Huber, 1989). Additionally the MLA study indicated that 87% of the institutions housed all languages within one divisional unit. Of those institutions the languages were housed with other non-language courses and in departments outside of the language emphasis such as philosophy and Humanities. Essentially, the study finds that administrative decisions regarding language instruction was made by departments and administrators with no experience in LOTE. Huber (1989) suggests foreign language instruction may take a secondary role to English when both are offered in the same department. Over half (56%) that offered a degree in English did not offer a degree in LOTE, and those that offered a MA in English only offered a BA in some of the other languages. Huber (1989) also suggests that language programs may be housed in non-language departments because of resource restraints or low student interest. A study of 1000 foreign language department chairs done by Cardenas (1988) indicated over seventy percent (73.7%) of the respondents found one of the most frustrating pieces of administration of the language departments was the lack of momentum with their own research and teaching. Much of the frustration was motivating unproductive faculty (60.2%), faculty evaluations (54.3%), managing the budget (51.7%), and recruiting part-time faculty (48.3%). National Language Program Standards The American Council on the Teaching of Foreign Languages (ACTFL) states as part of their philosophy that Language and communication are at the heart of the human experience (ACTFL). The organization goes on to say they envision a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical (ACTFL). In essence these statements open the door for all forms of communication that meet the standards of language learning. The Standards for Foreign Language Learning; Preparing for the 21st Century has been a mainstay for guidance of foreign language instruction. These standards, according to the ACTFL, are called the 5 Cs (Communicate, Culture, Connect, Compare, and Community). According to Lear and Abbott (2008) To comply with these standards, the successful student will use language to communicate for real purposes, understand multicultural and global issues, connect with other disciplines and acquire new knowledge, make comparisons with their own language and culture, and participate in multilingual communities(Lear Abbott, 2008, p. 77) (Table 1). A language program should attempt as much of the 5 Cs as possible, however little discussion is found to what extent each must be accomplished (Lear Abbott, 2008). It is widely accepted that goal 5 is difficult to accomplish in a closed classroom setting. In a position paper by the ACTFL in 2011 ASL was recognized as a LOTE when it stated, Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability (ACTFL Position Statements, 2011). The publication of Standards became known as the à ¢Ã¢â€š ¬Ã¢â‚¬ ¢genericà ¢Ã¢â€š ¬- version of standards in that it addressed issues and delineated standards common to all second-language learning yet contained examples in many languages (Phillips, J. Abbott, M. 2011, p.1). From 2005 to 2010, the American Sign Language Teachers Association (ASLTA) and the National Consortium of Interpreter Education Centers (NCIEC) collaborated on Table 1. A complete listing of ACTFLs Standards for Foreign Language Learning. Communication Communicate in Language Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons Develop Insight in the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. the development of standards for ASL instruction as a guide to teachers and administrators of sign language programs. These standards utilized the ACTFLs Standards for Foreign Language Learning framework. The standards use the same 5 Cs of language instruction and are printed as part of the 2012 ACTFL Standards for Foreign Language Learning (Phillips, J. Abbott, M. 2011). Originally the standards were written with nine languages being considered: Chinese, Classical Languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish the Standards have expanded to include languages other than the original nine. Standards for learning Arabic are now in the printed version; they have also been developed for Hindi, Swahili, Korean and American Sign Language (Phillips, J. Abbott, M. 2011). History of Academic Acceptance of Sign Language Sign Language appeared as a language for the first time beginning in the mid-1960s when Stoke, Casterline, and Croneberg published the Dictionary of American Sign Language on Linguistic Principles. This event gave linguistic recognition to ASL for the first time in its history, although very few people recognized the event as significant (Wilcox, S. Wilcox, P, 1991). Depaul University has been recognized as the first university in the United States to offer sign language classes in 1965 (Shroyer Holmes, 1980). The National Association of the Deaf (NAD) built a Communication Skills Program in 1967 in an attempt to spur language acquisition in schools, universities and programs who serve deaf people by offering sign language classes (Newel, 1995a). During the same period of time several sign systems were invented to assist in teaching deaf children English. The most popular systems used were Seeing Essential English (SEE I), Linguistics of Visual English (LOVE), and Signing Exact English (SEE II) (Cooper, 1997). The purpose of these sign systems was to simplify the process of teaching English to deaf children; however, over time they became recognized as sign systems and were taught as varying sign language classed in colleges and universities (Cooper 1997). Other events in the 1960s and 1970s contributed to the increased availability of sign language classes in schools and higher education. Research and publications by Stoke (1966 1990), Klimba and Bellugi (1979), Wilbur (1979, 1987), and Cokely and Baker (1980) added support for the general acceptance of ASL as a language (Cooper, 1997). Legislation also played an important role for sign language in the schools as the Rehabilitation Act of 1973 and PL94-142 of 1975 expanded the requirement to provide Sign Language Interpreters in the classroom as a service for deaf students. The caused an increased need for skilled hearing individuals to learn sign language so that interpreters may be available in the schools when required. Interpreter training programs gained federal funding in an effort to relieve the pressure for skilled interpreters (Newell, 1995b). Implications for Future Research Additional and ongoing research regarding individual views regarding sign language is needed including tracking the growth of programs nationally would be beneficial. Future research in development of ASL programs regionally is essential particularly as it partners with LOTE programs. Current data on institutions that recognize ASL as a LOTE and houses it with other languages is important. Particular interest regarding institutions that discontinue their programs and the reasons behind it would be valued. This study did not address certifications of teachers currently working as ASL instructors however data regarding the fact is needed to assess future needs in training instructors in the language. The correlation of signing and non-signing administrators was not examined. Neither was the ethnicity or gender discussed although this would be interesting to research for further influence among minorities and genders. Evaluation of the State of the Literature Regarding current research the surveys administered should be shorter in length to increase the participation rate of responders. Additional information regarding majors, minors, and other university requirements would be helpful including where the sign language program is housed. For example, knowing if the program is a stand-alone program, part of another language department, or listed for credit as an elective would assist institutions in making decisions on language administration. The research to this point in history has focused mainly on which schools accept ASL for credit and the overarching reasons why some may not accept it. Not a lot of research has been done to discuss the programs reasons for acceptance or the process of approval if they were able to secure approval. This research attempts to answer the question many researchers failed to answer, which is a more detailed understanding of personal views of ASL by administrators of languages other than English. Past research has been able to list categories of rejection or acceptance and attempted to list which institutions have been able to recognize sign language for credit on par with other languages at the institutions. The question left unanswered are at what level does ASL receive the most support or resistance in the process of gaining recognition as a language at the institutions. This is important for future organizations who seek approval at various colleges and universities. Additionally, the overall acceptance of sign language in various countries would also be valued to find the international point of view of sign language as it is compared to the United States.
Saturday, July 20, 2019
Analysis of Michael Walzers View on Terrorism Essay -- Terrorism Essa
Michael Walzer is an esteemed retired professor from the Institute for Advanced Study in Princeton, New Jersey. Walzer has written many books, essays, and articles. His essay, Excusing Terror, is one that best relates to the current events happening around the world. In this essay, Walzer talks about different reasons that people would want to resort to terrorism. In this essay I will argue Walzers view on Terrorism is correct in that terrorism is wrong because it is akin to murder, it is random in who it targets, and no one has immunity. I will also offer an objection to Walzer’s theory and explain why it is not a valid one. First to determine if terrorism is in fact right or wrong we must understand what it is. Although there is not a universal definition to describe terrorism I relate closely to Walzers definition which is: â€Å"a random murder of innocent people, intended to frighten a population into demanding that their governments negotiate for their safety.†In Walzer’s article â€Å"Terrorism†(Cahn, 239) he lists the purpose and methods of terrorism as to â€Å"destroy the moral of a nation or a class, to undercut its solidarity; its method is the random murder of innocent people.†Innocent people or noncombatants, as people call them, are described as normal working civilians who do not play a role in the government or have any control of what is happening politically. These innocent people are the ones who are targeted with no regards to political affiliation, the only thing that makes them the target is simply belonging to a certain group. To offer an example in 911 innocent people were killed and were chosen only because they worked in the World Trade Center, they were not chosen for anything they had done politically. Wal... ...agree with. The hardest aspect of determining whether or not terrorism is morally right or wrong is the various definitions that it can have. As mentioned earlier I relate to Walzer’s definition of terrorism and understand it as he does. As discussed I feel that terrorism is wrong because it is akin to murder, it is random in who it targets and when, and no one has immunity. There are objections to this argument which is that conventional war is worse than terrorism therefore if war is justifiable then terrorism can be as well. As argued the difference between war and terrorist is the way of choosing your victims, which in my mind refutes this objection. Terrorism exists and whether it is right or wrong can be argued respectfully. Works Cited Cahn, S.M. (2011). Exploring Ethics: An Introductory Anthology, 2Nd Edition. (pp. 239-253) Oxford University Press
Loyalty in Julius Caesar :: Julius Caesar Essays
A Question of Loyalty in Julius Caesar Loyalty defined means faithfulness to one's friends, country, ideals, etc. What should one do when these loyalties conflict with one another? One would have to choose. A choice that can make or break a man, which I believe broke many men in the play Julius Caesar. One did not know who was friend or foe. One's dearest friends actually your foes? Not possible, is it? Yes, it is. That is the story of Julius Caesar. Julius Caesar, a great, noble man. A man for his country. A man loved by many and respected by all. Even respected by the men that cursed him with death. Why would men that loved and respected one kill them? Loyalty is the answer. A feeling of loyalty for your country that surpassed the loyalty of righteous virtues. Perhaps if loyalty had not been involved, the country of Rome would not have been torn apart. Or perhaps if loyalty to all and everything had been involved a great ruler named Caesar would have reigned for years. If the people of Rome would have remained loyal to Caesar perhaps a war would not have occurred, in fact, it most certainly would not have. After the death, the angry mob should have put the conspirators to death, not let them toy with their minds as they would a five year old. The mob, like a great many people, believe what is easiest to hear. In the mob of people did loyalty exist? Doubtful, little if any. What coexisted in the crowd with that little loyalty was ignorance, and much of it. I believe that Brutus showed the greatest amount of loyalty to his country. He just went about showing it in a corrupt manner. He sacrificed a great friend for what he thought would better Rome. Perhaps Brutus was one of the most noble in the play, but he was also the most misled. He was noble for assassinating not for selfish needs, but for the needs of the country. However, I believe he was weak. Weak for believing that Caesar was "ambitious". Brutus believed the one side of things that he heard, and that was from Cassius. Brutus is a prime example of people believing what
Friday, July 19, 2019
Frankenstein Essay -- English Literature Essays
Frankenstein I do not agree with the statement: â€Å"Students in the twenty first century have little to learn from Frankenstein.†Mary Shelley’s novel demonstrates the type of language and intricate structure rarely found in novels today from which students in the twenty first century can learn much from. Mary Shelley puts forward timeless lessons of one’s confrontation with one’s self taking responsibility for your own actions, the result of being shunned from society and the dangers of tampering with nature. The novel foreshadows our very real fears of the double-sided nature of scientific ‘progress’ making it relevant today and proving the statement: â€Å"Students in the twenty first century have little to learn from Frankenstein.†very wrong. Shelley puts forward the issue of one’s confrontation with one’s self due to Victor’s power of creation entailing this. Victor symbolises modern man; Victor’s is the predicament involving the moral and intellectual conflict between the values of self and the values of society: â€Å"Natural philosophy is the genius that has regulated my fate.†(p87) Unfortunately, through Frankenstein’s arrogance he puts his personal interest above that of society and so is the cause of his own destruction. This is an important lesson for the youth of the twenty first century to learn. Shelley uses emotive language and an intricate structure from which students can learn to support a novel full of moral lessons. Shelley’s language creates ...
Thursday, July 18, 2019
Learning Agreement Essay
Instructions: * There are 4 parts to a Learning Agreement. You must remember to complete every section since marks will be awarded for each section. Sections in a Learning Agreement Remarks Marks Allocated Objective(s) This is where you determine ‘What’ you want to learn from a particular department 15% Strategies The ‘Strategies’ is where you determine ‘How’ you are going to achieve your objective(s) or ‘where’ you are going to get the information required to fulfill your learning. 15% Assessor Comments You will have to submit this to your Manager(s) for their comments and signature & company stamp. (When submitting this to your manager(s), you need not show them the Students Reflections, just your objectives and strategies) 5% Student Reflections This is where you develop a report on your objective(s) – this is where you can also develop the learning outcomes. 65% * No part of this report may be reproduced, in any form or by any means. Work submitted based on any of the examples may be awarded no marks. AN EXAMPLE OF A LEARNING AGREEMENT Student Name : X Placement : Human Resource Department Assessor : Ms A Subject Area : Health and Safety Objective To learn and observe the health and safety regulation used in R Company for its employees Strategies for achieving the objective * Discuss with the Human Resource Manager regarding the safety procedures provided by R Company * Tour around the office to observe any hazardous condition and safety procedures implemented in R Company * Discuss with the staff on their opinion about safety in R Company Target date of completion : Y Verification by Assessor and Comments [This is where you get your Manager/Assessor to comment about your performance in the area identified above and get him/her to sign (& stamped).] Signature & Stamp _________________________________________________________ Student’s Reflections [This is where you write in detail about your objectives.] It is important that any company to provide a safe workplace for its employees. For many companies, safety is considered to be a very minor issue, but if one were to look at it closely, it plays a very important role to ensure a safe working environment. This is because a minor negligence in safety could lead to a major disaster. R Company being a company dealing with both local and foreign customers has to always take the effort to ensure that they provide safe and secure services to its customers. It is also necessary to provide enough safety for the employees working there. In my observation on the working condition in R Company, the safety here is awfully neglected. From my personally experience, I had injured my toe more than twice during my 5 months there. This is because all the files are allocated on the floor and due to the small walking space, it is easy for anyone to kick the files and causing injury. The first reason why the files are placed on the floor is because lack of space in the file cabinets. The second reason is because of the staff themselves, they place the files that they need on the floor around the desk. A condition such as this is hazardous to the employees because it will reduce that maneuverability in the company. The staff will have difficulty walking around and might injure themselves because of the files being placed on the floor. If in any case where there is fire, the employees will tend to rush out of the office. With the files placed on the floor, someone might trip and fall. Due to the rushing of all the employees, the victim might suffer major injuries and probably death. It is always important to keep all walk space clear of any obstacle and is wide enough for people to walk safely. This is to ensure that nobody would get trip and injure themselves while working or in an emergency case. The other thing that I observed in both branches of R Company in M City and N City is that they do not have a fire exit. The fire exit of N City branch is locked and blocked with boxes of old documents and brochures. I also noticed that they do not even have any fire extinguisher placed in the office. This shows that there are no proper safety procedures for the staff when there is an emergency situation. Fire escape routes are also not set and displayed in the office. Without these safety items in the office, it can be hazardous when there is a fire situation. The employees there do not know how to react during a fire, how to vacate the building during a fire and the knowledge of any fire fighting equipment placed in the premises. When I interviewed the Human Resource Manager regarding the practice of safety for the employees, I was shocked when he told me that this issue was never discussed. This is very disappointing because I believe many companies fail to see the importance to practice a safe workplace and concern about the welfare of its employees. Even though an emergency situation is unlikely to happen in a commercial office, it is very important that the staff know what to do when an emergency situation occurs. Firstly, it is important that the staff know how to react during a fire situation. This is because a fire accident could happen anytime without warning, therefore it is better to be prepared when it does happen. To be prepared for this, the fire escape route must be cleared. The management of the company should set up and display the emergency escape route all over the office. With this information displayed, the staff would know where to go during an emergency situation. The fire escape routes should also be cleared of any obstacles. This is to ensure an easy escape path and there are no difficulties using it. The office should also be equipped with fire extinguishers to combat any fire situations. This is because in most cases, a fire disaster can be avoided if it is dealt with immediately. With fire extinguishers placed around the office, a minor fire can be attended to before it gets out of hand. I noticed that in R Company there is no fire alarm system. It is important to install a fire alarm system to alert the staff in case of a fire situation because it could take just a few minutes for any fire to consume the whole building. Therefore it is best that all the employees are notified immediately by the fire alarm and able to vacate the premises as soon as possible. When all the facilities and procedures installed to combat a fire situation, it is also necessary to educate the employees on how to use them. A safety committee should be set up to continuously educate the employees on safety and how to react during an emergency situation. The committee is responsible to provide education to the employees on how to use the fire extinguisher, identify the different types of fire extinguishers available and which one is best to use in each type of fire cause. The committee can also conduct frequent audit of the workplace to ensure that all fire escape routes are not blocked and all fire extinguishers are easily accessible. By conducting audits, it is also possible to identify any fire hazard in the company and action could be taken before it turns into a disaster. R Company should also hold a fire drill twice a year to make sure that all employees know what to do if the fire alarm goes off. This is to avoid a panic situation which could cost lives. When the staff are educated with fire drills, they would know the correct procedure on how to vacate the building in an organized manner. The company should also provide training for a certain number of staff in First Aid. This is because if there is any accident that occurs in the workplace, the victim could be attended to immediately while waiting for the arrival of the ambulance. This is vital because in many cases, lives were lost because no immediate attention was given to them. This committee should also work closely with the fire department to learn any latest information regarding safety. They should also encourage frequent checking of the electrical wiring in the company because wires tend to wear off over the years. Even though the Tourism industry usually deals with tourists and giving them the best services available, it is also important to ensure that safety of the tourist. To do so it is best to start with the company. This is because without the concern of safety in the office, how it is expected that the safety of the customers can be guaranteed. Often many people overlooked the issue of safety in their working environment because it rarely happens, but bear in mind that accidents happen without a warning and it is always better to be prepared for it.
Subscribe to:
Posts (Atom)