Thursday, August 27, 2020

Rewards Influence Comparison Older And Younger Management Essay

Prizes Influence Comparison Older And Younger Management Essay Unique Because of the expanding life expectancy and lower birth rates, the world is confronting another moving period as to dealing with the work power. Numerous associations are in a procedure of growing new and vital strategies in holding and spurring the maturing work populace. Right now, the biggest working age includes Baby Boomers who will resign in the accompanying 10 to multi year. The expanding measure of more established individuals in the work advertise causes a move in the inspiration devices that upper administration of any association utilizes. This examination paper centers around how natural and outward rewards impact the inspiration of older workers in contrast with more youthful. Watchwords: maturing workforce, characteristic and outward rewards, work fulfillment, work inspiration, Baby Boomers age, Xers age, generational contrasts. Presentation The issues identified with the worldwide maturing workforce are developing fundamentally in the previous hardly any years. Examination shows that in the following decade, half of the world workforce will comprise of over multi year old representatives (Kanfer Ackerman, 2004; Arnone, 2006; Streb, C. K, Voelpel, S. C., Leibold, M. 2008). The current maturing age of Baby Boomers comprises of individuals who are accomplished and prepared yet in addition they dwarf the accompanying Xers age. This reality influences the work showcase and will compel associations (Arnone, 2006) to utilize new procedures when meeting the desires for their staff. Exploration shows that the bigger the quantity of old specialists the more ramifications organizations will confront (Ng, Thomas W. H., Feldman, Daniel C., 2008). The principle dangers for directors in the information based economies are the rising authoritative costs, absence of very much prepared youthful faculty and troubles to help the more seaso ned workers (Goss, 2001). Safeguarding the more established representatives is a resource for an association because of their insight and experience. To keep up and invigorate this gathering of individuals, on other hand is a troublesome and exorbitant assignment for the upper administration. Prizes are seen to inspire representatives however little is realized which kind of remuneration in all likelihood influences the exhibition of a more seasoned worker contrasted with a more youthful one (Giancola, 2008). As indicated by Lord Farrington (2006) the maintenance and level of efficiency of a representative is the aftereffect of how effectivelly the individual is inspired. The majority of the analysts in this field center around the components which inspire work force by and large yet age is regularly not considered. Little exploration has been directed on age contrasts and factors that invigorate inspiration (Lord Farrington, 2006). There is a generous measure of scholarly writing which looks at the apparent connection between representatives work desires and the genuine traded awards consequently. As indicated by Wallace (2006) the traded rewards are profoundly related with work inspiration. There are two fundamental kinds of remunerations inherent and extraneous (ODriscoll, Michael P., Randall, Donna M. 1999). The two sorts mirror the level of inspiration of a representative. So as to improve the asset techniques, organizations and specialists should test the connection between workers view of remunerations, inspiration and their age (Lord Farrington, 2006). It is expected that individuals having a place with various work ages have likewise different prizes inclinations. Subsequently, the objective of this exploration is to research whether compensates that trigger occupation inspiration among more seasoned laborers are distinctive to those that invigorate more youthful representatives. Examination hole An issue which emerges from the current maturing workforce (Baby Boomers) on the planet is the moderately lower level of more youthful experts (age X) in assortment of business fields (Wallace, 2006). This reality prompts the general move in the authoritative procedures and structures to hold more seasoned individuals longer on their activity positions. It additionally infers further intricacies, for example, information move and the retirement procedure of the Baby Boomers age. Therefore, fruitful holding of these representatives is unequivocally associated with inspiration and prizes. There is a broad exploration directed on subjects, for example, work inspiration and employment rewards. Be that as it may, moderately little consideration has been given to comprehend the effect of laborer age on factors that influence specialist inspiration (Lord Farrington, 2006). There is a considerable exact hole in examining the impact of maturing on work inspiration (Kanfer Ackerman, 2004). Occupation inspirations vary between individuals from the two fundamental working ages Baby Boomers and Xers (Wallace, 2006). The last severy affects the authoritative procedures since the worldwide workforce is maturing and there is massive need of holding more established individuals. Current writing centers around four primary points: The impact of the worldwide maturing workforce on authoritative structures and systems The variables which animate employment inspiration Kinds of inspiration Existing prizes and rewards frameworks utilized by association This paper manages depicting the impacts of remunerations hands on inspiration with respect to the two working ages referenced previously. The examination did centers around the potential contrasts between remunerations inclinations of maturing work force. The these days normal child of post war America is 55 years of age while the normal Xers is 38 years of age. This age contrast may impact the association of various occupation rewards which invigorate the work inspiration among the two gatherings. The introduced research hole prompts the accompanying examination question and reasonable model. Exploration question and Conceptual Model The principle research question tended to in this paper is: What kind of remunerations impact work inspiration among more established representatives in agreement to more youthful? Who is viewed as an old and youthful worker? What are the fundamental age-related working gatherings? What sort of remunerations exists? How is inspiration animated among workers? Which prizes animate the distinctive work ages? Are there any contrasts between remuneration inclinations of more established and more youthful specialists? The calculated model portrays the connection among remunerations and execution. As referenced previously, rewards make fulfillment which builds the activity inspiration (Herzberg F. , 1987). Prizes are viewed as a free factor and employment inspiration is the needy variable. The mediator introduced in this model is the age. It is contended that more established and more youthful representatives are spurred by various prizes. Subsequently, age impacts rewards which emphatically influence the activity inspiration. In this paper, the tended to questions are investigated and replied by the utilization of a writing. Sort of remunerations and employment inspiration are additionally examined and depicted in the writing audit. By the utilization of this writing a few speculations are developed and an arrangement how to test these relations is introduced in the strategy. Hypothesis Maturing populace and workforce ages Created nations everywhere throughout the world are right now managing a remarkable change towards another time of maturing work populace. Examination shows that the impact of maturing will prompt a littler proportion of the populace being utilized in the years after 2010/2020 (Kunã ©, 2009). In Europe, mature age reliance proportions are required to arrive at 50 percent by 2050 and the projection for the remainder of the mechanical nations worldwide has comparable estimations (Kunã © 2009, Arnone 2006). For instance, in America in 1977, 37% of the workforce was under age 30 contrasted and just 21% in 2002, and just 38% was 40 or more established in 1977 versus 56% in 2002 (Perry, Lance S. 2010; Bond, Thompson, Galinsky, et al, 2003). Examination shows that by the following two decades the maturing populace will twofold and around 80% of the Baby Boomers will remain expertly dynamic in any event, when they arrive at 65 years old (Moberg, 2001). The anticipated segment circumstance will make genuine difficulties in the extent of the hierarchical polices, retirement plans, holding work force and information move. Children of post war America age include a huge level of the information based work advertise (those individuals conceived somewhere in the range of 1946 and 1964) (Head, Baker, Bagwell, Moon, 2006) and since this gathering ages and resigns it is the Xers age (those individuals conceived between 1964 - 1981) who will be required to fill these positions (Wallace, 2006). Notwithstanding, this age is many less in numbers than the past age and they are portrayed as being increasingly worried about work-life balance. The most basic age contrasts are identified with the job that work plays in ones life (Kennedy, 2003) and subsequently, Gen Xers are seen as less faithful and resolved to work, their professions and their bosses contrasted with the Baby Boomers (Wallace, 2006). The last age is qualified as being available to difficulties and weight, execution driven and compulsive worker conduct (Lamm Meeks, 2009). Then again, Xers are portrayed as the individuals who are inventive yet additi onally like the fun and familiarity; For them work is an intricate test and they conquer it with requests for all the more extra time (Lamm Meeks, 2009). Prizes and Motivation Somewhere in the range of forty years prior, Hertzberg recommended that proposed that two sorts of remunerations, natural and outward, might be utilized to inspire laborers (Herzberg, 1966;1987). Utilization of remunerations frameworks would be required to prompt better hierarchical outcomes. Later in the years, numerous analysts inferred that activity prizes and inspiration are firmly and decidedly related. Inherent prizes are those that exist in the activity itself (Herzberg, 1987a). Models are accomplishment, assortment, challenge, self-sufficiency, duty, and individual and expert development (ODriscoll Randall, 1999; Mahaney, 2006). They likewise incorporate status, acknowledgment, acclaim from bosses and associates, individual fulfillment, and sentiments of confidence (ODriscoll Randall, 1999). Representatives are thoug

Saturday, August 22, 2020

The Late Paper Essay Example | Topics and Well Written Essays - 500 words

The Late Paper - Essay Example In the situation introduced, Kim is the most capable individual for her own disappointment. It might appear to be out of line, considering she has done her part in finishing her necessities for the course, yet gave in to the enticement of postponing its accommodation because of her craving for delight with her companions. She got smug in her obligation to present her paper before its due date since it was at that point done early. Arnold, Kim’s spouse, further puts Kim in a tough situation by declining to drive his better half to her professor’s office to make it quicker and progressively advantageous for her to present the paper. He is so inundated in his own weakness of Kim’s ascend to progress that he attempts to attack it by being unsupportive. His pride as the man of the house shields him from permitting his better half to create as individual, as she is well on the way to overwhelm him as far as height. Cindy, Kim’s schoolmate was a cheerful impact in Kim’s choice to postpone the accommodation of her paper. Cindy was out for a decent time with Kim and her companions that she didn't consider the significance of Kim’s need. Philip, Arnold’s colleague is answerable for planting instabilities in Arnold’s mind by taking care of him vindictive data with respect to Kim’s want to better herself as an individual through her examinations. In prodding Arnold that Kim will have the option to discover a school fellow to supplant him, Philip has irrefutable activated Arnold’s envy, which incited him to be unsupportive of Kim. Educator Freud has not been neglectful in spreading out her standard procedures structure the start. In any case, in Kim’s case, being a â€Å"A† understudy, the great educator ought to have quite recently excluded her from her lateness of an insignificant 15 minutes in accommodation of the paper. She knows how hard Kim has functioned, and ought to have thought of her as execution for the entire term rather than a minor flaw as a central factor in giving Kim a â€Å"F† for the course. Mary, Professor Freud’s secretary, thoughtlessly gave Kim confirmation that

Friday, August 21, 2020

South Carolina Loan Firm Fined by CFPB - OppLoans

South Carolina Loan Firm Fined by CFPB - OppLoans South Carolina Loan Firm Fined by CFPB South Carolina Loan Firm Fined by CFPBInside Subprime: Feb 11, 2019By Lindsay FrankelA man accused of brokering high-interest loan for veterans is now permanently banned from any such transactions in the future by the federal consumer watchdog agency, but the settlement has left some critics unconvinced.Mark Corbett settled in January 2019 with the Consumer Financial Protection Bureau over a slew of deceptive actions relating to buying retirement and disability pensions from former servicemembers.The bureau found that Corbett, working as a broker for Doe Companies, was misleading veterans into contracts that were invalid because veterans’ pension payments are unassignable under federal law, or cannot be transferred to other individuals besides the veteran or a living spouse.The CFPB also claimed that he misrepresented to consumers what his product was â€" he was telling veterans it was a purchase of payments and not a high-interest credit offer. He also lied to them about when they would receive their funds, and didn’t let them know the applicable interest rate on the credit offer.In the scheme, Corbett is accused of taking advantage of veterans with military disability pensions between 2011 and 2019. Corbett would tell vets that investors were willing to buy their pensions, marketing pension buying through several websites. Veterans were made to believe they would receive a lump-sum payment, ranging from a couple thousand dollars to tens of thousands of dollars.Veterans would then use an online portal to redirect their Department of Veterans Affairs or Defense Finance and Accounting Service pension payments. If the contract was only for a part of a pension, the companies would return a portion of the monthly pension back to the veterans.The high interest the veterans were being charged on the credit offer turned out to be as much as 40 percent in some cases.Through the settlement, Corbett also has to pay $1 in penalties; that number is so low, the CFPB say s, because Corbett proved he didn’t have the funds to pay more and because of his cooperation with the government.Critics have expounded on the low figure and its former and current directors, saying that they are allowing a “noxious specimen” go unchecked on consumers, and that officials are giving Corbett and other deceptive actors a slap on the wrist. The Center for Responsible Lending noted  that the settlement comes soon after the CFPB indicated it wouldn’t be monitoring lenders for following the Military Lending Act.But it’s not the only place Corbett is being sued. In a legal case in South Carolina, Corbett is accused of profiting off of financially desperate former servicemembers, claiming that the number of veteran victims could be in the thousands. Corbett is accused of being just one of many involved in a web of pension-purchasing scams.For more information on  payday loans, scams, and  cash advances  and  check out our city and state financial guides  including California,  Florida, Illinois, South Carolina, Texas, and  more.Visit  OppLoans  on  YouTube  |  Facebook  |  Twitter  |  LinkedIn

Monday, May 25, 2020

Juvenile Delinquency And Its Effects On Society Essay

Scholars have conducted many research to determine what causes juvenile delinquency. Some argue that delinquency occurs through association or from labels society have placed on the individual. Regardless of the results, parent (s) play a major role in the occurrence of juveniles engaging in deviant behavior. If a child lacks the love, affection, stability, and security from his/her parent (s), than the child will seek these such things from their peers. Juveniles often times seek love, affection, stability, and security from other youths that are experiencing the same problem. Once these youths get together, they start to reject society’s expectations and create their own rules. Due to the lack of parental supervision, these youths start to engage in property and violent crimes. Society recognize their groups as deviant and define them as a gang. Over the years, there have been an increase in juveniles joining gangs. Juvenile gangs can be viewed as dangerous. They deal with i llegal crimes: distribution of drugs, possession, prostitution, carry firearms, burglary, theft, and murder. Many scholars conducted their own definitions of gangs. However, there is no single definition. According to the National Institution of Justice, â€Å"much of the research literature about gangs focuses primarily on youth gangs, as opposed to adult gangs. Researchers accept the following criteria for classifying groups as gangs: the group has three or more members, generally aged 12-24, membersShow MoreRelatedJuvenile Delinquency And Its Effects On Society1856 Words   |  8 PagesGonzalez Professor Shaw Juvenile Correction Since humankind has existed there has been delinquency among all humans as years progressed delinquency continues but became regulated and classified by different socioeconomic characteristics; gender, race, age, and class. Until the 20th century children and adults who broke the law were treated in the same manner and incarcerated in the same place. There was no distinction in age as to how the sentences were imposed. Juveniles started becoming distinguishedRead MoreChild Abuse And Neglect Cause Juvenile Delinquency1156 Words   |  5 PagesNeglect cause Juvenile Delinquency Strain theory describes the idea that there are certain events and conditions in an individual’s life that are disliked and involve the inability to achieve goals, loss of positively valued stimuli, and presentation of negative stimuli (Brezina and Agnew). Child neglect and abuse can be described by this theory, and often is, because of its elements and the effect it has on children. Before the idea of child abuse and neglect causing juvenile delinquency can be arguedRead MoreWhy Marijuana Is The Common Juvenile Crime Performed By The Youth1525 Words   |  7 Pages Based on the report of Global Youth Justice Organization, the misuse of marijuana is the common juvenile crime performed by the youth. Marijuana abuse was ranked to be #6 in their list. Teens are being involved to marijuana use for diverse reasons and this includes poor supervision and communication of parents, family problems, lack of self- discipline, lack of discipline from parents or guardians, and family his tory of marijuana or drug abuse. Other risk factors would be physical and sexual abuseRead MoreFor the purpose of this research, the proposed theories that will be used are Agnew’s General600 Words   |  3 Pagesinfluential with explaining juvenile delinquency. Agnew’s Strain theory is not the main theory of this research but when examining juvenile delinquency as a whole and the beginning it gives an explanation for that not in social science. This theory is used as the basic foundation to discuss the reasoning of why youth may began to commit crime to begin with Juvenile delinquency is an issue to continue rises in society without a proper solution. Similar to adult’s juveniles have a tendency to recidivateRead MoreBreaking Down the Walls of Delinquency1685 Words   |  7 PagesObviously something is going on in today’s society if more and more children are committing delinquent crimes. Sometimes a researcher has to get to what he or she thinks is t he root of the problem to figure out what spawns a certain issue. What provokes a child to become delinquent and what makes the child gravitate so easily towards this lifestyle? It is necessary to explore how family life influences juvenile delinquency. Juveniles are more likely to become juvenile delinquents if there is little structureRead MoreRelationship Between Police Intervention And Juvenile Delinquency1459 Words   |  6 Pagesrelationship between police intervention and juvenile delinquency and what polices are ideal for deterring deviance amplification. There are two main theories that initiate America’s juvenile justice system: labeling and deterrence. Essentially, labeling proponents believe that official intervention increases delinquency and, oppositely, deterrence theorists argue that it cracks down on deviancy. Wiley et al. (2016:283) want to â€Å"inform this debate by examining the effect of being stopped or arrested on subsequentRead MoreJuvenile Justic e And Delinquency Prevention Reauthorization Act1577 Words   |  7 Pagespaper is to research the Juvenile Justice and Delinquency Prevention Reauthorization Act. The paper will focus on the purpose of this legislation, as well as the values that are expressed by this policy. This paper will not only address why this piece of legislation is important it will discuss the effects this act has had on the communities as well as the youths themselves. This paper, will also address the potential for change about the public attitudes towards the juvenile justice system and theRead MoreJuvenile Crime And Juvenile Delinquency1322 Words   |  6 PagesVersion). Juvenile crime, in law, term denoting various offense committed by children or youth under the age of 18. U.S. official crime reported that in the mid-1900’s â€Å"about one-fifth of all persons arrested for crimes were under the age of 18† (Funk Wagnalls, 2014). Such acts are sometimes referred to as juvenile delinquency (Funk Wagnalls, 2014. Offering constructive programs reduces juvenile delinquency and reduces recidivism. â€Å"From the beginning, the principal consideration of the juvenile courtsRead MoreJuvenile Delinquency Essay1646 Words   |  7 PagesA juvenile delinquent offense is an act committed by a juvenile for which an adult would be tried at a criminal court. New statistics give an alarming picture: juvenile delinquency is higher as never before. According to the census bureau, in 2008 there were 1,653,000 recorded delinquent offenses in the United States. This is a 23.6% increase from 1990 when 1,337,000 delinquent offenses occurred. Today, a lot of people demand lowering the age of criminal responsibility and draconian penalties (JensonRead MoreJuvenile Delinquency and the Criminal Justice System1423 Words   |  6 PagesThere are so many issues facing our society today, especially in the criminal justice system. Within the criminal justice system, juvenile delinquency is an issue that I find the most overlooked and it is a problem that is growing, particularly in the poorer areas . The term juvenile delinquency refers to the antisocial or criminal activity under the age of 18 which violates the law. Everyone is affected by juvenile crime, parents, teachers, families and neighbors. It is essential that programs are

Thursday, May 14, 2020

Conjugation of the Spanish Verb Salir

Salir, a common verb that typically means to leave, to exit or to depart, is irregular in ways that few verbs are. A -ga- or -dr- is inserted in some endings in ways that arent predictable. The only frequently used verb that is conjugated in the same way as salir is sobresalir, which usually means to stand out or to tower above. Two rare verbs, also based on salir, share the conjugation. They are resalir (an architectural term for emphasizing a feature in a building) and asalir (to leave for a meeting). Irregular forms aestabanre shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Salir salir (to leave) Gerund of Salir saliendo (leaving) Participle of Salir salido (left) Present Indicative of Salir yo salgo, tà º sales, usted/à ©l/ella sale, nosotros/as salimos, vosotros/as salà ­s, ustedes/ellos/ellas salen (I leave, you leave, he leaves, etc.) Preterite of Salir yo salà ­, tà º saliste, usted/à ©l/ella salià ³, nosotros/as salimos, vosotros/as salisteis, ustedes/ellos/ellas salieron (I left, you left, she left, etc.) Imperfect Indicative of Salir yo salà ­a, tà º salà ­as, usted/à ©l/ella salà ­a, nosotros/as salà ­amos, vosotros/as salà ­ais, ustedes/ellos/ellas salà ­an (I used to leave, you used to leave, he used to leave, etc.) Future Indicative of Salir yo saldrà ©, tà º saldrà ¡s, usted/à ©l/ella saldrà ¡, nosotros/as saldremos, vosotros/as saldrà ©is, ustedes/ellos/ellas saldrà ¡n (I will leave, you will leave, he will leave, etc.) Conditional of Salir yo saldrà ­a, tà º saldrà ­as, usted/à ©l/ella saldrà ­a, nosotros/as saldrà ­amos, vosotros/as saldrà ­ais, ustedes/ellos/ellas saldrà ­an (I would leave, you would leave, she would leave, etc.) Present Subjunctive of Salir que yo salga, que tà º salgas, que usted/à ©l/ella salga, que nosotros/as salgamos, que vosotros/as salgà ¡is, que ustedes/ellos/ellas salgan (that I leave, that you leave, that she leave, etc.) Imperfect Subjunctive of Salir que yo saliera (saliese), que tà º salieras (salieses), que usted/à ©l/ella saliera (saliese), que nosotros/as salià ©ramos (salià ©semos), que vosotros/as salierais (salieseis), que ustedes/ellos/ellas salieran (saliesen) (that I left, that you left, that he left, etc.) Imperative of Salir sal (tà º), no salgas (tà º), salga (usted), salgamos (nosotros/as), salid (vosotros/as), no salgà ¡is (vosotros/as), salgan (ustedes) (leave, dont leave, leave, lets leave, etc.) Compound Tenses of Salir The perfect tenses are made by using the appropriate form of haber and the past participle, salido. The progressive tenses use estar with the gerund, saliendo. Sample Sentences Showing Conjugation of Salir Nadie los vio salir. (Nobody saw them leave. Infinitive.) Inglaterra ha salido de la institucià ³n europea, pero no ha salido de la economà ­a europea. (England has left the European institution, but it hasnt left the European economy. Present perfect.)  ¿Quià ©n dice que hemos salido de la crisis econà ³mica? (Who says that we are out of the economic crisis? Literally, who says that we have left the economic crisis? Present perfect.)   Las cosas se estaban saliendo de control. (Things were going out of control. Present progressive using the gerund.) A esa hora, en la costa oriental de Estados Unidos, la Luna estarà ¡ ponià ©ndose y el Sol estarà ¡ saliendo. (At that time on the east coast of the United States, the moon will be setting and the sun will be rising. Future progressive.) Salgo de mi trabajo a las tres de la maà ±ana. (I get off work at 3 a.m. Present indicative.) Los buses salen cada 20 minutos. (The buses leave every 20 minutes. Present indicative.) Todos los estudiantes salieron con là ¡grimas en los ojos. (All the students left with tears in their eyes. Preterite.) Podà ­as ver cà ³mo le salà ­a sangre de sus ojos. (You could see there was blood coming out of her eyes. Imperfect.) La verdad saldrà ¡ a la luz. (The truth will come to light. Future.) No saldrà © si mi padre no quiere que salga. (I will not leave if my father doesnt want me to.  (Future,  present subjunctive.) Aunque hacer helados caseros no es excesivamente complicado, lo cierto es que se necesita un equipamiento bà ¡sico para que salgan lo mà ¡s deliciosos posible. (Although making home-made ice cream treats isnt especially complicated, it is certain that you need basic equipment so they turn out as delicious as possible. Present subjunctive.)  ¿Que pasarà ­a si la Tierra se saliera de su à ³rbita? (What would happen if the Earth left its orbit? Imperfect subjunctive.) Si salià ©semos a la calle a preguntar por la mejor serie de videojuegos de basket, probablemente 9 de cada 10 nos responderà ­an â€Å"NBA 2K†. (If we were to go out on the street to ask what is the best basketball game video series, probably nine out of 10 would respond with â€Å"NBA 2K.† Imperfect subjunctive.) S​al ahora de tu zona de confort. (Get out of your comfort zone now. Imperative.) No salgà ¡is de allà ­ hasta que encontremos lo que queremos saber. (Dont leave from there until we find out what we want to know. Negative imperative.)

Wednesday, May 6, 2020

Why Are Value Investors Successful - 2223 Words

Value investing is the strategy of purchasing an asset which is trading at a significant discount from its determined intrinsic value. It has long been regarded as a low risk method of providing outstanding investment returns (Klarman 2001). The investment strategy was described by Benjamin Graham and David Dodd in their book, Security Analysis (1940, p. 724). Over subsequent decades the investment approach has evolved utilizing varying fundamental methodologies but always maintaining the principle of investing when a discount to intrinsic value exists. Graham and Dodd (1940, p. 368) referred to this principle as the margin of safety. This essay will explore the various methodologies, expand on the margin of safety concept and discover†¦show more content†¦Focussing on portfolio returns over time horizons of up to 5 years, the researchers offered strong empirical evidence of the effectiveness of the low P/BV strategy. Specifically average annual returns of 19.8% were reporte d. They were also able to surmise that there is ‘no support for the hypothesis that value strategies are fundamentally riskier. Piotroski (2000) expanded on research into a low P/BV strategy by only choosing financially strong firms using nine fundamental financial signals. This refined investment strategy was shown to generate returns above value portfolios formed solely by the low P/BV screening method. He then improved on this approach by demonstrating a strategy of short selling the financially weaker low P/BV firms to produce over-all returns of 23% per annum. Piotroski also notes that initial signs of improvement in financial performance are at first ignored by market participants, with share price reactions only occurring during subsequent positive quarterly earnings announcements. Investors and analysts have a tendency to rely too heavily on the record of past earnings growth (La Porta et al. 1997). According to Lakonishok, Shleifer Vishny (1994) popular strategies like extrapolating past earnings growth too far into the future or assuming a trend in stock prices, overreacting to good or bad news, or simply equating a good investment with a well-run companyShow MoreRelatedSuccessful Approaches For Investing : A Literature Review1325 Words   |  6 PagesSuccessful Approaches to Investing: A Literature Review Introduction Larry Ellison creator of the Oracle Corporation a 447.2-Billion-dollar multinational computer technology corporation, Mark Zuckerberg founder Facebook a 370-Billion-dollar social media service, and Warren Buffet founder of nothing. Among these three men who is the wealthiest? Shockingly, Warren Buffet is the richest with a net worth of 66.4 billion dollars. Warren Buffet utilized his investing acumen to go from a totalRead MoreKey Secrets For Successful Investments1045 Words   |  5 PagesKey Secrets to Successful Investments When it comes to developing a successful investment strategy, the first thing that must be understood is that there are no one-size-fits-all strategies, no get-rich-quick formulas and no short cuts. There is no substitute for experience and proper detailed research and analysis. What will be presented moving forward is contingent upon an individual putting in the time and effort to study the science of investing. When it comes to investing, the average personRead MoreNetscape Case Study1193 Words   |  5 PagesCorporate Finance: Case Netscape 1. Why has Netscape been so successful to date? What is its strategy? How risky is its current competitive situation? Netscape follows a â€Å"give away today make money tomorrow†-strategy. Netscape currently has 75% of web browser market, making it by far the most popular browsing software. Netscape is making money by selling server software to companies that require marketing access to potential consumers, by selling its software packages and through providingRead MoreCustomer Segment : Funder ( Impact Investor1588 Words   |  7 PagesCustomer segment: Funder (impact investor philantrophist) Impact investors want to grow their money while they can still give impacts to the world via social companies. The reason about why impact investors do not invest in the normal profitable companies instead of social companies is because impact investors also aim for impacts to the world that they can give. It should be a good thing for the investor to be able to get a lot of profits, but also give positive impacts to the world or theyRead MoreGrowth and Value – Two Sides of the Same Coin?1056 Words   |  5 Pagesor â€Å"value† investors. While an apparently benign distinction, this simple act can have unintended consequences. This article will address conventional definitions of growth and value and then look to the market oracles for a dose of worldly wisdom. Value investing: The strategy of selecting stocks that trade for less than their intrinsic values. Value investors actively seek stocks of companies that they believe the market has undervalued. Growth Investing: A strategy whereby an investor seeksRead MoreRj Reynolds Tobacco Company And Nabisco Brands1064 Words   |  5 Pageshis promises quickly began selling pieces of RJR Nabisco to pay overwhelming interest payments. 2 What made this LBO feasible? RJR Nabisco was a smart LBO candidate because it showed steady growth unaffected by the business cycle. For a LBO to be successful it must fit the characteristics of low risk and moderate growth, which was seen in both its tobacco and food operations. Another factor that led to the LBO was the low capital expenditures. The firm also had a low debt level, at the time of theRead MoreStocktrak1242 Words   |  5 Pageshelp some investors a lot. However, I still hold that it is more critical for investors to react distinctively to the same information and try to unearth something special... An investment philosophy represents a set of beliefs about how investors behave and markets work. To be a successful investor, you not only have to consider the evidence from markets but you also have to examine your own strengths and weaknesses to come up with an investment philosophy that best fits you. Investors withoutRead MoreCareer Success vs. Career Failure: The Cautionary Tale of Ron Johnson1132 Words   |  4 Pagesaspirational retailing brands previously in his career didnt match the organizational needs and customer orientation at JC Penny. Successful leaders rely on self-awareness to keep the entire spectrum of their career plan synchronized to their life plan (Andolsen, 2008). After analyzing the failure of Ron Johnson attempting to operate JC Penny, it is clear he had now mission or value system of his own that was congruent with his new employer. He had no sense of mission to serve the lower-middle class andRead MoreWhat Is Dividend Policy?1629 Words   |  7 Pagesearnings and pay investors cash, they are quite different. With a share buyback programme, the company pays cash to the investor by buying back some of its outstanding shares. Companies can declare both regular and â€Å"extra† dividends. Reg ular dividends usually remain unchanged and pay dividends at regular intervals in the future, but â€Å"extraordinary† or â€Å"special† dividends are unlikely to be repeated. According to Miller and Modigliani (1961), the value the shares or returns to an investor remains unchangedRead MoreEssay 5 Questions To Ask To Know YouRe Investment Ready1365 Words   |  6 Pagesreadiness and what does it mean? Here’s a look at this all-important subject. â€Å"Is the market big enough?† Investors are looking for big returns. In the case of venture capitalists, the expected returns can be anything as high as 10x the investment. Therefore, investors need a demonstrable market opportunity. Essentially, you need to know whether the market is big enough to provide investors the right returns. What this boils down to is growth and scalability. As Paul Graham has said, startups are

Tuesday, May 5, 2020

Astronauts - Hayden Analysis free essay sample

In Astronauts Robert Hayden explores the philosophical issues associated with the exploration of the manned mission to the moon. Despite the bravely independent title ‘Astronauts’ the first five lines of the poem actually reveal the lack of identity and personality of the astronauts, as they are ‘faceless in their visors,’ an idea that Hayden accentuated in lines three to five where their ‘mirror- masks / reflecting the general glare and / shadow of moonscape. The alliteration that Hayden uses not only emphasizes the absence of any defining features on the moon, but also accentuates the slow rhythm, which symbolizes the footsteps on the moon. In turn this echoes the absence of specific details about these astronauts. The absence of personality and identity seems initially to be broken at the end of the first stanza when the poet uses colloquial terms to reflect the astronauts’ excitement as they exclaim ‘wow’ and ‘oh boy,’ Hayden carries this tone over to the next stanza where the word ‘exulting’ suggests their elation. However, the fact that Hayden employs a third person stance throughout the poem effectively distances us from the astronauts preventing us from sharing their emotion. This sense of distance is re-emphasized for the reader in stanza two by the parentheses which seem to include a direct address from the poet or persona to the reader reminding us of the ‘training’ that the astronauts have undergone encouraging them to ‘be wary of emotion and philosophy’. This disturbance and warning ultimately undermine the excited singing of the astronauts, creating a sense of disappointment, which perhaps foreshadows the fact that we will be left ‘troubled’ at the end of the poem as if the moon landing has left us only with questions and doubts instead of the answers that we perhaps sought in the journey of discovery. The essential emptiness of this scene which should be filled with excitement is perhaps best indicated by the lines ‘breaking / the calcined stillness / of once Absolute Otherwhere. Essentially, these lines may seem to suggest a break through as the poet could be using the contrast between ‘the somewheres that we know on Earth and the ‘Absolute Otherwhere’ on the Moon to show that we have finally conquered this most distant of places. However, like the mood of rejoicing at the end of stanza one, this heroic interpretation is undermined as ‘Absolute Otherwhere’. Hayden capitalizes this and its position just before the closing of the end-stopped line can perhaps imply that the moon has not really been explored at all. In reality, it seems that the astronauts on the screen remain small, ‘poignantly human’ and ultimately insignificant in contrast to the vast emptiness of space. The idea of human exploration is emphasized at the beginning of the third stanza by the line ‘Risking edges’ and the vulnerability of the astronauts is further reinforced by the fact that it is only their ‘machines’ and perhaps ‘God’ who are ‘friendly’ to the them. Hayden’s reference to God may reveal how the astronauts’ equipment will not be enough to help them should something go wrong and the irony of relying on God in such a technologically advanced age may be used by Hayden to reveal how insecure the situation of these men really is, an idea accentuated by the question mark after the mildly comic image of God’s ‘radar-watching eye? ’ which suggests that even if he were needed, God would not actually be there to provide assistance. This perhaps encourages the reader to reinterpret the title and opening line of the poem, ‘Armored in Oxygen,’ which initially seemed heroically grand but in the light of stanza three perhaps suggests the fragility of the astronauts as, like the one word title, the astronauts are isolated and on their own and their only armor is a flimsy gas which now seems insubstantial in comparison to the ‘general glare and shadow of the moonscape,’ and the ‘snowshine of sunlight dangerous as Radium. The insignificance of the astronauts is, however, most powerfully emphasized by the description of them as ‘anti heroes’ who are ‘smaller than myth’. By the end of the poem Hayden has undermined any sense of exultation created in stanza one and he seems to be suggesting that instead of pushing forward the boundaries of science all the moon landing has done is reveal to us something ‘poignant’ about the human condition. Alternatively Hayden could be questioning the value of continued scientific exploration and technological development when any knowledge that we do managed to glean could only ever be inconsequential in comparison to the ‘Absolute Otherwhere’ of the universe. Indeed, the fact that the exact nature of what is being questioned is left ambiguous could suggest how humanity is so hopefully confused that we don’t even really know what our questions are. The tone of the final stanza of the poem is ‘troubled’ and uncertain. The triad of questions implies that Hayden and the reader are uncertain about what we want from ourselves or perhaps from life. He seems to be implying that we have sent these men to the moon to find something for us but that they will be unable to do this perhaps because, ultimately the answers, if they are discoverable at all, lie closer to home. Perhaps the absence of a regular rhyme scheme and the fractured appearance of the poem on the page reinforce this sense that, for the reader, there is no real comforting answer or completeness to the questions.

Thursday, April 9, 2020

The Winters Tale Leontes Essay Example

The Winters Tale Leontes Essay From sanity to madness in 350 lines. Explore the presentation of Leontes in Act 1 focussing closely on language and imageryAs with many of Shakespeares plays, we are introduced to the protagonist through the conversation of two of the more minor characters. We are instantly made aware of Leontes and Polixenes friendship. The fact that they were trained together in their childhoods combined with the reference to them as the states of which they are head (Sicilia and Bohemia) shows their importance. More interesting is the description of their relationship. Camillo states that:there rootedbetwixt them then such an affection which cannot choose butbranch nowShakespeares use of tree-like imagery and decision to use the verb branch leaves us with two possible interpretations of this sentence. To the first time reader, it probably suggests that their relationship will thrive and proliferate. On second reading, however, this choice of language could be seen as prophetically ironic in the se nse that it predicts their divergence in opposite directions.In order for us to understand the background to Leontes downfall, Shakespeare exposes us to his relationships with the two other protagonists. Leontes refers to Polixenes, who Camillo has already told us is a childhood friend, as brother. In this circumstance, it is meant as a term of endearment. However, just 130 lines later, he asks Polixenes How ist with you, best brother?. This time brother, coupled with the sarcastic and equally plosive best, rings hollow and contains little affection.It is also essential to understand his relationship with Hermione. In the second scene, she appears very docile. She does not speak until addressed as our queen, again a term of endearment. When she does speak, she refers to her husband as sir, showing that she upholds respect for him and that he is the power figure.Almost instantly after introducing this sanity, we tumble into madness. Shakespeare interjects this paranoia quite unexpect edly, when Leontes realises that at my request he [Polixenes] would not stay with them in Sicily for longer, but at Hermiones request he will.One method Shakespeare uses to illustrate this is by Leontes picking up on seemingly innocuous words used by his wife and twisting their meaning into something far more suspect. One example is Hermiones reaction to his accusations:Hermione What is this Sport?Leontes Bear the boy hence; he shall not come about her.Away with him, and let her sport herself.Leontes takes Hermiones response, which she said in confusion as to whether or not he is being farcical, and, in his paranoia, plays on the term as if she is playing a role in an undefined game with Polixenes. This literary method can also be seen during his conversation alone with Camillo when he twists his usage of the term satisfy to a far more sexual definition.His erratic mind is perhaps best illustrated in one of his initial speeches. As with sport in the previous extract, Leontes picks u p on his own use of the verb play. He switches from telling his son to innocently go, play, boy, play to a far more sinister your mother plays in one single line. This erratic mind is also illustrated through Shakepeares use of syntax. Some lines, such as the first three, a regularly punctuated and contain caesuras causing a reader to speak in a rapid and erratic manner. Equally, the seventh to fifteenth line contains one long sentence with little punctuation. The lack of pauses causes the sentence to pick up pace and sound equally as insane as the previous lines.His choice of language is equally effective on an aural level. He juxtapositions the sibilant sounds of issue and hiss with the plosive sounds of contempt and clamour. This contrast of tones aids the speechs erratic overtones.Leontes paranoia is perhaps best illustrated through his use of very exaggerated imagery, which, juxtapositioned with his term of endearment a few lines prior, show his deteriorated state. In this spee ch, Shakepeare uses metaphors relating to an invaded piece of property. His references to a gate opened and a barricado, show how he considers Hermione to be a possession, which has been taken from him.He also portrays Hermione using imagery relating to the lowest and least respected members of their society. He calls her a hobby-horse (whore) and as wrank as any flax-wench. These terms are shocking images for the audience to be presented with when, on stage, Hermione seems a respectable queen. This shock is shown by Camillo who, when confronted with Leontes suspicion, feels he must defend his queen referring to her as his sovereign mistress. Further imagery such as sluiced has an equally shocking and vulgar effect.His use of similes is very effective. He announces that women will say anything and that they are false as oer-dyed blacks, as wind, as waters, false as dice are to be wished by one that fixes. These extensive exaggerations show his insanity because, as a member of the au dience who can tell that his wifes liaisons are completely fictitious, can see the dramatic irony of how detailed he is about something false and how obsessive he is becoming. As the speech containing the aforementioned extract continues, he continues to use repetition and questions, which emphasise his confused state.Once he has become undoubtedly paranoid, it would be easy for the audience to forget his initial state, thus making his paranoia seem less of a change. In order to overcome this hurdle, Shakespeare juxtapositions his short, direct and rational commands when in company (You, my lords, look on her and mark her well) with his rambling, overstated speeches. Many of his speeches are presented as asides. This has the effect of separating his thoughts from the real world and emphasising to the audience that this entire saga is purely part of his imagination.Through his careful juxtapositions and use of exaggerated language and imagery, Shakespeare successfully presents the do wnfall of Leontes in a single scene.

Monday, March 9, 2020

Overview of Imagism in Poetry

Overview of Imagism in Poetry In the March 1913 issue of the magazine Poetry, there appeared  a note titled Imagisme, signed by one F.S. Flint, offering this description of the Imagistes†: â€Å"... they were contemporaries of the post-impressionists and the futurists, but they had nothing in common with these schools. They had not published a manifesto. They were not a revolutionary school; their only endeavor was to write in accordance with the best tradition as they found it in the best writers of all time - in Sappho, Catullus, Villon. They seemed to be absolutely intolerant of all poetry that was not written in such endeavor, ignorance of the best tradition forming no excuse ...† At the beginning of the 20th century, a time in which all the arts were politicized and revolution was in the air, the imagist poets were traditionalists, conservatives even, looking back to ancient Greece and Rome and to 15th-century France for their poetic models. But in reacting against the Romantics who preceded them, these modernists were also revolutionaries, writing manifestos that spelled out the principles of their poetic work. F.S. Flint was a real person, a poet, and critic who championed free verse and some of the poetic ideas associated with imagism before the publication of this little essay, but Ezra Pound later claimed that he, Hilda Doolittle (H.D.) and her husband, Richard Aldington, had actually written the â€Å"note† on Imagism. In it were laid out the three standards by which all poetry should be judged: Direct treatment of the thing, whether subjective or objectiveTo use absolutely no word that does not contribute to the presentationAs regarding rhythm: to compose in sequence of the musical phrase, not in sequence of the metronome Pound’s Rules of Language, Rhythm, ​and Rhyme Flint’s note was followed in that same issue of  Poetry by a series of poetic prescriptions titled A Few Donts by an Imagiste,  to which Pound signed his own name, and which he began with this definition: â€Å"An ‘image’ is that which presents an intellectual and emotional complex in an instant of time.† This was the central aim of imagism - to make poems that concentrate everything the poet wishes to communicate into a precise and vivid image, to distill the poetic statement into an image rather than using poetic devices like meter and rhyme to complicate and decorate it. As Pound put it, â€Å"It is better to present one image in a lifetime than to produce voluminous works.† Pound’s commands to poets will sound familiar to anyone who has been in a poetry workshop in the near-century since he wrote them: Cut poems down to the bone and eliminate every unnecessary word - â€Å"Use no superfluous word, no adjective, which does not reveal something. ... Use either no ornament or good ornament.†Make everything concrete and particular - â€Å"Go in fear of abstractions.†Do not try to make a poem by decorating prose or chopping it into poetic lines - â€Å"Don’t retell in mediocre verse what has already been done in good prose. Don’t think any intelligent person is going to be deceived when you try to shirk all the difficulties of the unspeakably difficult art of good prose by chopping your composition into line lengths.†Study the musical tools of poetry to use them with skill and subtlety, without distorting the natural sounds, images and meanings of language - â€Å"Let the neophyte know assonance and alliteration, rhyme immediate and delayed, simple and polyphonic, as a musician would expect to know harmony and counterpoint and all the minutiae of his craft ... your rhythmic structure should not destroy the shape of your words or their natural sound or their meaning.† For all his critical pronouncements, Pound’s best and most memorable crystallization of imagism came in the next month’s issue of Poetry, in which he published the quintessential imagist poem, â€Å"In a Station of the Metro.† Imagist Manifestos and Anthologies The first anthology of Imagist poets, Des Imagistes, was edited by Pound and published in 1914, presenting poems by Pound, Doolittle, and Aldington, as well as Flint, Skipwith Cannell, Amy Lowell, William Carlos Williams, James Joyce, Ford Madox Ford, Allen Upward and John Cournos. By the time this book appeared, Lowell had stepped into the role of promoter of imagism - and Pound, concerned that her enthusiasm would expand the movement beyond his strict pronouncements, had already moved on from what he now dubbed â€Å"Amygism† to something he called â€Å"vorticism.† Lowell then served as editor of a series of anthologies, Some Imagist Poets, in 1915, 1916 and 1917. In the preface to the first of these, she offered her own outline of the principles of imagism: To use the language of common speech but to employ always the exact word, not the nearly exact, nor the merely decorative word.To create new rhythms - as the expression of new moods - and not to copy old rhythms, which merely echo old moods. We do not insist on free-verse as the only method of writing poetry. We fight for it as for a principle of liberty. We believe that the individuality of a poet may often be better expressed in free-verse than in conventional forms. In poetry, a new cadence means a new idea.To allow absolute freedom in the choice of subject. It is not good art to write badly about aeroplanes and automobiles; nor is it necessarily bad art to write well about the past. We believe passionately in the artistic value of modern life, but we wish to point out that there is nothing so uninspiring nor so old-fashioned as an aeroplane of the year 1911.To present an image (hence the name: ‘imagist’). We are not a school of painters, but we believe that poetry should render particulars exactly and not deal in vague generalities, however magnificent and sonorous. It is for this reason that we oppose the cosmic poet, who seems to us to shirk the real difficulties of art. To produce poetry that is hard and clear, never blurred nor indefinite.Finally, most of us believe that concentration is of the very essence of poetry. The third volume was the last publication of the imagists as such - but their influence can be traced in many strains of poetry that followed in the 20th century, from the objectivists to the beats to the language poets.

Saturday, February 22, 2020

Uncooperative Witness & Collection of Evidence Assignment

Uncooperative Witness & Collection of Evidence - Assignment Example Given such circumstances the investigator has to find ways and means of convincing that witness to agree or find another way to collect the required evidence. Introduction The process of collecting evidence to be used in the prosecution of an offender usually involves collecting evidence from witnesses. Witness accounts are usually by far the best type of evidence in criminal cases as a god truthful witness can be most convincing at a trial. However, when witnesses choose to be uncooperative due to fear or any other type of misgivings, it may make it hard for a prosecution to be successful and may even result in the acquittal of a guilty person or the throwing out of the case on a technicality. It is the investigators’ work to ensure that they get the most reliable and believable witnesses but it is also important that the witness be willing and able to testify in a court of law when called upon to do so. It is therefore the work of the investigator and the prosecution in prep aring witnesses for court and also ensuring that their testimony is availed to the judge and jury in the most efficient manner. 1. The investigator’s work is to ensure that all the evidence is presented to a court of law in a way that makes it possible for the correct finding to be made based on facts and evidence presented. One of the prime duties in accomplishing this is the finding, interviewing and preparing of witnesses that will be able to give useful evidence at trial (Shirreff, 2011). This process can be hampered when a witness is reluctant or uncooperative because of what they may perceive as negative impacts of their testifying at a particular trial. The investigator therefore needs to be very careful in their handling of the witnesses by clearly explaining to them the reasons why their evidence is required. The evidence that the witnesses give needs to be handled in a manner that ensures that it is not contaminated either by being influenced by that of other witnes ses in the same trial (Bertino, 2011). It is important that the investigator familiarizes himself or herself with the situation of the witness and that all the circumstances in which they have to testify. This needs to be clarified ducting the interview process and be recorded as such to ensure that the witness knows that the investigator is fully aware of what the witness thinks will be the impact of their testimony on himself and others. Such collection of evidence in an orderly and calm composed manner also ensures that the witness feels safe and secure in the trial. It is important the investigator also makes the witness aware of any danger that they may be placing themselves in by testifying and also, more importantly, the remedies that are available in law to mitigate this. One of the paramount duties of the investigator is to protect the integrity of all their evidence including the evidence that is given by the witnesses and in this case it means protecting the witness thems elves (Bertino, 2011). 2. There are some ways in which an investigator can ensure that an important witness co-operates with the investigation. One of the most important ways is to reassure the witness that the impact of their evidence is to get the right person imprisoned and also where

Wednesday, February 5, 2020

Organizational Resource Management and Business Strategy at Staples Case Study

Organizational Resource Management and Business Strategy at Staples Organization - Case Study Example In regard to Staples organization customers, it is important to note that it serves its customers under its original name in the United States, United Kingdom, Brazil, India, Germany, Portugal, Austria, France, Norway, China, and Italy, while it operates subsidiaries in Canada, Belgium, Netherlands, and Argentina. Staples organization’s customers have comprised of large global and national organizations as well as the wholesale and retail customers (Staples, 2012). The organization has highly customized services and products that are aimed at addressing the unique needs of large global and national organizations. For example, Staples Advantage that operates in most European countries is designed to provide customized services and products to both global and national customers in countries they are operating in (Staples Advantage, 2012). ... However, in order to ensure that a widened customer base receives their purchases conveniently and to facilitate convenience and accessibility of its products and services, Staples organization has involved a number of suppliers in its business (Staples, 2012). It is important to point out that there are criteria that have been set by the organization for a company to become its supplier, as well as legal requirements that must be complied with before a company becomes a supplier. Selection of suppliers is usually based on merit. As already been noted, the Staples organization deals with a wide range of products and services. This is very important considering that it is a listed company and therefore has to enhance its profitability. Staples products include the following: promotional products, technology, office machines, technology, furniture, and business services. These products are available online as well as in Staples stores. In order to boost its sales and enhance profitabil ity, the Staples organization recently launched a new line of products that are designed by Martha Stewart Living Omnnimedia Inc (Dow Jones Newswires, 2012). Competition in the retail industry dealing with office supply is usually immense because of changing customers’ expectations and increasing demands. The main competitors of the Staples organization are Office Depot Inc. (ODP) and Bed Bath & Beyond Inc. (BBBY). Bloomberg Businessweek (2012) notes that Staples’ capital structure relies on debt level that is comparable to the retail industry norm, that is, at 12.68%, which represents a decline from the previous fiscal year.

Tuesday, January 28, 2020

Authentic materials as supplementary materials

Authentic materials as supplementary materials Plagiarism is a practice that involves the using of another persons intellectual output and presenting it as ones own. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the students file. Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed: ___________ ____________ Dated: / / How to submit Your assignment Students are required to submit their assignment to their lecturer. This should be done in class, but can be done via email or via the mail with prior agreement from the lecturer. Students should ensure they are aware of how and when to submit their assignment by checking with their lecturer before the due date. How to Collect Your Marked Assignment Your work should be collected from the lecturer in class or from the VU-HANU Program Coordinator in HCM City, Ms. Nguyen Thi Thanh Ha or in Hanoi, Ms. Nguyen Thai Ha. If work is not returned in class or prior to the end of semester please contact your lecturer or the program coordinator (Mr. Martyn Brogan ) More information about Plagiarism is available from the Faculty of Arts, Education and Human Development Student Information Website: http://www.vu.edu.au/Faculties_and_TAFE/Arts_Education_and_Human_Development/Current_Students/Undergraduates/Faculty_Student_Forms/indexdl_88408.aspx TABLE OF CONTENTS CHAPTER I Introduction Research questions CHAPTER II: LITERATURE REVIEW Text book 2.1.1 Textbook Description 2.1.2 Textbook Evaluation 2.2 Authentic materials for ESP course book 2.2.4. The role of reading materials 2.2.1. Definition of authentic materials 2.2.2. The role of authentic materials 2.2.3. Advantages of authentic materials 2.2.5. The criteria of selecting reading authentic materials 2.3. Applying authentic materials in extensive reading program 2.3.1. Applying authentic materials in extensive reading program 2.3.2. Post-reading activities 2.4. Motivations 2.4.1. Definition of motivation 2.4.2. Factors effecting motivation CHAPTER III: METHODOLOGY 3.1 Kind of research 3.2 Participants 3.2.1 The researcher 3.2.2 Selection of the subject 3.3 Data collection instruments CHAPTER IV: RESULD AND DISCUSSION OF THE DATA 4.1 Comparison of experimental and control groups reading proficiency after the experiment 4.2 Comparison of economics reading proficiency in the pre-test and post- test 4.3 Comparison of economic reading proficiency between two classes 4.4 Subjects preference of the post reading activities 4.5 Attitude to the post reading activities 4.6 Discussion and implication CHAPTER V: CONCLUSION REFERENCES APPENDICES Appendix 1: The Pre-Test and Post-Test Appendix 2: Answer to the pre-test and post-test Appendix 3: The post program questionnaires Appendix 4: Result of the pretest and posttest ABSTRACT This research was carried out at faculty of economics at Luong The Vinh Univesity (LTV) to prove the assumption that authentic materials could enhance motivation of economic students in reading proficiency. Fifty 3rd year economics students at the faculty of economics at LTV University divided in to two groups serve as the subjects for this research. The target class uses the Market Leader- Pre- Intermediate as the course book with authentic materials as a supplement. The other class uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the twelfth week of the syllabus with three teaching hours (of forty-five minutes each) per week. Authentic materials were the reading texts selected from different sources and were chosen by the researcher at the faculty of English and ensured of reliability. The same topics, similar types of exercise and teaching methods were designed by the researcher to evaluate proficiency levels of students in the 2 groups and to use them as evidence for the reliability of the assumption. The researcher uses pre-test, post-test and questionnaire as data collection instruments. Results from the experiment prove that the target grou p with authentic materials as supplementary materials to the course book was the group where student motivation in reading was significantly enhanced. The results of the research state that the role played by authentic materials in language classes, particularly in English for Specific Purpose (ESP) class was of great significance. Authentic supplementary reading materials are hoped to be used for the third- year students at economics faculty at LTV in the near future. With the result of this research, it is recommended that authentic materials should be used for English classes in general and third- year ESP classes in particular at economics faculty at LTV University. CHAPTER 1 INTRODUCTION 1. Introduction In Viet Nam, English for Specific Purpose (ESP) has long been considered as an important subject because of its practicality-related demand. To meet the demand of the real economic-social life, ESP is used in the curriculum of Vietnamese universities and colleges and Luong The Vinh University is no exception. At the University, ESP courses in different discipline areas such as Economics, Construction Engineering, Industrial Engineering, Foreign language and Tourism, Informatics Technology, and Agricultural sciences are taught with strong interests from the discipline students. In response to these interests of the students much attention has been paid to the use of ESP text books and materials that develop professional skills. Robinson , Nunan, (1991) assert that materials in general play a key part in language learning. Materials not only provide learners a wide range of useful and fascinating information but they also can play a part in enhancing learners motivation- one of the ess ential issues in language learning- thus, facilitating their acquisition (Dudley- Evan St John, 1998, Nonaka, 2001). However, collecting materials that best serve the learners interests and needs is an obstacle for many teachers. There arise such questions related to this obstacle as what teaching materials should be selected? Where a teacher should start? What a teacher should do to boost the motivation of the students and whether authentic materials boost motivation of students in reading. These questions should be considered as authentic materials can surely provide students with fresh knowledge, expose them to the world of authentic language, while they can bring the real world into the classroom and enliven the class (Martinez, (2002), Kaprova, (1999), Leloup Ponterio, (2000), Dumitrescu, (2000) ) The aim of this research is to investigate the role of authentic materials in enhancing third- year-students motivation in classes for non-English majored students, to be more specific, students of economics at LTV University. To investigate ways to motivate third- year economics students at LTV University to read by using authentic supplementary reading materials and To give recommendations on how to use authentic reading materials efficiently. To enhance economics students English reading proficiency and suggest ways to motivate the teaching of ESP in general and ESP reading in particular at LTV University as well as other universities that share the same mandate. The specific objectives of this research are as follows: to investigate the effects of the authentic supplementary materials on the students reading proficiency level. to find out about the students attitude to the use of authentic materials as a means to enhance motivation of students in post reading activities. This research is organized in 5 chapters, with a list of references and appendices. Chapter one: Introduction and research questions Chapter two: Literature review Chapter three: Methodology Chapter four: Findings and discussions Chapter five: Conclusion Research question Question 1: To test the assumption if there is a significant difference between the English reading proficiency level of the control group (students who do the course with the textbook only) and those of the target group (students who do the course with the textbook plus supplementary authentic materials). Question 2: To test the assumption of the role of authentic materials in enhancing students motivation in reading activities. CHAPTER 2 LITERATURE REVIEW English Reading Textbook 2.1.1 Textbook Description At LTV University, Market Leader Pre-Intermediate is the text book used for third year students of economics. This course book is written by Cotton. D., Falvey. D., Kent S. The course book consists of twelve units which can be completed in thirty two weeks with three periods of forty-five minutes per week in eight 4 per week 45 minutes class period each. The total time of 120 periods is divided equally in to two terms of the academic year. Third year economic students complete 4 periods and each period lasts 45minutes a week. The usual format of each unit is coherence among Starting up, Vocabulary, Discussion, Reading, Listening, Languages, Skill, and Case study. The book also contains four revision units, based on materials covered in the preceding three course book units. This course book is intended for pre-intermediate students taking the course of English in Economics. By the end of the term, students are designed to acquire and develop essential business communication skills: 1 Getting for information and note taking. 2- Making presentation, taking part in meetings, negotiating, telephoning, and using English in social situations. 3- Scanning and skimming, learning and increasing business vocabulary. Students are required to read book able to participate in class regularly and involve in the lessons, to do mid-term test at week 8th and the final test at the end of the term. 2.1.2 Textbook Evaluation Mentioning the issue of evaluating the textbooks Nunan (1988) provides his reader with valuable data resulting from evaluation, which may assist them in deciding whether a course needs to be modified or altered in someway; therefore adequate objectives may be achieved more effectively. According to Cunningsworth (1995: 15-17), there are four general guidelines with special emphasis on the syllabus and methodology such as the following. Guideline one: Course books should correspond to learners needs. They should match the aims and objectives of the language learning program. Guideline two: Course books should reflect the uses (present and future) which learners will make of the language. Select course books which will help to equip students to use language effectively for their own purposes. Guideline three: Course books should take account of the students the needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method Guideline four: Course book should have a clear role as a support for learning. Like teachers, textbooks mediate between the target language and the learners. Looking at the English textbook being used at the LTV University, it is found that the main aims of the course book Market leader- pre-intimidate is to offer opportunities for either students or businesspeople to improve their English communication skills in general, their English for business purpose in particular. According to Richards and Rodgers, (1986: 66), the nature of communicative approaches is to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four languages skills that acknowledge the interdependence of language and communication.. To realize these (ie. communicative competence and interdependence between language and communication), the course book being used at LTV University functions as the major supplier of teaching materials in 12 topic-based units and four revision units. Each unit consists of language review and vocabulary development activities. Additionally, key business functions are focused on a regular basis and students can practice the language which they have learned during the unit in the section on Case Study. In sum, the textbook is essential for teachers, business men and business students to cater for their needs. With regard to students following the course at LTV University, third- year economics students have studied some economic majors since they are students majoring in economics. Reading texts in the course book seem to be not challenging to them (as it is easy for them to acquaint themselves with English economic terms and vocabularies related to economics). However, evaluating the Textbook which is currently used for teaching ESP at LTV University is needed for ESP teachers to identify the strengths and weakness of a currently used textbook. 2.2. Authentic materials for ESP course book 2.2.1. The role of reading materials To all Vietnamese students in classes for non-language majors in general and to economics students at Luong The Vinh University in particular, reading is a task that they do everyday, it is an integral part of their work to pass the exam or to improve their knowledge. Karlin Kartin, (1998:2) states that Reading without reading comprehension is meaningless. Alderson (2000) defines reading as à ¢Ã¢â€š ¬Ã‚ ¦an enjoyable, intensive, private activity, from which much pleasure can be derived, and in which one can become totally absorbed. How to collect materials plays an important part in developing reading skill. Referring to materials Alderson (2000: 28) defines reading materials as anything which is used to help to teach language learners.. Brown (1985: 139) defines materials as any systematic description of the techniques and exercises to be used in classroom teaching. If the materials are interesting to students, they will be far more likely to want to read them. Dudley-Evans St Jo hn (1998:171) show some reasons why materials are used: (i) as a sort of language: (ii) as a learning sport: (iii) for motivation: (iv) for references. Materials then play a crucial role in exposing learners to the language, which implies that the materials need to present real language, as it is used, and the full range that learners requires. 2.2.2. Definition of authentic materials Wallace (1992: 145) defines authentic text as à ¢Ã¢â€š ¬Ã‚ ¦real-life text, not written for pedagogic purposes. (p.145), it is used for native speakers and contains genuine language. According to Peacock (1997) authentic materials are materials that have been produced to fulfill some social purposes in language communities. It means that they are aimed for learning proposes. Richards (2001) holds that authentic materials refer to the use in teaching of text, photographs, videos selection, and other teaching recourse that were not specially prepared for educational purposes. There are many different viewpoints which view authentic materials from different angles but all the authors share things in common in their definitions: Authentic materials refer to exposure to real language and its use in its own community, appropriateness and quality in terms of goals, objectives, learner needs, interest and naturalness in terms of realized and meaningful communication. 2.2.3. Advantages of authentic materials There are a number of books and journals which refer to the advantages of using authentic materials, especially in ESP brand. Firstly, authentic materials have a positive effect on learner motivation. One of the main motivations for learning a new language is to get closer to native speaker, to understand them better and to take part in their lives, authentic materials strongly utilize this motivation by their linguistic gentility and flavour of everyday life. Authentic text can be motivating because they prove that the language is used for real life purpose by real people. Nuttall (1996:172). When students are highly motivated, they prefer to work with authentic materials, finding it more interesting, more up to date than the text book. They can produce a sense of achievement (Martinez, 2002) Secondly, authentic materials provide exposure to real language. Many authors who support the use of authentic materials have shared idea of authentic materials: that are authentic materials provide students with language exposure- the benefit students get from being exposed to the language in authentic materials (Martinez, 2002). Authentic materials give students more chance to gain real information and real-to-life language that help bring the real world into the classroom. Authentic materials and media can reinforce for student the direct relationship between the language classroom and the outside world (Briton, 1991). The link between the classroom and real world enables students to comprehend the relationship between learning and practicing. Thirdly, authentic materials provide authentic cultural information. Authentic texts bring learners closer to the target language culture with the materials of native speaker. Books, articles, newspapers, and so on also contain a wide variety of text types, language styles not easily found in conventional teaching materials (Martinez, 2002) Because of these benefits, authentic materials result in an overall increase in motivation, a more positive attitude towards learning as well as active involvement and interest in the subject matter. 2.2.5. The criteria of selecting reading authentic materials Three main criteria for selecting text suggested by Nuttal (1996:170) are useful in application of selecting authentic reading materials. Firstly, authentic reading materials are selected on the basis of suitability of content, which means that authentic reading texts should be suitable to learners age, background knowledge, interest and need. Authentic materials should interest the readers by providing new, interesting information through natural and learnable language that suits the course objectives. Furthermore, it should be the type of material that students will use outside of the class for enhancing students reading skill. They should fit the proficiency level of students; the input should be challenging enough to sustain their motivation so materials which are compatible to the proficiency levels of the students or slightly above the level of students should be collected. Kennedy and Bolitho (1984) strongly suggest the use of authentic materials appropriate to the conceptual level of learners. Authentic reading materials should be used in accordance with ability of students, with suitable tasks so they feel mor e confident more secure when handing authentic materials. They are designed not only for the purpose of entertainment but also for practice of reading skill as well. They should be applicable to the students knowledge of their foreign culture or to their functional needs. Secondly, authentic reading materials should match up with the criterion of readability. This refers to the combination of structure and lexical difficulty. It is important to know at which level the students language proficiency is in order to find out about what vocabulary and structures the students are familiar with and choose authentic reading materials at the right level balancing different levels of proficiency. How to choose materials appropriate to students is suggested by Widdowson (1990: 67) as follows: It has been traditionally supposed that the language presented to learners should be simplified in some ways for easy access and acquisition. (p. 67) besides, the sources of authentic reading materials are infinite. Teachers can collect them from the most common sources such as; internet, television, magazines, newspapers, literature and mammal but some of them are full of errors, typos, and spelling mistakes so teachers should check the quality of the materials while selec ting and consider the organization of the text are clear and the content appropriate with the text or not. More important, the impression authentic reading materials should make is: the students feel that they are interacting with quality materials because there is à ¢Ã¢â€š ¬Ã‚ ¦an essential interaction between language and thoughtà ¢Ã¢â€š ¬Ã‚ ¦ Goodman (1988: 12) Thirdly, authentic materials should meet the criterion of exploitability. These materials should facilitate learning. Authentic reading texts will be exploited if it can develop ESP reading skills with various kinds of activities that are designed not only for the purpose of entertainment but also for language practice. Davies (1984:192) gives an interesting explanation of what an authentic material really is: It is not that a text is understood because it is authentic but that it is authentic because it is understood. à ¢Ã¢â€š ¬Ã‚ ¦Everything the learner understands is authentic for him. 2.3 Applying authentic materials in extensive reading program 2.3.2 Applying authentic materials in extensive reading program Nuttall (1996) regards an extensive reading program (ERP) as the single most effective way of improving skills in general. An extensive reading brings in students to be dynamic of reading as it is done in real life by including such key elements of real life reading as choice and purpose. And in fact, authentic materials have been defined as à ¢Ã¢â€š ¬Ã‚ ¦real life texts, not written for pedagogic purposes Wallace (1992) They are, therefore, written for native speaker and contain the real. Hedge (2000) indicates, before any training in the use of authentic materials can be effective, it may be the case that a certain level of language competence is necessary. Since reading extensively with authentic materials are the preeminent choice for the third year economics students who study English with a bit authentic environment. 2.3.3 Post-reading activities Post reading activities provide students a good chance to review, summarize, and react to the reading passage. Williams (1984), Greenwood (1988), and Jacob (2002)s hold that the purposes of the post reading stage, is (i) to consolidate or reflect upon what have been read, (ii) to relate the text to the learners own knowledge, interest, or view. Davies (2000) offers some activities in the final stage: discussing what is new or interesting in the text, discussing or debating the topic of the text if it is controversial; doing tasks on the language or the structure of the text, summarizing the text either orally or in writing. Jordan (1997:143) states that ESP students read for a purpose. To achieve the goal, the ESP teacher, should provide the students with different sub- reading skill though a big variety of reading activities dealing with contextual differences, rephrasing. The activities are engendered by the text and are used to extend its potential for meaningful language work, a variety of exercises follow the post reading selection. These are intended to help students acquire English reading skill. The exercises may be Asking students to do the close exercises which relates the text to individual personal details Asking students to summarize the economic reading text to list some sentences encouraging students to perform their ability about finding out the main ideas of the text, and make them possible to express their ideas in their own of words. Asking students to present what they have learned from the text in order to together make plans, monitor and review its progress. Asking student to write business letters or reports which activities provide an opportunity for students to apply their new vocabulary to an authentic and personally relevant. Asking students to play a role so as to persuade audients to involve in the activities. It is an important stage which assists students in linking up what they have read with their background knowledge and experience. Greenwood (1988) regards this stage as stimulating students reflection upon what has been read and enabling them to expand, and reinforce their perception. 2.4 Motivation So far, the role of motivation in second language learning has been the concern of many language researchers. They all agree that learners with positive attitudes towards the subject and high motivation are more likely to be successful when learning a second language. 2.4.1 Definition of motivation Crookes and Schmidt (1991) indicated that motivation is the learners desire that relates to the goal of learning a second language. In the same vein, Dornyei and Ottà ³ (1998) assert that motivation energizes human being and provides direction. Brown (2000: 160) adds motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Although motivation is very difficult to define in second language field, the main characteristics of motivation can be summarized as: (i) attitudes towards the learning a language, (ii) the desire to learn a language and (iii) motivational intensity. 2.4.2 Factors effecting motivation According to Oxford and Shearin (1994) there are twelve motivational theories or models, including those from social- psychology, cognitive development, and social cultural psychology, and identified six factors that impact motivation in language learning. Attitude Belief about your self Goals Involvement Environmental support Personal attributes Based on our discussion with colleagues, we learn that these factors are interrelated and if one of the factors is positively effected, all the other factors will accordingly be influenced and motivation is therefore increased. CHAPTER III METHODOLOGY 3.1 Kind of research In order to achieve the aim of the research, pre-experimental research is used by the researcher. Pre- experimental research used in this study is to find out how much students reading motivation improved with time and to investigate the effect of authentic materials on enhancing motivation of students in reading. Nunan (1990) stresses that experiments are often carried out exploring the strength of the relationship between the variables. Salkind (2006) points out those casual relationships between variables may be established with this type of research. 3.2 Participants 3.2.1 The researcher The researcher has been an experienced teacher of English for 8 years and been teaching English for business for more than four years 3.2.2 The selection of the subjects Fifty 3rd year economics students at faculty of economics, LTV University were divided into two groups as subjects for the experiment. They are both males and females aged from 20 to 22. They come from different provinces in Viet Nam especially many of them are from the southern area of the Red River Delta in the North of Viet Nam. They all had similar educational background. These students have been acquired the equal background knowledge and skills of English by studying General English for two years in a 240 hour teaching programme at the university. New Headway Elementary and Pre- intermediate has been adopted for the syllabus. In the third year, they have learnt ESP for four months before the experiment. Data collection instruments The experiments were carried out in two classes, which are called target group and control group. The target group uses Market Leader- Pre- Intermediate as course book and authentic materials as supplement The control group uses Market Leader- Pre- Intermediate as course book only. The research was conducted in the 12 weeks programmer with three teaching hours of forty-five minutes each. The researcher used the T-test to find out the mean (M), the standard deviation (Sd), and the ratio of each group to analyze the data collected from the research. The data needed were taken from a test which is used to identify the students achievements. The information on the students reading proficiency, motivation and attitude towards the evaluation were collected by a pre-test, and a post-test. The researcher uses the same test before and after the experiment to measure exactly the different level of reading proficiency of two groups before and after the experiment. The tests were taken from www.about.com and Cambridge University. The test is focus on such specific reading skill as Guessing vocabulary from the context Matching a word with its appropriate definition Comprehension Multichoice The test consists of 40 questions divided in to 4 part based in topic of economic plan, deliveries and suppliers, economic terms, business people. The period between the pre-test and post-test was 12 weeks. The time allowance for each test is 60 minutes and the test was delivered for both groups and then collected and graded by the researcher. Firstly, the researcher gave students a pre-test to find out about their level of reading proficiency without using authentic supplementary materials. A Post test was given to the students to find out about how much students improved the motivation in reading with time and to investigate the effect of authentic materials on enhancing motivation of students in reading from the research. Beside the tests, questionnaires were also used as data collection instruments so as to evaluate the experimenter techniques were used of the researcher and the materials. Questionnaires also were collected; the data of the questionnaires were only gathered in experiment class. Brown (1995) suggests that questionnaires are more efficient for gathering information on a large scale than other approach. The questionnaire consists of 12 questions divided in to four sections. The first section consists of 3 questions in order to get information on the attitude of stud

Monday, January 20, 2020

Girls who Cried Witch in The Crucible Essay -- Arthur Miller

In â€Å"The Crucible†, the author, Arthur Miller, conveys what he believes Senator Joe McCarthy is doing during the Red Scare. The Salem Witch Trials were true events, while this play uses these trials and adds a fictional twist to show a point. Witchcraft was punishable by death during this time. Once names started flying in town it was like a chain reaction, people were accusing others of witchcraft because they were not fond of them or they had something they wanted. Some definitions state mass hysteria as contagious, the characters in this play deemed it true. In this play, innocent people were hung because some of the girls in town cried witch. To start from the beginning, Abby, Tituba, and the girls were out in the forest one night, dancing, and were caught by Reverend Paris. Abby blamed Tituba for calling the Devil. Tituba then said it was not her, for there are many witches in the community. Tituba named some of the town’s women as witches. From here, Abby got the idea to accuse Elizabeth of being involved in witchcraft. In addition, the chain reaction of mass hysteri...

Sunday, January 12, 2020

Eugenics: the Artificial Selection

S R August 26, 2008 Biology 340 Eugenics: The Artificial Selection In the 1800’s, well-known biologist, Charles Darwin enlightened us with his theory of evolution and natural selection. In short, natural selection states that random genetic changes transpire within an organism's genetic code, such changes are preserved because they are valuable for survival. Darwin’s ideas came from economics applied to biology. By the late 1800’s Francis Galton, Darwin’s cousin, had thoroughly studied his cousins findings and disclosed his beliefs in biology, which he related to human beings.His philosophy was known as Eugenics. Eugenics was an idea was based on ways to control reproduction so that human race can better succeed, in other words, a revised sequel of Darwin’s natural selection, artificial selection. Galton understood that good advancement of mankind was let down by generous outreach to the underprivileged when such hard work motivated people to have m ore children. Galton sought after expanding his eugenics idealism from science to a policy and religion. This science was a form of perfecting the human race through improved reproduction.That alone should have scared people, however, it began to evolve, as Galton desired. Eugenicist aspired the development of advantageous characteristics and abolition of the adverse ones. Eugenics was seen as a means to resolve the combined problems because it located the cause in the flawed germ cells within the embryo of individuals of certain ethnic groups instead of focusing on the structure of society. Eugenicist alleged that inherited disorders with basic modes of inheritance could be construed from derivations of inheritance contained by families, such as polydactyl.Psychiatric disorders, such as manic depression, were also considered when researching inherited disorders. Geneticist understood that behavioral personality had the utmost impact on society. They assumed that people inherited a trait that made them have an affinity to be poor. This was termed as shiftlessness. Other predispositions that were deemed inherited were alcoholism and sexual immorality, which was a notion to be part of the cause to criminal behavior.In the 1920’s restrictive immigration laws were passed because eugenicist believed that undesirable traits were linked to racial and ethnic groups, which was detrimental to society. Furthermore, eugenics was incorporate by Adolf Hitler’s attempt at a master race. His barbaric behavior and massacre of Jews made the initiative of developing a master race became exceedingly ostracized. However, eugenics should not be considered eradicated from society. Some believe that the advancement and encouragement of birth control is considered a major eugenic success.It was seen as a eugenic success because of a sudden increase in population and frenzy to control this. I understand that eugenics may be intended to promote reproduction among the genet ically advantaged. Therefore, in that sense I find it to be acceptable to some extent. The practices that follow this type of positive eugenics, nowadays, is slowly being accepted in society. Such as, in vitro fertilization, a couple may find this option as a gift in life. However, others may argue that adoption is always the best option when infertility is an issue.The fact that there are millions of children that do not have parents, would make me opt for child adoption. As previously mentioned, birth control is considered a eugenic success. In this area I would agree with that generalization. I find that women should take care of themselves form of eugenics that I consider eugenics negative when the attempt is to subordinate fertility amongst the genetically underprivileged. Such an example would be to have an abortion knowing that your child will have a disability.Overall, this subject matter is more complicated and thought provoking that it may seem when once introduced. Howeve r, the evolution of society has made modifications to the early eugenic standards.Work Cited EugenicsArchive. org Image Archive on the American Eugenics Movement http://www. eugenicsarchive. org/eugenics/list3. pl Adams, Mark, ed. The Wellborn Science: Eugenics in Germany, France, Brazil and Russia (New York, Oxford: Oxford University Press, 1990 Neo Eugenics: http://neoeugenics. home. comcast. net/~neoeugenics/ Future Generations: http://www. eugenics. net/links/othrlink. html

Saturday, January 4, 2020

Never Trump Should We Refuse to Vote for Donald Trump

Should #NeverTrump conservatives - those opposed to the presidential nomination of reality television star Donald Trump - refuse to vote for Trump even if it means electing Hillary Clinton as the next president? Here we will explore the origins of the Never Trump movement, and why many conservatives will refuse to vote for Trump in 2016. Against Trump In January, 2016 conservative magazine National Review released an issue dedicated to opposing Donald Trump for President. This was the first major publication to come out against Trump in a major way with articles from conservatives William Kristol, Mona Charen, John Podhoretz, Glenn Beck and a dozen others detailing their opposition to his candidacy.The issue was notable for dropping shortly before the Iowa Caucuses kicked of the presidential race. After the Against Trump issue, National Review was subsequently removed as a debate sponsor for an upcoming GOP primary debate.While the magazine made a definite splash, it was ultimately written off as the last gasp of the dying Republican establishment. #NeverTrump A month later - after Trump won contests in New Hampshire, South Carolina, and Nevada - the #NeverTrump movement caught on when Aaron Gardner tweeted out the hashtag flagging an article written by talk radio host Erick Erickson. I reached out to Gardner - a political consultant and writer based out of Colorado - for background on the history of the movement: #NeverTrump began as a line in the sand for movement/activist conservatives. Erick Erickson wrote a post detailing why he could never vote for Trump, much of which echoed my own thoughts for months, as expressed in Twitter. I tagged the post shortly after it was published with the #NeverTrump hashtag and worked to get it trending on a Friday night. The response was amazing and over the next 12 hours there were over 500,000 tweets, #NeverTrump was trending worldwide, and the altright [Trump-backers] freaked out. They started to counter with #AlwaysTrump and got their anonymous accounts, alleged to be Russian troll accounts, to push the tag. Twitter took the tag off of the trending lists, but it has continued getting 100s of thousands of tweets per day. Unfortunately, certain forces aligned with Ted Cruz also worked to diminish #NeverTrump as they saw it hurting Cruz and helping Marco Rubio. If only theyd had a bit of forethought. The hashtag started trending on Twitter and would become the battle cry for anti-Trump forces throughout the remainder of the republican contests. The movement did not back a specific candidate to oppose Trump and instead emphasized strategic voting and partnerships to deny Trump the required number of delegates and force a contested convention. The first candidate to embrace the concept was Marco Rubio ahead of the March 15th contests when he signaled to his supporters that they should back Gov. John Kasich in the winner-take-all primary in Ohio. (The favor was not returned by Kasich or Ted Cruz, and Rubio lost crucial Florida and dropped out of the race.) On Team Never Trump, Mitt Romney - the 2012 Republican nominee - backed Rubio, Kasich, and Ted Cruz in different states on the same day. It wouldnt be until late April when an alliance of sorts would be formed between the two remaining non-Trump candidates. As Trump was on his way to dominating 6 contests in the northeast, and finally winning beyond just a plurality, it became obvious that the only way to stop Trump would be through an open convention that led to multiple rounds of voting by the GOP delegates. With polls showing Trump building leads in key upcoming contests in Indiana and California, Cruz and Kasich struck a deal. Cruz announced he would pull out of competing in New Mexico and Oregon, while Kasich announced he would not compete in Indiana. Both made the case for denying Trump a first-round ballot victory, but the late-forming coalition may be a case of too little, too late. Trump, as Republican Nominee So, what of the Never Trump movement if Trump wins the Republican nomination and sets up a battle against Hillary Clinton? For many, the Never Trump movement takes the first word very literally. Never. A refusal to back Trump extends beyond the primary and into the general election. Writing for Bloomberg View, columnist Megan McArdle shared the responses she received from Never Trump supporters: The #NeverTrump voters are appalled, repulsed, afraid and dismayed that their party could have let this happen. They wrote in the strongest possible language, and many were adamant that they would not stay home on Election Day, but in fact would vote for Hillary Clinton in the general and perhaps leave the Republican Party for good. These sentiments are widely held within activists conservative circles, and polls show that Donald Trump would get obliterated in a general election. But do people who are part of the Never Trump camp now stay in the Never Trump camp if the only other option is Hillary Clinton? Do they change their minds? Certainly, some will make the reluctant case for Trump. Some will support Trump and not admit it. But I would expect a fairly large contingency of Never Trump backers to remain opposed to Trump, even vocally. Many will try to guilt-trip Trump opponents into backing the reality show star or else effectively support Hillary Clinton. But conservatives should not feel guilt-tripped into backing down. And heres why: Conservatism: It isnt just that Trump is insufficiently conservative. Does even a single conservative bone in his body exist? He certainly doesnt speak the language. His liberal political history is well-known, and his current political opportunism apparent.Competence: This isnt a case of Romney/McCain/Trump arent conservative enough, Im staying home. Those men were competent. Conservatives werent thrilled with the idea of Jeb Bush being the nominee, but Jeb is at least competent, admirable, and accomplished. Trump has no interest in learning even the basics of the issues, promising only to learn them if he gets elected first.Character: What can be said about Trumps character? His behavior during the campaign is enough to give him general election nightmares, but his tabloid past is enough to make Bill Clinton blush. While the media has generally been soft on Trump, that will change in a general election. Character matters.Temperament: Trump has not shown the temperament to be presid ent. He too often is vindictive and childish, and threatens everyone who disagrees with him. The President has to be capable of making rational decisions, often quickly. Does that shoe fit? In the end, there is no obligation for anyone to support Trump. It will be his duty to convince enough reluctant people to back him in a general election. This is what Mitt Romney and John McCain and Bob Dole all ultimately failed to do and the blame belonged to them, just as it would belong to Trump. In the end, Never Trump will likely be a success. Hopefully, it succeeds in a primary and Republicans and conservatives nominate an actual Republican or conservative. Unfortunately, its more likely to succeed in a general election.