Interpret the result in your report. Also, your report and model Essay

Interpret the result in your report. Also, your report and model (where possible) should analyse the following- - Essay Example In both cases, the major components of the statements are explained e.g. remunerations disclosures, segment reports and interests disclosures have been made. The reliability of the financial statements has also been made better by the better governance structure and the independence of the auditors. According to the auditor’s reports, the financial statements give a true and fair view of the positions of the company. Moreover, both M & S and Morrison have reported the financial performance in a comparable manner. The performance in 2011 has been compared to those of 2010 to help investors monitor the firms’ progress. Notwithstanding, the notes to the financial statements have been compiled to make the information better understandable. Comparatively, Mark Spencer notes are detailed. On the element of legislations, the companies’ strategies have incorporated their products and services to satisfy the expectation of the customers and the society. For instance, Morrison is committed towards reducing the quantity of carbon released to the environment. In both cases, the users to the financial statements are the shareholders, investors, customers, the government and competitors (Palepu & Healy, 2008). The government requires the information for determining the tax amounts, customers for purposes of knowing progress of the companies and shareholders for monitoring the companies return (Palepu & Healy, 2008). The complex nature of the financial statements and the accounting jargon is the limitation in the financial reports. In conclusion, the preparation of the financial statements in accordance to the accounting standards and the companies act is necessary for comparison purposes and uniformity in reporting. This explains why both the companies have largely there is no major differences in reporting. Wahlen, JM, Bradshaw, M, Baginski, SP, & Stickney, CP, 2011, Financial reporting, financial statement analysis, and valuation: a

Voting Right Essay Example | Topics and Well Written Essays - 750 words

Voting Right - Essay Example The main issues which define the direction of the poll are thus largely clear. Nonetheless, on the one hand, it is not clear whether the increasing non-white population, the younger generation, experts, unmarried persons, and secular population segments that voted Obama, almost to a man in 2008, which enabled him to secure a victory, will stick by him come next year, in order to secure him a second term (Teixeira and Halpin 2-6). On the other hand, the likelihood of the rival Republicans concentrating their campaign on poor economic situation in the country might hurt Obama’s reelection campaign. Also significant is the campaigns by conservatives, who are critical of the Obama administration; they might pull a surprise to the incumbent candidate. Teixeira and Halpin (1-14) note that the outcome of the poll notwithstanding, it is probable that American policies will remain immensely polarized for many years, even after the forthcoming elections end. The political volatility wit nessed in the past five years indicates that the fundamental issues influencing the American political debates, which include the protection of the society by the government, the weighing of social and economic issues such as taxation rates and social welfare programs, remain contentious. In view the financial meltdown and other economic problems, which take the toll on Americans, have deeply infiltrated the electoral debates. This implies that the previous presidential poll marked just the likelihood for a fresh quest for change in American policies as opposed to the preservation of the status quo. Obama’s latest public approvals at 46%, and brighter economic prospects in a number of states in the country might result in a tough duel reminiscent of the 2000 elections. Virginia According to Teixeira and Halpin (53-56), in 2008, Virginia vote was bagged by Democratic presidential candidate Barack Obama by a margin of more than six percent. In the run up to the poll, analysts c onsidered this an Obama state, or otherwise believed to be as a blue state in the southern region. Previously, the state was viewed as composed of swing vote that both key contenders camped in during the 2008 campaigns. The financial crisis, the shifting demographics such as the population rises in thickly populated northern region gave Democrats the advantage. The white liberals in the region undeniably resulted in substantial influx of voters into the Democratic Party’s basket. Florida The strongest Republican influence in Florida originates from the upper region, which is home to about 25 percent of the entire vote in the state. Teixeira and Halpin (46-50) indicate that, although, his area has registered a remarkable increase in population, with figures of hitting 19 percent increase during the last decade, the statistics are inferior to the south. In the region, Republicans emerged as winners by 14 percentage points, nonetheless, the outcome translated into a seven-point increase for the Democrats within four years. And in the area’s sprawling metro region referred to as the Jacksonville, the Democratic swing vote increased by 11 percentage points in

Jax Ws And Its Comparison With Axis2 Information Technology Essay

Jax Ws And Its Comparison With Axis2 Information Technology Essay In todays world with the rise in development of newer and newer different stand-alone applications, the organizations and enterprises faces the difficulty in integrating all these incompatible applications for the ease of their business. In order to overcome this technical complexity more and more enterprises have started implementing the Web Services to make these heterogeneous applications work together. Web Services can be defined as the application components that can be accessed over the network. Web Services makes the applications compatible by providing cross-platform interaction possible. Web Services provides a means of communication for applications developed in different programming languages using different technologies and running on different platforms. Thus, Web Services introducing interaction between such widely different applications makes the applications more flexible, loose and compatible. In todays trend of Service Oriented Architecture, Web Services play an important role. These Web Services functionalities are accessible using standard internet protocols. The keywords related to Web Services are HTTP, SOAP, WSDL, XML and UDDI. Any Web Service is defined in XML format, known as the Web Service Description Language. The service provider registers its services in the Universal Description Discovery and Integration (UDDI). The service requestor looks into the UDDI for a particular service. The client then uses a particular WSDL and its service end point to establish a connection with the service provider. The client establishes the communication by sending SOAP (Simple Object Access Protocol) messages over the HTTP (Hypertext Transfer Protocol). There are many web services framework available such as Spring framework, Apache Axis2, Apache CXF, JAX WS, JAX RPC etc. This paper throws some light on JAX WS and Apache Axis2. JAX-WS (JAVA API for XML-based Web Services) JAX WS provides the Java API for creating and developing XML-based Web Services. JAX WS is the successor of JAX RPC (Java API for XML-based Remote Procedure Calls). Many enhancements and developments have been introduced in JAX WS from the JAX RPC mechanism. The main difference between these two mechanisms is that the JAX RPC provides call interface web services whereas the JAX WS provides the document style web services. JAX WS is the sun standard for the implementation of Web Services. Many big companies like Yahoo!, Google, Amazon do use JAX WS for the implementation of Web Services. The JAX WS architecture unlike its forerunner also supports message based services along with remote procedure based services using the SOAP for communication. JAX WS Implementation Java API for XML-based Web Services makes it easier for developing XML-based Web Services using the Java programming Language. JAX WS supports its own implementation of JAX WS programming model and does not support Axis2 programming model. JAX WS defines model for developing application handlers that deals with data during Web Services runtime. The JAX WS converts the calls matching it with the SOAP messages. Annotations used in the JAX WS simplify the deployment and development of these Web Services, their service end points and the service requestors, clients. JAX WS requires Java EE 5 or later version of Java. JAX WS provides two tools for generating Java artifacts, namely wsimport and wsgen for top-down and bottom-up approaches respectively The wsimport tool is used for the top-down or the contract first approach that is the Java files are created from the WSDL file. And the wsgen tool is used for the bottom-up approach or the code first approach that is the WSDL file is generated from Java classes. JAX WS uses Java annotations to make the simple POJO classes work as the Web Services. For example, the annotation @WebService is used along with a Java class, to declare simple POJO class to act as a Web Service. Considering a simple example import javax.jws.WebService; @WebService pubic class MyService { System.out.println(Hello WORLD); } Advantages The JAX WS 2.0 uses annotations for declaring and attaching any data related to Web Services. Using the annotations makes it simpler for the user to create Web Services. It provides better cross-platform interaction, making the communication platform independence. The JAX WS supports both synchronous and asynchronous calls. JAX WS supports asynchronous polling and callback. Along with SOAP 1.1, the JAX WS 2.0 also supports 1.2 It also supports MTOM (Message Transmission Optimization Mechanism) for dealing with binary data among the Web Services and better optimization of the SOAP messages format. JAX WS supports both REST and SOAP Web Services. Axis2 The Apache Axis is the Web Service project from the Apache Software Foundation. It is an open source web service framework for XML-based web services. The Axis has its implementation in Java and it is being developed in C++. Using Axis2, we can implement Axis framework. The Axis2 is a Web Service container for the Axis framework for creating and developing XML-based Web Services. Axis2, as compared to its forerunner Axis1, has a much better, configured and flexible architecture. It also provides more scalability as well as productivity as compared to axis 1. Axis2 Implementation While creating and developing Web Services, the Ant build tool has an important role in the development process. The WSDL2JAVA and JAVA2WSDl are the two build tools that important for developing the Wed Services. The WSDL2JAVA tool is used for the top-down or the contract first approach that is the Java files are created from the WSDL file. And the JAVA2WSDL tool is used for the bottom-up approach or the code first approach that is the WSDL file is generated from Java classes. For deployment of the Axis2 Web Services, it is necessary to create its own format aar file, and deploy it to the services folder of your axis2. The aar file is similar to a jar file and can be developed using the following command jar -cvf MyService.aar Benefits of using Axis2: Axis2 supports both SOAP and REST Web Services Axis2 also supports both, synchronous and asynchronous calls. Also Axis2 supports Message Transmission Optimization Mechanism for binary data handling. But it has some limit to the size of the binary data it can handle. Comparing Axis2 and JAX WS Axis2 can be considered as more mature framework as compared to JAX WS framework Axis2 supports ADB, JIXB, XMLBeans whereas JAX WS supports only JAXB for binding support. JAX WS supports its own implementation of JAX WS programming model and does not support Axis2 programming model. At the core of Axis2 is the AXIOM, while for JAX WS its the Java Annotations that works as the core JAX WS in transport neutral but the Web Services feature pack only supports HTTP/HTTPS Axis2 and JAX WS both handle the Bottom Up approach equally good The Axis2 supports the Top Down approach a bit better as compared to JAX WS Unlike Axis2, the JAX WS does not require any configuration file such as service.xml. It is all handled by the Java annotations. Conclusion: Comparing these two Web Services frameworks, the choice cannot be deduced to either of the Web Service framework completely, because each one of them has different qualities. The Axis2 has better and more mature architecture as compared to the other one. But at the same time, this adds to the complexity in implementation. Whereas the JAX WS, though a bit immature comparatively, is simpler and easy to implement. Plus, it also has an advantage of being the sun standard for the Web Services implementation, adding a feather to its hat. Thus, depending on the service or implementation to be carried out, the appropriate Web Service framework can be selected, though the JAX WS is comparatively pretty simple to implement.

Comparing Henry IV and King Lear :: comparison compare contrast essays

Comparing Henry IV and King Lear  Ã‚      Shakespeare's play, King Lear details the tragic consequences of the decisions of the fictitious character Lear, King of England. King Lear is a man of great power but he surrenders all of this power to his daughters as a reward for their demonstration of love towards him. Lear’s rash decision results in a chain reaction of events that send him through a journey of hell. King Lear is a metaphorical description of one man's journey through hell in order to expiate his sin.      As the play opens one can almost immediately see that Lear begins to make mistakes that will eventually result in his downfall. (Neher) This is the first and most significant of the many sins that he makes in this play. By abdicating his throne to fuel his ego he is disrupts the great chain of being which states that the King must not challenge the position that God has given him. This undermining of God's authority results in chaos that tears apart Lear's world. (Williams) Leaving him, in the end, with nothing. Following this Lear begins to banish those around him that genuinely care for him as at this stage he cannot see beyond the mask that the evil wear. He banishes Kent, a loyal servant to Lear, and his youngest and previously most loved daughter Cordelia. (Nixon) This results in Lear surrounding himself with people who only wish to use him which leaves him very vulnerable attack. This is precisely what happens and it is through this that he discovers his wrongs and amends t hem.      Following the committing of his sins, Lear becomes abandoned and estranged from his kingdom which causes him to loose sanity. While lost in his grief and self-pity the fool is introduced to guide Lear back to the sane world and to help find the lear that was ounce lost behind a hundred Knights but now is out in the open and scared like a little child. (Bradley) The fact that Lear has now been pushed out from behind his Knights is dramatically represented by him actually being out on the lawns of his castle. The terrified little child that is now unsheltered is dramatically portrayed by Lear's sudden insanity and his rage and anger is seen through the thunderous weather that is being experienced. All of this contributes to the suffering of Lear due to the gross sins that he has committed.

Elizabeth I Versus the Stuart Monarchs

Elizabeth I versus the Stuart Monarchs Kayla Christie 3rd Block The difference between Elizabeth I and the Stuart monarchs defines the way they ruled and their actions. When comparing Elizabeth I and the Stuart monarchs, one should take in factors such as each individual’s personality, religious views, and views on parliament. Elizabeth I was intelligent, and wanted religious unity in her country. She also believed that parliament was essential during her reign. The Stuart monarchs such as James I, James II, Charles I, and Charles II were not so intelligent, and wanted a definite religion whether it is Catholicism or Arminianism. The Stuarts also wanted to enhance their authority at the expense of losing parliament. Elizabeth I was intelligent, and would work to keep her reign. In Elizabeth’s speech to the troops before the battle of the Armada she states â€Å"†¦Spain, or any prince of Europe should dare to invade the borders of my realm†¦ I myself will take up arms†¦Ã¢â‚¬  Elizabeth clearly says that she would fight for her country. Being intelligent, she exercised frugality in the expenses of the government and increasing taxation, which showed a sign of a strong and efficient state. She wanted to achieve religious harmony. On the other hand, the Stuarts were stubborn. They refused to extend religious toleration. Like his father, Charles I believed in the Divine Right of Kings (that he was answerable to God alone and could not be tried by any court), and he upset the Scottish citizens of his country, many of whom were Puritans, by insisting that they follow the same religion as his English subjects. The result was the two wars that ruined England’s financial state and that would lead to the civil war and his execution.

Education Vision Essay

I believe that all students should be held to the same standards of education. While there should always be accommodations for an individual student’s strengths, weaknesses and learning style, there should also be a universal set of criteria by which a student’s progress is measured. While those standards may sometimes seem exacting to the students expected to meet them, they are far less demanding than what is required of today’s workers in an economy where competition has become global. An innovative and creative spirit has become in the last twenty years something that is generally expected of everyone rather than something only expected of the exceptional, a solid foundation in the basic elements of education, math and reading have become ever-more vital to succeeding in the modern world. Where education is concerned, I have found that creativity and innovation can oftentimes be fostered by the experience of overcoming challenges and, thereby, attaining a justified belief in one’s own abilities. A student who is taught to take pride in their work and, especially, to take pride is turning a failure into a success is someone likely to succeed in a world where competition is fierce and belief in one’s self is the most advantageous thing. Where the application of standards are concerned, I believe that any leader in an educational setting must be held to high standards just as are the students. By holding myself accountable to the highest standards, I gain the legitimacy to expect the same of my students and the ability to inspire them to do more than they may have thought possible. The position of a leader is one that is at least partially earned by gaining credibility in the eyes of those whom I am charged to lead. This can best be accomplished by setting an example; by continually challenging myself with new ideas and new situations while at the same time having the conviction to stand by those practices that have proven effective over time. Having worked as a teacher and a teacher’s assistant in various settings for the past five years, I have learned that both students and educators must never loose touch with their essential humanity and that empathy must always accompany high expectations. When a student knows that their teachers understand the hardships they face but still expect them to perform at a level of excellence, the student can be assured that they are not being driven unreasonably but are only expected to perform at the level their teachers know that student can achieve. Where sympathy and lowered expectations are really forms of condescension, empathy and high expectations communicate to a student that their instructor has not only high hopes for their student, but also a sincere and justified respect for their student’s potential. I have always felt a visceral connection and genuine responsibility for the successes and failures of my students. I hope to always be there to help my students experience the satisfaction of success and of overcoming failure.

The Brief History of the Elderly Barriers Essays

The Brief History of the Elderly Barriers Essays The Brief History of the Elderly Barriers Paper The Brief History of the Elderly Barriers Paper Mental ailment is a significant determinant giving rise to the disease burdens of the elderly people. While the elderly people do not seem to suffer from disproportionate share of most distinct mental ailment such as depression or schizophrenia they do have a much higher prevalence of dementing ailment like Alzheimer’s disease and are subjected to enhanced rates of interpersonal losses. Irrespective of substantial rates of morbidity the proportion of older people acknowledged to be incapacitated and those really receiving sufficient treatment is remarkably low than that of the younger age groups. Deficiency in the treatment of mental illness in the elderly emerge to be a considerable factor in the enhanced suicide rates among the elderly population along with the premature or unsuitable placement of elderly persons in nursing homes. The studies on mental ailment in the elderly people has been disregarded and deserted till very recently. Even with the attention that has been accorded to the prevalence of large number of patients with Alzheimer’s disease, funding for research in relation to the incidence and distressing nature of mental ailment in the elderly continues to be insufficient. (Mental Health and the Elderly Position Statement) Considerable impediments prevail for the elderly in accessing and utilizing mental health services. Community based prevention programs for older people supported by federal and state funds are limited. This is combined with the absence of institutionalized consultancy and treatment programs including medication goals set particularly for older mentally impaired people. (Mental Health Services: Reaching Out to the Elderly. (Part One)) An analysis brought out in the Journal of the American Geriatrics Society reveals that while the rates of diagnosis for depression for patients at an age of 65 and older was enhanced radically during the 1990s, considerable differentiations by age, ethnicity, and supplemental insurance coverage still continues in relation to the treatment for those diagnosed patients. The elderly people also perceive themselves to be more stigmatized about having a psychiatric diagnosis and taking medication for treatment. (Books, Articles and Research) Stereotypes related to people who belong to the elderly group and have mental illnesses may intervene with their successful health care delivery. The prospective therapies may not be organized, covered or medications supplied as a result of the prejudice that such persons cannot improve or do not have enough time left in their lives to improve. The elderly are regularly being diagnosed and provided psychoanalysis with disregard or negatively talked about when their health is narrated. Such stereotypes regularly flow into delusions about the professionals delivering their care in diagnosis or entailing medications or counseling. Stigma and ageism are two incidents that largely influence the real assessment of people who are elderly and have mental illnesses and finally their health care. (Books, Articles and Research) The coverage under Medicare is insufficient and serves to enhance the myth that mental illness in the elderly is both to be anticipated and not reactive to the treatment. (Mental Health and the Elderly Position Statement) There exists a large differentiation in Medicare and Medicaid reimbursement between psychiatric care and medical care. This has discouraged many prospective psychiatrists, social workers and psychologists from having a career in geriatric mental health. (Overlooked and Underserved: Elders in Need of Mental Health Care) Another significant element in the lives of our elderly patients is that practically all of the elderly population are dealing with co-morbidities that may incorporate physical ill health along with mental illness and the settings that entail meticulous collaboration among patients, caregivers of the families and practitioners from a variety of health care disciplines. The reimbursement for services under such settings is awkward and is sometimes an impediment to best practices. Medicare imposes a 20 percent co-insurance rate on most outpatient services except for mental health services that necessitates 50 percent co-insurance rate. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) This unjust inclination in the system is considered to be the consequence and the cause for the persistent impediment to the stigma related to mental illness and is considered to be a major impediment for reaching care. Additionally, the distinction creates confusion and improper carrier reimbursement decisions like the continuing decisions by carriers to reimburse only 50 percent for medication management services in patients with Alzheimer’s disease and other dementias in contravention to the particular directives forwarded by the Center for Medicare and Medicaid Services. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) A number of researches have revealed that when mental health services are seriously confined, the consequence is higher costs in terms of medication and over utilization of general medical visits. Elderly adults with the mental problems regularly seek health care services in primary care environments where the detection and management of this ailment condition may be less than optimal. (Mental Health and the Elderly Position Statement) The approach of the mental health professionals influences the service of care. Such personnel may demonstrate the same ageism and believe the same typecast about the elderly as those detected in the general population. They are inclined to misinterpret some problems as confronted by the elders in their normal course of ageing instead of the problems necessitating assistance. In addition to this younger, more articulate and more introspective clients may hold more appeal for many professionals. (Mental Health Services: Reaching Out to the Elderly. (Part One)) Hence the elderly adults with mental ailments continue to be segregated in nursing homes and other separating environments even as other age groups have started to gain full membership in the community. (Books, Articles and Research) It has been visualized that in no other age group is the combination and interrelationship of physical, social and economic problems as important as that of the elderly. The elderly people continue to take for granted the ailments like sleep disturbances, changes in appetite and mood differences as physical problems. This trend is strengthened by the physicians who sometimes take such symptoms to be the out come of the aging process. The medical practice presently does not necessarily assign time for the detailed medical and social trend that would foster a more real diagnosis. The absence of such organized and complete health care has an adverse impact on all age groups in the United States. However, for elderly adults who appear to have multiple needs, such health systems are largely divided up and become a surprising source of patient confusion. Most elders remove from service emotions which are besieged by the long detentions and complex procedures. For administrators facing the budgetary limits, it has more often been that the elder population has been set aside on the plea that they are older enough to take advantage from the services. It would position to cause that a society that places such great significance on youth and the significance of looking young does not lend encouraging support to improve the mental health care for the geriatric population. (Overlooked and Underserved: Elders in Need of Mental Health Care) To conclude, the accessibility to the suitable mental health services is at the center of entailing secular care to elderly Americans in the way that is most preferred by patients, their families and health care practitioners. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) A promising consumer and family movement through energetic advocacy are necessitated to defeat stigma and prevent discrimination against elderly people with mental illness. The reach to elderly mental health services can be developed immediately if we develop the abilities of primary care providers, public schools, the child welfare system and others to assist the elderly with mental health disorders looking for treatment. (Mental Health Gets Noticed) The prescribed drugs are necessary elements for treatment of a number of mental ailments and an outpatient prescribed drug assists along with a complete coverage of psychotropic medications and must be prioritized in the Congressional agenda. Other variations to the Medicare strategy which would be advantageous for geriatric patients with mental health needs are that it include extensive coverage of case management and care plan oversight, which are presently confined to patients who are being delivered with home care or hospice care; complete coverage of Medicare/Medicaid cost sharing for low income patients and revisions in reimbursement policies for services offered in assisted living facilities. (Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate) The serious confinements on Medicare reimbursement for mental health services are required to be avoided. The National Institute of Mental Health- NIMH is required to continue financial assistance at appropriate levels of devising the training programs in interdisciplinary mental health care for the elderly that incorporates the disciplines of medicine psychiatry, psychology, psychiatric nursing and clinical social work. Training programs are required to acknowledge that most mental health care takes place in the primary care environment. Instant expansion of the research programs is required to be funded by the NIMH and other agencies on the etiology and treatment of anxiety and depressive problems, paranoia, dementing problems and other behavioral problems which have profound impact on the elderly patients. (Mental Health and the Elderly Position Statement) Bibliography : â€Å"Books, Articles and Research† Retrieved from adscenter. org/topics_materials/o-books. htm Accessed on 14 April, 2005 Craven, Scott M; Parker, Marcie. â€Å"Mental Health Services: Reaching Out to the Elderly. (Part One)† Retrieved from optumanswers. com/research/articles/mentalhealth. shtml Accessed on 14 April, 2005 â€Å"Long-Term Care Financing: Blueprints for Reform- Special Committee on Aging, United States Senate† (20 June, 2004) American Association for Geriatric Psychiatry. Retrieved from aagponline. org/advocacy/testimony. asp? viewfull=8 Accessed on 14 April, 2005 â€Å"Mental Health and the Elderly Position Statement† (January 1, 1993) Mental Health American Geriatrics Society (AGS). Retrieved from americangeriatrics. org/products/positionpapers/mentalhl. shtml Accessed on 14 April, 2005 Persky, Trudy. â€Å"Overlooked and Underserved: Elders in Need of Mental Health Care† Retrieved from mhaging. org/info/olus. html Accessed on 14 April, 2005 Satcher, David. â€Å"Mental Health Gets Noticed† Retrieved from http://cms. psychologytoday. com/articles/pto-20000101-000031. html Accessed on 14 April, 2005

The Coronation of Charlemagne essays

The Coronation of Charlemagne essays Through out history rulers and those in power have often sought greater control and attempted to secure more authority. During the Middle Ages power was usually obtained by either being victorious in battle, inheritance, or by entering in some sort of contract. One of the most powerful of all rulers during the Middle Ages was Charlemagne other wise know as Charles the Great. With the start of Charlemagnes rule he was constantly engaged in military campaigns creating a vast empire and rapidly becoming one of the most powerful men of his time. However it is not his military rise to power that historians question rather it is acceptance of secular coronation and taking on the role of Roman Emperor. The fundamental question of Did Charlemagne desire to be crowned by Pope Leo III? or Was he merely caught by surprise as he would like history to believe? arises. If one were to believe what Einhard reported Charlemagne as saying That he would not have come into the church had he known the Pope's plan then the answer to the earlier question would be No. After further research of the question one can see that Charlemagne had much to gain from this new title and the benefits vastly outweighed any ill sentiments in his Carolingian kingdom. He was too powerful of a leader not to have known Pope Leo III plans a head of time an too intelligent not to have seen the benefits of this act. His acceptance of the crown and title Roman Emperor was significant in strengthening his leadership on two major points. First the coronation solidified Charlemagne as the most powerful leader of Western Europe and second it united the Roman Catholic Church with Charlemagnes Carolingian empire. Charlemagne had accomplished more that any other one person in Western Europe since the fall of the Roman Empire. Charlemagne came from a long line of powerful leaders; ...

Top Tips for Succeeding in Statistics Class

Top Tips for Succeeding in Statistics Class Sometimes statistics and mathematics classes can seem among the hardest that one takes at college. How can you do well in a class like this? Below are some hints and ideas to try so that you can do well in your statistics and mathematics courses. The tips are arranged by things that you can do in class and things that will help outside of class. While in Class Be prepared. Bring paper for notes/quizzes/tests, two writing implements, a calculator, and your textbook.Be attentive. Your primary focus should be whats going on in class, not your cell phone or Facebook newsfeed.Take careful and complete notes. If your instructor thinks that something is important enough to write on the board, it should be written in your notes. The examples that are given will help you when you study and work problems on your own.Write the date and section covered in your notes at the beginning of each class. This will help when you study for tests.Be respectful of your classmates time and ask questions that are pertinent to the material being covered. (e.g. Why is the number of degrees of freedom one less than the sample size?) Save questions that pertain only to you (e.g. Why did I get 2 points taken off for problem number 4?) for your instructors office hours or after class.Dont feel the need to cram as much as possible on a page of notes. Leave plenty of room so that you can write your own comments when you use your notes to study. When test/quiz/assignment due dates are announced, immediately write them in your notes or what you use as a calendar. Outside of Class Math is not a spectators sport. You need to practice, practice, practice by working out problems in the homework assignments.Plan on spending at least two hours studying and/or doing problems for every 50-minute class session.Read your textbook. Constantly review what has been covered and read ahead to prepare yourself for class.Get in the habit of consistently doing work for your courses.Dont procrastinate. Start studying for your tests around a week in advance.Spread out work for large assignments. If you have difficulties early on you can get help more quickly than if you wait until the night before.Utilize office hours. If your schedule doesnt match your instructors office hours, ask if it is possible to make an appointment for a different time. When you come to office hours, be ready with specific questions about what you had trouble with or didnt understand.Utilize any tutoring services that your college or university provides. Sometimes these services are offered at no cost to students. Review your notes constantly. Form study groups or get a study partner in each of your classes. Meet to go over questions, work on homework, and study for tests.Dont lose the syllabus or any other handouts. Hold onto them until after you get your final grades. If you lose the syllabus, go to the course webpage to get a replacement.If you get stuck on a problem and dont make progress on it after 15 minutes, call your study partner and continue working on the rest of the assignment.take responsibility. If you know you will miss a test for any reason, let your instructor know as soon as possible.Purchase the textbook. If you have an older edition of the book, it is your responsibility - not your instructors - to see what that the sections/page numbers mentioned in class correspond within your book.If you are a statistics or math major, strongly consider keeping your textbooks and dont sell them back. Your statistics book will be a convenient reference.

Martin Luther King Jr,s Letter from a Birmingham Jail, Critical Essay

Martin Luther King Jr,s Letter from a Birmingham Jail, Critical Analysis - Essay Example King attempts to persuade his readers that his position is valid. King defends his stand in the Birmingham Campaign by making skilful use of the rhetorical techniques of ethos, logos and pathos. King begins his letter by using the persuasive technique of ethos to establish his authority and his credentials. He asserts his position as the President of the Southern Christian Leadership Conference, which is affiliated with the Alabama Christian Movement for Human Rights (ACMHR). By categorically stating, â€Å"(I) am here because I was invited here. I am here because I have organizational ties here,† (King, 6), King makes it clear that his presence in Birmingham is at the express invitation of the ACMHR, and is eminently justified. He establishes his credibility as a spokesman for the protestors, and his right to participate in the campaign. King effectively foils his critics’ bid to depict him as an outsider. By acknowledging his critics to be â€Å"men of genuine goodwi ll† (King, 6), and demonstrating his willingness to give their views patient consideration, King enhances his own good-will and position as a fair-minded person. King emphasizes the common ground held by him and his critics. By addressing his letter to his â€Å"Dear fellow clergyman,† King emphasizes their shared religious calling. His repeated allusions to Christian belief and personalities, including his references to the Apostles and Christ, serve to reiterate his commitment to the church and vouch for his good moral character. He categorically states that his primary identity is that of â€Å"a minister of the gospel, who loves the church† (King, 13). Again, he declares that he is â€Å"the son, the grandson and the great-grandson of preachers† (King, 14). King unequivocally tells his critics that he is one of them. Having established his credentials through ethos, King goes on to use logos to convince his readers as to the reasonableness of his stand . His defense of direct-action is a remarkable study in logic. First, King justifies his form of protest by arguing that â€Å"In any nonviolent campaign there are four basic steps: collection of the facts to determine whether injustices exist; negotiation; self purification; and direct action† (King, 7). He then takes up each of these steps in turn and provides evidence to support his direct-action program. First, he calls attention to the fact that â€Å"Birmingham is probably the most thoroughly segregated city in the United States† (King, 7). Second, he details the failed negotiation process. Thirdly, he gives an account of the preparation for non-violent protest. Finally, he justifies direct action, by eloquently describing it as â€Å"the need for nonviolent gadflies† to goad the authorities to negotiation (King, 8). Again, King logically supports his defiance of the laws by distinguishing between â€Å"two types of laws: just and unjust† (King, 9). He cleverly equates the segregation statute with unjust laws and puts the moral law of the Church above it. This effectively absolves him of any transgression of the law. King links his civil disobedience to that of the Christian martyrs, to Socrates, the American fight for independence and the anti-Gestapo resistance. These analogies support his logic and enable King to defend his argument. There can be no doubt that King is a past master in

Promotions Article Example | Topics and Well Written Essays - 500 words

Promotions - Article Example Under its deal with the Lionsgate, Groupon will sell the tickets for the LINCOLIN LAWYERS at a price of $ 6 during its two day online promotion. Under this deal, consumers purchasing the tickets will be given a special code which will be valid through Fandango for redeeming tickets. Interesting point in the article The digital promotion is the point that attracts me the most. Previously, we had traditional marketing and promotional activities in which direct marketing and promotional activities were carried out. Thanks to the Internet, from the comfort of home, one can easily be reached and made aware of a particular marketing and promotional activities. It is also advantageous from a company’s point of view as well. Take an example of Groupon; currently it has direct access to more than 60 million consumers globally. In the traditional offline marketing and promotional activities, to reach and remain in constant touch with such huge number of consumers would not be an easy fo r a marketing and promotional company. A link between the article and chapter points Basically, there are two points that are simultaneously mentioned and discussed in the book and the article as well.

Eating Habits In Relation to Political, Social, and Economical Essay - 161

Eating Habits In Relation to Political, Social, and Economical Environment - Essay Example Social factors dictate the preference for cereals in both pictures. The respective societies from which the two families live hold cereals in higher regard than another foodstuff. Consequently, both families would naturally want to stock up on more cereals than anything else. On the other hand, environmental and economic factors set the two families apart in dieting. Generally, the first family has less food, especially greens, compared to the second family. Harsh weather has led to inadequate food production for the first family while the second family enjoys abundance due to favorable weather for agricultural production (Kennedy et al p134). Secondly, the backgrounds of the pictures suggest that the first family is less endowed with resources compared to the second family. The second family seems to be residing in a fairly posh neighborhood while the first family lives in desolation. In conclusion, economic, political, environmental and social factors dictate the eating habits of people. A harsh environment and weak economy subject the first family to a state of near deprivation. The second family has plenty due to favorable weather and economic factors.

Early childhood. Fundemental movement skills and behaviour Assignment

Early childhood. Fundemental movement skills and behaviour - Assignment Example Observation Techniques The observation techniques that were selected for this opportunity were anecdotal record, checklist, and photo observation, which means antecedents, behaviours, and consequences. The 1989 United Nations Convention on the Rights of Children includes articles 12, 13, and 14 which pertain directly to the observation of children. Article 12 states that â€Å"children have the right to say what they think should happen adults are making decisions about them, and to have their opinions taken into account† (Hobert & Frankel, 2004, p. 2). Article 13 supports the right for children to have information as long as it is not harmful to them. Article 14 says that rights to privacy should be afforded to children (Hobert & Frankel, 2004, p. 2). Keeping this framework in mind, the observational techniques were used in non-invasive and inclusive methods. The advantages of using the anecdotal record is that it allows for an opportunity to use the humanistic approach in order to provide for values to be placed on the nature of what occurs. The disadvantage is that the anecdotal record can be subject to bias and might not reflect the true picture of what has been observed. The checklist provides for a series of milestones to be placed on a list and they can be checked off as they are observed has having been accomplished. The disadvantage is that a checklist does not provide for context to be placed into the checklist and it is a bit removed from the child. Antecedents, behaviours, and consequences is a comprehensive way to look at what is observed and puts the entire experience into context with the time that has passed. The Rogerian Approach provides for looking at what occurs objectively so that it can be objectively evaluated. The disadvantage is that it might be difficult to interpret progress if not enough changes before and after the event. Introduction of Child and Context The child that was chosen for this observational opportunity has been given the name ‘Alice’ for the purposes of this discussion and to protect her identity. Alice was four years and two months old at the time of observing her. She was included in a small group of four other children she played with frequently in the part. Their age range was 3 to 5. The children was included in the games and was intended to extend on the skill of balancing. Interpretation Alice was observed being able to balance using different strategies. The FMS was observed through three games in order to determine if the task was consistently possible for the child. Alice had been observed having some balance issues in the past, but it had not been decided whether or not they indicated a developmental delay, so the three gamers where developed to extend this skill. During the three games, the second game of her balancing on beam was successful as she was balancing alone however the other games disrupted by laughter and not concentrating due to her focus being on oth er children and not on the task. Recommendation for Planning Table The skill was broken down into a series of skills that were needed to accomplish the task. During the time period between the ages of 2 and 6 there are great strides in fundamental movement skill development and a child should be able to stand on one foot or balance by the age of three (Rathus, 2006). The skills for balancing as follows:

Human Behavior Task Essay Example | Topics and Well Written Essays - 1000 words

Human Behavior Task - Essay Example Therefore, proper OB will assist the managers to get people prepared for participating and interested in the organizational processes. This not only deals with the employees but also ensures change and innovation managements across the various stakeholders involved in the functioning of the organization. In this paper, we will focus on both theoretical support and practical examples to reflect more on the critical OB concepts. Research Question: How an understanding of OB concepts helps managers to overcome the challenges? Literature Review: Supporting Theories Organizational behavior is a sector independent management specialty, which demands considerable research and study today. In the 1990s, world wide adoption of open markets and subsequent globalization led to more dynamic developments and tendencies inside the various organizations around the world. Changing organizational practices become more important than ever since managers from different cultures, countries, backgrounds, and management schools began to interact and handle more diversified labor force. As a result, in today’s business environment, dynamics of OB extensively involve an understanding of real world organizational changes. Hence, experts like Brief and Dukerich (1991) have raised the critical question that whether theory in OB is useful or not. Yet, they state, â€Å"On a more positive note, it then is argued that theory in organizational behavior has practical value even though it may not be useful in a more narrower sense.† (Brief and Dukerich, 1991, p.327) Several theories in the realm of OB do suggest that robust concept of the subject can help managers to handle challenges. Motivation theories related to personality theory help the managers to motivate their subordinates, peers, and themselves. This behaviorist pattern is further reinforced with the help of organizational level theories that utilize group leadership and group dynamics concepts. So, theoretical approac h has helped the sphere of OB to evolve on a more scientific and rationalistic scaffolding. (Miner, 2006) In today’s multicultural and multinational business environments doped with competition and rivalry, understanding of OB can further help the managers to develop proper leadership practices and counter the challenges they face. Leadership theories become functional in this behaviorist segment. Avolio et al (2009) have proved that theoretical perspectives on transactional, transformational, and/or charismatic leadership do impact the function of an organization with the help of empirical research. Organizational behavior, in fact, is an interdisciplinary field of study, which covers various theoretical concepts. Thereby, the scope of OB involves theory based practical trials. Hence, OB concepts help managers to develop both subjective and objective understanding of the organization in general. They thus become instrumental for the managers to counter various challenges of the modern business world; and organizational change remains a prime focus area that requires holistic managerial commitment. (Alange and Steiber, 2009) Case Example In this section, we will discuss that how implementation of OB concepts help managers to overcome challenges in real world scenarios. The Case of Yasar University Yasar University is located in Turkey. It was established in 2001 â€Å"with the goal of helping students excel both academically and as members of society.†

Preliminary Organizational Analysis Essay Example | Topics and Well Written Essays - 750 words

Preliminary Organizational Analysis - Essay Example In regard to the production situation, the department’s performance constantly remains under the scrutiny of the strategies department plus the ministry in charge. In the last quarter performance indicator survey, the department had trouble attaining the earlier set goals and objectives plus submitting their reports. The few staff members whined of responsibilities getting distributed unfairly. In fact, some of the workers concurred toiling more than others thereby emanating in unequal work pressure distribution (Jenster & Hussey 32). Some employees in the department possessed inadequate skills plus qualifications to work there. Furthermore, all the staff possessed the same job title, but with no specific job descriptions. Moreover, they too had problems in identifying the individual who possessed the official documents relevant to their department, thereby contributing to disorganization while trying to accomplish certain tasks due to missing documents. Furthermore, coordinat ion and harmonization among the staff became poor over time since some thought were superior to others. In addition, some repudiated orders directed to them by their fellow staff members, and only confounded to those directed to them by their seniors (Jenster & Hussey 54). ... Since the various committees had set goals and objectives, the boss left his deputy in charge of the various initiatives to be commenced. The deputy decided to oversee the initiatives by himself and took the responsibilities of planning, follow up and supervision (Jenster & Hussey 68). Analysis of the situation The strategies department and the Ministry of Internal Security in emphasizing more on timely delivery of performance reports from the various police stations, the department received immense pressure (Jenster & Hussey 46). Accordingly, by the police boss getting involved in various committees meant he had less time to establish a detailed organizational structure for the department plus prepare job descriptions for each staff. Moreover, in having less time, meant that during the end of every quarter when the strategic department came to collect performance reports, denotes he avoided accountability. For him, as long as the administration department achieved its goals and obje ctives as per the performance records, meant there existed no administrative problem. In addition, by the police boss lacking a personal secretary contributed to him having less time for his department due to poor time management, leading to poor communication between the boss and the staff (Jenster & Hussey 83). In relation to the committees, by the deputy police boss taking all responsibilities in the initiatives put forth, contributed to him too becoming busy to care for the staff problems. The employees in not knowing their job descriptions resulted to a lot of confusion in the department, but the police boss could not solve it due to his tight schedule. The staff in having poor coordination and harmonization at work affected

Human Behavior Task Essay Example | Topics and Well Written Essays - 1000 words

Human Behavior Task - Essay Example Therefore, proper OB will assist the managers to get people prepared for participating and interested in the organizational processes. This not only deals with the employees but also ensures change and innovation managements across the various stakeholders involved in the functioning of the organization. In this paper, we will focus on both theoretical support and practical examples to reflect more on the critical OB concepts. Research Question: How an understanding of OB concepts helps managers to overcome the challenges? Literature Review: Supporting Theories Organizational behavior is a sector independent management specialty, which demands considerable research and study today. In the 1990s, world wide adoption of open markets and subsequent globalization led to more dynamic developments and tendencies inside the various organizations around the world. Changing organizational practices become more important than ever since managers from different cultures, countries, backgrounds, and management schools began to interact and handle more diversified labor force. As a result, in today’s business environment, dynamics of OB extensively involve an understanding of real world organizational changes. Hence, experts like Brief and Dukerich (1991) have raised the critical question that whether theory in OB is useful or not. Yet, they state, â€Å"On a more positive note, it then is argued that theory in organizational behavior has practical value even though it may not be useful in a more narrower sense.† (Brief and Dukerich, 1991, p.327) Several theories in the realm of OB do suggest that robust concept of the subject can help managers to handle challenges. Motivation theories related to personality theory help the managers to motivate their subordinates, peers, and themselves. This behaviorist pattern is further reinforced with the help of organizational level theories that utilize group leadership and group dynamics concepts. So, theoretical approac h has helped the sphere of OB to evolve on a more scientific and rationalistic scaffolding. (Miner, 2006) In today’s multicultural and multinational business environments doped with competition and rivalry, understanding of OB can further help the managers to develop proper leadership practices and counter the challenges they face. Leadership theories become functional in this behaviorist segment. Avolio et al (2009) have proved that theoretical perspectives on transactional, transformational, and/or charismatic leadership do impact the function of an organization with the help of empirical research. Organizational behavior, in fact, is an interdisciplinary field of study, which covers various theoretical concepts. Thereby, the scope of OB involves theory based practical trials. Hence, OB concepts help managers to develop both subjective and objective understanding of the organization in general. They thus become instrumental for the managers to counter various challenges of the modern business world; and organizational change remains a prime focus area that requires holistic managerial commitment. (Alange and Steiber, 2009) Case Example In this section, we will discuss that how implementation of OB concepts help managers to overcome challenges in real world scenarios. The Case of Yasar University Yasar University is located in Turkey. It was established in 2001 â€Å"with the goal of helping students excel both academically and as members of society.†

Group Working Skills Essay Example for Free

Group Working Skills Essay As it’s saying Two Heads Are Better Then One, what if there were more than two, people prefer working with their friends, or others in a group to achieve their goals easier, but nowadays even studies require a group work, and sometimes the member of it will be chosen randomly, so they would probably face so many problems that would affect achieving their goals, those problems can be developed with some strategies and dynamic that I’m going to provide and analyse it with an example. In my Business foundation year I have been required to work in a group to do a Business Plan that represent 40% from the final grade, the group was chosen randomly, I faced some problems during the work that affected our group working, the main ones are related to Organisation or structure the group more specifically on NORMs, and COHESIVENESS. Payne,E. and Whittaker,L (2000) argued that GROUP DYNAMIC is the name given to the way that a group deals with factors that affect it from within itself; there is some aspects to a group that can be identified such as, Norms, Goals, Roles, Size, Cohesiveness, and Structure of it. The aim of this essay is to discuss an example of my previous group work, and analyse it according to group dynamic concepts. As I mentioned being in a group required to do Business Plan, the group goal was to present a new idea of a product in the UK, and explain how to set it up, and count the expenses and market it as we learned, however it was important to us because the work was 40% value from the final mark. In the group there were 6 members, so the group was required to do a final presentation of the business plan, and we also was required to meet twice a week. First we faced Two main problems, this work was require some creativity and different ideas, and some of the members were too quiet and they don’t like to share their ideas with other members on the group specially in marketing the product part, so we had some problem in Organisation and Structure, mostly in structure which Payne, Whittaker(2000,p:60) defend it as â€Å"some type of a group structure will arise spontaneously because most student feel more comfortable given a framework within which to work. † Also Payne,E. nd Whittaker,L (2000) argued that whether if the members of the group consciously aware of some certain problems of structures aspect happens to some members of group or not, but the other will be influenced from their patterns behaviour, and in all groups this kind of behaviour are mainly unwritten, and majority of patterns accept it without realising it, these behaviour called Norms. To avoid such a problem and develop the work, according to Pyne, Whittaker,(2000,p:62) argued that â€Å"Norms always develop in groups and will control or inhibit the behaviour of individual members in a particular set of circumstance. In solving this kind of problems Payne,L. and Whittker,L(2000) belive that there are ways in norms to develop the work and group may come with a particular develop norm to encourage everyone to work and perform high quality of work, and norms always there exist even if the group was not aware of it. In solving and avoid this particular problem happened, in group is good to have Coordinator For example, Coordinator will join members ideas and suggestion together and coordinate the activities. Other problem that we faced was, because half of the member were holding same nationality, the other members find it difficult to deal with them or even to get knowing them more, because they were always together and prefer to speak in their own language, so the group faced a problem with COHESIVENESS, as it argued is a good dynamic to develop a group, Payne, Whittaker(2000,p:65) â€Å"Cohesiveness is generally used to refer to the degree to which members desire to stay in the group and express agreement with the group goals†. But there was also some disadvantages of Cohesiveness that related to the problems that we faced, Payne, Whittaker(2000,p:66) argued that â€Å"Too much similarity of the behaviour of group members leading to increased cohesiveness, can actually be detrimental to performance†. So Developmental Stages of group provide stages that would help solving Cohesiveness disadvantage mentioned above, which is in stage one GETTING TO KNOE YOU, Payne, Whittaker,(2000P:67) argued â€Å"Group member will attempt to discover which behaviour are acceptable and unacceptable. This is a period of getting to know each other, deciding on goals to pursue, and getting organised. † To conclude, I believe that working in group require so many dynamic that helps the members in achieving the group goal easier, while doing so each member will face less problems in working. As it mentioned in the essay about two dynamic that will develop the group unity was setting up some norms that will help and encourage other member to produce high quality of work, and the first stage in developmental stages of groups, which was Getting To Know You stages that argued how to accept and unaccepted members behaviour and decide the goals to peruse. On other hand each group must be aware of problem facing to avoid such problems affecting in their goal achievement.

Mega Events And The Legacy It Leaves Behind Tourism Essay

Mega Events And The Legacy It Leaves Behind Tourism Essay City planners around the world get an opportunity for rapid urban development and regeneration at a large scale through mega-event planning. The Barcelona Olympics of 1991 saw a paramount shift in mega-event planning, where city planners focused on the legacy that the event leaves behind and its impact on the city. The sustainable urban development of the city of Barcelona catapulted it to one of the top cities of Europe in a matter of year. Following the success of the Barcelona Games, mega-event organizations such as the IOC, Commonwealth Federation, FIFA etc. began focusing on the legacy plan of bidding cities for determining winning bids for such mega-events. An understanding of the effects of various legacy plans and its implementation in bid-winning cities is essential in formulating guild lines for evaluating the success of the legacy plans. The City of Delhi derived much of its legacy plan from previous bid winners and developed its urban regeneration plan for the city. The intention of this dissertation is to investigate the legacy plan for urban regeneration intended for the city of Delhi through the Commonwealth Games as well as the legacy that the event left behind. A comparison can therefore, be made to determine the extent to which the urban regeneration plan was implemented and how successful it was. The Macmillan Dictionary defines: Legacy: something  such  as  a  tradition  or  problem  that  exists  as  a  result  of  something  that  happened  in  the  past. something  that  someone  has  achieved  that  continues  to  exists  after  they  stop   working  or  die. The mega-event is by its nature large scale, organized by the social elite in the host nation or city and projects secular values and principles through the creation of an official version of the city or nations history and contemporary identity. Performance mega-events are typified in the 20th century by the Olympics and represent a populist cultural expression of the achievements of the host city or nation (Roche, 2000). Reinvention of a Mega-event as catalyst of urban development became prominent towards the late 1970s. Reasons for this were the growing awareness of the pervasiveness of deindustrialization led city planners to take action to stimulate new sources of employment and also that urban regeneration by traditional production based approaches became implausible. This lead to alternate strategies that relied on service industries and consumption to supply growth.(R.Gold, M. Gold, 2007) Mega-events are used by city planners to fast forward the planning and execution process by overcoming problems of urbanism. The recent host cities of mega-events have used it to contain the social disruption arising from rapid urbanization and economic expansion. Host cities use these events to achieve specific local and national goals. The 1992 Barcelona Olympic Games represented an opportunity to redevelop the city using a mix of public and private sector funding that balanced the commercial and social aims. The Fantasy City model (aggressive commercialism and tourist orientation) of the Los Angeles Games were modified and the Barcelona approach emerged as an alternative to obtaining a post-Games regeneration legacy. Since 1992, Legacy has assumed a considerable significance to the International Olympic Committee (IOC) as its evaluation process has incorporated environmental and other social dimensions and is now firmly focused upon non-sport related outcomes as a source of legi timation for hosting the Games. The Barcelona inspired modification of the commercial approach to hosting the Games was replicated by London with the 2012 bid creating a combination of public and private funding and partnerships to deliver the event and an ambitious social, cultural and economic legacy. (Poynter, 2009). The Government of India also gave a comprehensive legacy plan to the Commonwealth Federation in order to win the bid of the 2010 Commonwealth Games to Delhi, India over Hamilton, Canada. The study of previous Mega-events particularly the Olympics of Barcelona 1992, Atlanta 1996, Sydney 2000 and Athens 2004, their legacy plan and implementation, are key to understanding and analyzing the legacy plan for Delhi post the Commonwealth Games of 2010. The key findings of the Greater London Authority on previous editions of the Olympic Games of Barcelona 1992, Atlanta 1996, Sydney 2000 and Athens 2004 for assessing the Legacy of the London Olympics of 2012, are as follows: Economic Legacy Momentum In the economic sphere Legacy Momentum refers to the capacity of the city and regional economy to continue an upward growth path following the immediate post-Games downturn in economic activity. The capacity to achieve momentum relates to several factors. The Games must complement an already existing regeneration plan that involves new phases beyond the Olympic event. The knowledge-base derived from the preparation and staging of the event is not dispersed when the Games end but is utilized to promote further innovation with the city and region. 3. The negative consequences and omissions from the Olympic-related regeneration phase are addressed in subsequent urban development projects. Barcelona (1992) is the best example of a host city achieving Legacy Momentum. The Mega Event and the City Economy The impact of the Games on a city economy is both tangible and intangible. The intangible re-branding of a city may have subsequent tangible effects, especially through inward investment and the enhancement of entrepreneurial confidence and expertise (Barcelona 1992). The Games provides a significant catalyst for renewal; accelerating the completion of infrastructure projects (Barcelona 1992, Atlanta 1996, Athens 2004 and more modestly Sydney 2000) but the host city population emerges with a balance sheet of positives and negatives from a process of regeneration that happens to it rather than is shaped by it. Social, Cultural and Lifestyle Olympic Philosophy: Regeneration The IOC commits to ensure that the host cities and their residents are left with the most positive legacy of venues, infrastructure, expertise and experience Urban Renewal All Cities pursue hard legacy gains: infrastructure, the reorientation of city spaces, improved amenity, new types of land use and economic activity. Barcelona is the acknowledged success story here. Planned-in legacy offsets white elephant syndrome in some cases The post-Games use of infrastructure is an important guide to the success of the Games, and in all cases legacy needs to be built into initial conception, design and delivery of Olympic facilities (buildings, but also IT, governance, city brand management, and post Games maintenance contracts). Barcelona Olympic village, Atlanta business tourism, Sydney and Australian tourism and Athens transport systems provide indicative evidence. The Green Legacy The first Green Games, and its Environmental Audit Legacy- Sydney was the first Games to be audited throughout by Greenpeace, who issued a detailed and fairly positive report. Any future Games environmental impact will be judged according to the Sydney benchmark, and therefore cooperation with NGOs (in information sharing, planning and execution as well as in establishing the principles for construction, raw materials procurement, etc) is vital. Sustainability and poverty reduction Environmental sensitivity and sustainable development together form the third pillar of Olympism, as is fully explained in the Olympic Agenda 21 document of 1999. Sustainable development means engaging with the whole worlds needs for clean air and water, and creating opportunities for personal and social development worldwide. Hard infrastructure and urban renewal à ¢Ã¢â€š ¬Ã‚ ¢ Housing, Olympic Village development (Cashman 2006) à ¢Ã¢â€š ¬Ã‚ ¢ Transport connectivity and enhancement greener, cleaner and more efficient (Cashman 2006; Essex and Chalkey 1998) à ¢Ã¢â€š ¬Ã‚ ¢ Economic success (Preuss 2004; Cashman 2006) à ¢Ã¢â€š ¬Ã‚ ¢ Telecommunications infrastructure à ¢Ã¢â€š ¬Ã‚ ¢ Sporting facilities permitting increased sports and other community activities/participation. à ¢Ã¢â€š ¬Ã‚ ¢ The outward fabric of the city cleaning and greening à ¢Ã¢â€š ¬Ã‚ ¢ Hotel and other tourist and leisure venues including night time Economy Definition of a Good Legacy While each of the past cities can be seen to have pursued many of these aims, typically each city can be shown to have emphasized in particular instances a narrower range of ambitions. It is the case that typically cities aim to integrate Olympic-based renewal alongside wider urban development agendas.( Preuss 2004). Notable differences in cities starting points Adapted from McKay and Plumb (2001) The Barcelona Games (1992) are often cited as a model for London. These Games represented the regeneration of an entire city of three million people, rather than a narrower geographical area within a larger city. It is also worth noting that the Barcelona Games were the most expensive of the recent Olympiads, as a consequence of the large-scale regeneration program. The Atlanta Games (1996) were not particularly focused on regeneration. Spending was confined largely to sporting facilities (no Olympic Village was built, for instance), and the private funding of the Games left a very limited legacy. The Sydney Games (2000) were less focused on regeneration than the London Olympics are: the Homebush area was regenerated by the Games, but the residential areas were in fact already wealthier than Sydney overall. Athens Some major regeneration projects (2004) included the Athens metro and road systems. Revivification of Athens as a world class tourist city and assertion of relationships with Europe were key aims. Other Legacies Typically, apart from sporting venues, there are four areas of development à ¢Ã¢â€š ¬Ã‚ ¢ Transportation: road, rail, tram, air and various interconnections, as well as policy and planning on parking, pedestrianisation and modal shift. à ¢Ã¢â€š ¬Ã‚ ¢ Telecommunications infrastructure primarily to service the worlds media, but in the future perhaps also developing Olympic area for WiFi and/or other connectivity for visitors à ¢Ã¢â€š ¬Ã‚ ¢ Housing, especially the Olympic village urban realm and cultural infrastructure night time economy, Cultural activities as well as ecological and parkland projects. There is typically some initial disruption locally, and related concerns about the long and short term impact of such development on various costs, especially on the inflationary impact on rents and prices, not only in the short term period of the Games, when congested transport systems and the prospect of inflated restaurant prices can jar with local communities, but in the medium and longer term, where infrastructure investment, especially improved transport links (as well as reputational benefits for the city) can drive up property and rental prices either city wide or, as is more significant, in certain privileged areas. The Games are welcomed as a stimulus to and accelerator of such investment and developmental change in the city, however; transformations leading to gentrification and house price/rental inflation can rapidly produce divisions. As with any kind of regeneration project, the Games can contribute to an amplification of socioeconomic differences, producing new spatial distributions of wealth and well-being and gentrification effects which sometimes polarise local populations in regenerating areas. For instance, Barcelona is understood to be amongst the most successful cities in terms of legacy. As part of its successful development of its image and infrastructure towards becoming a key European hub and a renewed centre for global tourism and culture, the city has also seen (as a consequence) massive house price and rental inflation (131% between 1987-1992), and the emergence of a large population of wealthy international resident/visitors and property investors benefiting from long term infrastructure investments more directly than some local populations, whose access to housing and jobs may not have significantly improved. Legacy of Sports Infrastructure It is possible to identify a range of subsequent legacy uses for sports infrastructure. The afterlife of the venue is an inaccurate designation, since the short, 16 day Olympic phase (not including the test and training events that may proceed the Games proper) while determining many of the features and fabric of the structure, ideally ought not, exclusively and definitively pre- or pro- scribe subsequent usage. Preuss (2004) suggests four main follow up uses of Olympic facilities, to which we might add a further use, drawing on Cashmans (2006) account of the importance of memory and retrospection in informing the subsequent symbolic and soft legacies of the Games: Follow up usage of Olympic Infrastructure (Table below) Source : adapted from Preuss, 2004 and Cashman 2005 The Requirements There is no direct correlation between such increases and the wide variations in the cost of putting Games on, however; such variance is a function of decisions about how and which sporting and other infrastructure will and must be developed, revitalized or replaced in the particular host city. What the Cities Built: Outlining New and Existing Facilities Clearly hard legacy, as well as costs, are linked to the proportion of new construction undertaken for the Games. This work, extensive as it is, represents less investment than the large capital projects such as roads, rail links and land reclamation leading to fundamental legacy gains (as well as massive cost including cost overruns). However, it is the specifically Olympic buildings and in particular large stadiums that invite most speculation about future usage. The degree of new infrastructure development undertaken by different cites varies (Preuss 2004; Baim 2007; Essex and Chalkey 2003). In part this is a matter of culture, where specific sports and facilities (such as baseball in the UK) are not routinely apart of the host nations sporting habits. Existing development and intended investment planning largely shape this aspect of hard legacy. General Facilities Barcelona, Atlanta, Sydney and Athens (Table below) Source : Adapted from Preuss (2004) As Carbonnell (2005) suggests, drawing primarily on the Barcelona experience, For any city, hosting the Olympic Games is both an honour and a challenge. Much of the infrastructure required is temporary in nature; it only serves a purpose for the duration of the Games themselves. Barcelona took a very clear-cut approach on this issue: the aim was to undertake ambitious projects which would benefit the city as a whole, convinced that what was good for the citys residents would also be good for the Olympic family (Carbonell 2005). Accommodating the required numbers of visitors to the host city, and ensuring a high quality and secure experience for all, over 16 days, is no small task. However, the scale of host cities Olympic projects, especially when thinking in terms of legacy, must also, and primarily, include consideration of the scale, extent and quality (in terms of delivery and planning for subsequent use) of the whole refurbished fabric of the host city, in and around the main Olympic sites, but also beyond, up and down transport routes and down and through hi-tech telecom and IT infrastructure. Indicative changes in Land Use Associated with Olympic Construction (Table below) Source: Adapted from Preuss 2004 Barcelona The Olympics were an accelerant to and focus for a number of projects, some long planned, others specific to circumstances pre-1992. The Games emerged within transformations involving extensive urban development; of old fish markets, army barracks, a womens prison and polluted waterfront areas3. à ¢Ã¢â€š ¬Ã‚ ¢ The 1936-built stadium in Montjuà ®c Park was refurbished and many new venues were built. à ¢Ã¢â€š ¬Ã‚ ¢ The Olympic Village necessitated a new placement of two rail lines that separated downtown Barcelona from the coastline formerly an industrial area. à ¢Ã¢â€š ¬Ã‚ ¢ The industrial section was replaced with beaches, which after the redirection of the metro line re-connected the city to the sea. à ¢Ã¢â€š ¬Ã‚ ¢ The sewage system was also modernised à ¢Ã¢â€š ¬Ã‚ ¢ Four museums and a botanical garden were renovated in preparation of the Games. à ¢Ã¢â€š ¬Ã‚ ¢ In 2004 Barcelona was the number one tourist destination in Europe. Observers of host cities in the aftermath of the Olympiad are well used to noting the white elephants, the most common characterisation of infrastructure à ¢Ã¢â€š ¬Ã‚ ¢ One kilometre of beaches in front of the Olympic Village, with a series of piers protecting the sand from the dominant stream that flows in East-West direction. The Olympic harbour with a capacity for 700 boats in the water and 300 ashore, with 75% of public space (bars, restaurants, commercial space etc). à ¢Ã¢â€š ¬Ã‚ ¢ Seaport promenade. 30 meters wide pedestrian seafront promenade with cafes, restaurant and other facilities. à ¢Ã¢â€š ¬Ã‚ ¢ Two towers 100 metres high for hotels and offices and other minor buildings. à ¢Ã¢â€š ¬Ã‚ ¢ Highway. Part of the city system of ring roads, with high traffic intensity (120,000 vehicles a day). à ¢Ã¢â€š ¬Ã‚ ¢ Urban nucleus. The basic idea was to link the new residential area with the traditional morphology of the city. à ¢Ã¢â€š ¬Ã‚ ¢ Some 2,000 housing units were built to host 15,000 athletes and 17,000 inhabitants. à ¢Ã¢â€š ¬Ã‚ ¢ There was finally an integrated system of parks both for the use of the communities living around and in the nearby neighbourhood. developments which fail, in the medium or long term to find suitable subsequent usage. The study of Olympic Villages throughout this century is the study of the history of ideas about how to develop the city, how to plan it and how to manage it (Munoz 1998). It is probably unwise to generalise from either extreme; however, Barcelona is an instructive instance of a largely progressive and positively received redevelopment and of imaginative and sustained legacy momentum in the post Games periods. As noted above in term of infrastructure, the Games certainly offer some improvements. Truno (1995) tracked both access and facilities in Barcelona preand post- Games. If the number of installations available in Barcelona in 1982 is compared with those available after 1992, it can be seen that the Olympic and non- Olympic investment effort resulted in an increase of 75.8% as far as installations were concerned, and of 126.4% in the case of sports venues. Altogether, a total surface area of nearly 300,000 square metres was involved (Truno 1995) The figures for use of new sports centres created after the Games: in all the installations which accept subscribers or members, there has been an increase of 46,000 new users. (Truno, 1995) P.T.O Indicative positive legacy developments from Olympic village development Barcelona(Table below) Atlanta Essex and Chalkey (1998) provide a useful summary of the Atlanta infrastructure. à ¢Ã¢â€š ¬Ã‚ ¢ The centrepiece of the Games was the Olympic Stadium (capacity of 85,000) constructed especially for the event with private finance. After the Games, it was converted to a 48,000 seat baseball park for use by the Atlanta Braves baseball team. à ¢Ã¢â€š ¬Ã‚ ¢ Other new facilities, such as the Aquatic Center, basketball gym, hockey stadium and equestrian venue, were given to educational establishments or local authorities. The main Olympic Village (133 ha) was located on the campus of Georgia Technical College. à ¢Ã¢â€š ¬Ã‚ ¢ The other main infrastructural legacy to the city was the Centennial Olympic Park in central Atlanta, which was intended to be a gathering place for visitors during the Games and later to enhance the quality of life for local residents. The Atlanta legacy is largely understood to have been committed to business and commercial aims building the reputation of the city. Nevertheless as McKay and Plumb (2001) observe, Atlanta largely used existing facilities to house athletes and as such did not experience the mass residential construction around its Olympic precinct. The Olympics did, however, have a considerable influence on the location of demand by helping to create a more attractive inner city residential environment through improvements to transport facilities, retail amenities and public areas, such as parks and pedestrian walkways. The Atlanta office market has continued to grow strongly since 1996, with more than 520,000 m.2 of office space absorbed across the metro area in 1998. INDICATIVE CASE STUDY: Negative Impacts Atlanta adapted from Newman (1999) à ¢Ã¢â€š ¬Ã‚ ¢ Economically deprived African-American areas of Atlanta were affected most by the preparations for the Games. à ¢Ã¢â€š ¬Ã‚ ¢ Residents were relocated from at least six public housing projects à ¢Ã¢â€š ¬Ã‚ ¢ For these individuals the preparations for the Olympics were disruptive costing many the use value of their homes and neighbourhoods. à ¢Ã¢â€š ¬Ã‚ ¢ CODAs neighbourhood revitalisation plans failed, and only those areas closest to Olympic venues received substantial support for revitalisation. Newman makes a useful point about tendencies relevant in particular to mega event driven regeneration. He suggests that events such as the Olympics are part of a process of reshaping land use in the city to make room for urban spectacle and display at the expense of the routine aspects of daily life for urban residents. In public housing projects and in low-income neighbourhoods, many families were moved to make way for the spectacle. Newman concludes that: The legacy of newly constructed sports venues and the enhanced image of Atlanta as a world city must be tempered by the continuation of a pattern of moving low-income residents to make way for growth. The study suggests that: Only the most dedicated efforts by business leaders and city government to work with low-income citizens after the Games will change the legacy of distrust the Olympics have helped to perpetuate. Athens The main features of the Athens projects included an attempt at revitalising major tracts of the city precinct. à ¢Ã¢â€š ¬Ã‚ ¢ Remediation of almost 300 ha. of disused wasteland/quarries, and 250 ha. of polluted rubbish dumps, as well as 600 ha. of former army camps deindustrialization and de-militarisation of land use à ¢Ã¢â€š ¬Ã‚ ¢ Developing park, recreation and environmental education areas covering 250 ha. of urban space (landscaping of 60 dry and seasonal river beds into landscaped parks) à ¢Ã¢â€š ¬Ã‚ ¢ The unification and enhancement of major tourist/archaeological sites à ¢Ã¢â€š ¬Ã‚ ¢ Enhancement of residential districts in the centre and outskirts of the city à ¢Ã¢â€š ¬Ã‚ ¢ Transport à ¢Ã¢â€š ¬Ã‚ ¢ Athens International Airport Regeneration à ¢Ã¢â€š ¬Ã‚ ¢ Athens ring road and designed to take traffic from notoriously congested city à ¢Ã¢â€š ¬Ã‚ ¢ Athens Metro, with an intention towards encouraging legacy modal shift necessary in a city well known for congestion problems Sydney The main features of the Sydney Olympic regeneration were: à ¢Ã¢â€š ¬Ã‚ ¢ New sports facilities (inc. Olympic Stadium), à ¢Ã¢â€š ¬Ã‚ ¢ Telecommunications enhancements, à ¢Ã¢â€š ¬Ã‚ ¢ Land remediation in Homebush Bay, à ¢Ã¢â€š ¬Ã‚ ¢ Olympic Village built as new suburb (Newington) with housing the worlds largest solar powered settlement, à ¢Ã¢â€š ¬Ã‚ ¢ Green redevelopment: international benchmarking on waste reduction, water re-use, use of recyclable materials, à ¢Ã¢â€š ¬Ã‚ ¢ Further sports, retail, commercial and transport facilities; widening of footpaths and new street furniture, aimed at smartening up central Sydney à ¢Ã¢â€š ¬Ã‚ ¢ Transport the major policy and planning aims of the Sydney Games were to ensure public access. This would have also contributed to the green credentials of the Games. This was achieved practically by: à ¢Ã¢â€š ¬Ã‚ ¢ Public transport being the only means by which spectators [could] directly access events at major Olympic sites; à ¢Ã¢â€š ¬Ã‚ ¢ Satellite car parking venues established in park and ride type schemes. (see Cashman 2005: 200-1) à ¢Ã¢â€š ¬Ã‚ ¢ In addition the Games served as catalysts for catalyst for expansion of Sydney airport including new rail link and Eastern Distributor road linking the airport to the CBD; Cashman, noting in particular that there was a post-Games slump in enthusiasm for all things Olympic. He identifies a range of factors that should continue to be tracked, suggesting that (as with Athens) the legacy needs to mature before some key assessments can be made. These include: à ¢Ã¢â€š ¬Ã‚ ¢ Media tracking and analysis of cultural issues city branding, national reputation, attitudes to multicultural issues within Australia, attitudes to disability and sport à ¢Ã¢â€š ¬Ã‚ ¢ Business and economic outcomes à ¢Ã¢â€š ¬Ã‚ ¢ Impacts on Sport elite performance and everyday participation à ¢Ã¢â€š ¬Ã‚ ¢ Ecological issues The Olympic Village, Sydney The aim in building the Village was: à ¢Ã¢â€š ¬Ã‚ ¢ to provide the best possible housing and residential facilities for all athletes and team officials à ¢Ã¢â€š ¬Ã‚ ¢ to apply the highest possible environmental standards à ¢Ã¢â€š ¬Ã‚ ¢ to provide a new suburb for post-Games use The site had previously been an abattoir. After the Games à ¢Ã¢â€š ¬Ã‚ ¢ The Village was made into a residential area, a suburb of Newington à ¢Ã¢â€š ¬Ã‚ ¢ Medium density housing à ¢Ã¢â€š ¬Ã‚ ¢ 850 three- and four-bedroom architect designed houses and 350 two- to three-bedroom apartments in 94 hectares. Cashman offers some examination of participation. These figures are in some sense more clear, however they do not reveal too much detail about sports participation, rather giving emphasis to generalised Post Games legacy uses civic amenity as much as sporting venue nonetheless valuable social assets. Attendances at the Aquatic Centre in recent years in Sydney (Table below) Source: Cashman (2006) Overall Assessment Source: Greater London Authority ( 2007)

Essay --

It was a hot summer night in the middle of August, me and my good friends just graduated high school and we had an array of graduation parties to attend. It was ten o’clock and my buddies had been drinking for some time now, we all were having a good time dancing, talking, and reminiscing all the good times we had in high school and all the crazy things we did. My buddy offered me a drink and I figured, why not, were all here with our parents and having a good time. Little did I know, this was a start to a very bad night. By mid night, I wasn’t feeling too hot so I decided to take a break and lay down, not ten minutes after laying down I got up and got sick, and it didn’t happen just once. The next morning I woke up and didn’t know where I was or what happened the night before. What I experienced that night was one of the worst things I have ever experienced in my life. Those are just some of small effects that binge drinking can have on your body. In toda y’s society, drinking has become a big problem. Many people think drinking is a social norm. So drink to have a good time, and some people drink because they can’t help it. Binge drinking refers to a high volume alcohol consumption over a short period of time, and is frequently defined as the consumption of four or more drinks at a single sitting for women, and five or more drinks at a single sitting for men. Binge drinking goes hand in hand with physiological effects. Test have shown that binge drinking may put people at risk of coronary heart disease risk, psychiatric morbidity, and cognitive impairment. Infants that are born to a women that binge drank while pregnant are thought to have behavioral difficulties as they grow up (Lim). Along with the short terms of binge drinkin... ... years, researchers have found that binge drinking has a negative effect of the lung as well. Excessive drinking may cause cell dysfunction within the layer of tissue lining the airway, making it hard to breathe for some people. On many campuses, in many bars, and parties all over the world people are binge drinking. Little do they know that what they are doing in extremely bad for their bodies. Some people don’t think twice about it but people should really be concerned about what they put in their bodies. They are at high risk for injury in the short-term due to behavioral disinhibiting, temporary impairment of judgment, nausea and vomiting, and hangover symptoms. It only gets worst in the long run, there are many different long-term effects that can affect them for the rest of their lives. People should really think twice before they start to have a â€Å"good time.†

Prokaryotes :: science

Prokaryotes Abstract/Summary: Changing our focus from the properties and functions that take place within the cell to the actual cell itself, we observed three specific bacterial types within this lab: Gram-positive bacteria, Gram-negative bacteria, and cyanobacteria. We closely observed the features of cyanobacteria and were able to differentiate them from other bacteria. We specifically observed gloeocapsa, merismopedia, anabaena, and oscillatoria. In addition to this we observed the different characteristics of prokaryotic organisms referring to size, form, color, elevation and texture, which helped us to understand the diversity of these cell types in the kingdom Monera. Through culturing samples from both the toilet and our own mouths, we were able to observe Gram-negative bacteria. We also sketched our two examples of Gram-negative bacteria. Though we failed to observe Gram-positive bacteria, this may have been due to our sampling and staining procedure. Because of the concentration of the sample towards the center, bacteria within this region are hard to see under oil immersion microscopy. If Gram-positive bacteria had been present, it was covered by layers of both Gram-positive and Gram-negative bacteria making it extremely difficult to differentiate while viewing under a light microscope. Introduction: Most of the experiments thus far in this laboratory have covered many of the functions carried out within the cell such as enzyme activity, photosynthesis, reproduction, and genetics. This experiment gave us a chance to examine the overall single prokaryotic cell in its entirety instead of just the functions it can carry out. We will encounter 4 groups under the kingdom Monera: archaeobacteria, Gram-negative bacteria, Gram-positive bacteria, and Mycoplasms. We will also examine the diversity of prokaryotic cell types. For example some are pathogenic, causing diseases, while other are saprophytic, breaking down organic material, and further still some bacteria are autotrophs, making their own food through photosynthesis or chemiosmosis (Lab Manual, 2001). We will also examine the characteristics of these prokaryotic organisms such as the visible size, form, color, elevation, and texture of a colony or colonies. To get detailed observations of these various organisms we will view their occurrence through the culturing of samples by adding microbes onto a sterile medium within Petri dishes and allowing them to multiply. Finally we will also examine the features of cyanobacteria that distinguish them from other bacteria, and their role in nature. Materials/Methods: First examine the plates prepared in the previous week and observe as many of your other classmates plates as possible.

English Language and Students

1: Introduction At present, speaking a foreign language represents one of the essential requirements of today? s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Based on my work experience, I can confirm that knowing a foreign language is a necessity for everyone in general, mainly for my students – soldiers. These people are required to reach a sufficient level in a foreign language in order to accomplish military assignments in missions abroad.Teaching foreign languages, mainly English, for these military purposes is provided by the Defence Language Institute in Vyskov where I have been working as an English teacher for almost three years. My principal goal is to provide the soldiers with as efficient English lessons as possible because it will be them who will have to deal with international relationsh ips and take measures for solving various situations. The main reason for choosing this topic for my bachelor thesis was realizing how important speaking is in everyday situations.No matter where we are, either in the Philippine Republic or in a foreign country, English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. It means school teachers need English to communicate with their colleagues – native speakers.. Even if they come from America, England or Australia and their accents differ, it is just a question of time for teachers and also students to adjust to their speech and distinguish differences in pronunciation.Being able to keep a fluent conversation with a native speaker is viewed as the main goal of students, which underlines the importance of speaking skills in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for Englis h teachers and enhance their students? communicative skills. 1. 1: Statement of the problem This research would â€Å"What is the effectiveness of implementing speaking zone at the University campus? † 1. 2: Objective of the studyThe objectives of my studies are: 1. To review the concept and importance of speaking skill. 2. To analyze the factors that are effective in speaking skill. 3. To explore the new ways of speaking skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2: Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication.English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active k nowledge of the foreign language, not just theory about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.Nevertheless, speaking in a foreign language has often been viewed as the most demanding of the four skills. â€Å"While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and are referred to as productive skills. † (Harmer 1995, 16) Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why.The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practise â€Å"real† communication with our students ithin the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. This is natural and adjures patience while learning to speak or communicate in a foreign language.As I already mentioned, native speakers are a great support and the opportunity to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the best way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms â€Å"speaking† and â€Å"conversation† may seem clear, they often get misunderstood.Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter. Speaking practice, which is usually based on storytelling, giving speech or presentation, is the necessity for later successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, especially by realizing the need of everyday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our le ssons.Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad. For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners.Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is such a natural part of our lives that many people are not conscious of what happens within it. However, conversation follows certain rules which should be obey ed in order for participants to feel relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of information among people.While communicating, our students may find themselves in different social situations playing various social roles and the main task for language teachers is to prepare them for these real situations they might participate in. This also includes leading students to develop the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students’ motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), but then they find out that they cannot actually use this language to communicate when they want to.Scrivener (2005, 147) claims that there seems to be some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, lea rners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting things wrong they may want to avoid teacher’s comments or correction and so on. It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say.One of the best ways of helping learners to activate their knowledge is to put them in â€Å"safe† situations in class where they are inspired and encouraged to try to speak a foreign language. Teachers should try to create such activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students’ success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distingui shes extrinsic and intrinsic motivation.He claims that students? attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her personality. Considering these, teachers should realize how important role they play in encouraging the students to learn to speak a foreign language. Students’ personalities also play an important role in determining how quickly and correctly they will manage a sp eaking task. Those students who are risk-takers, unafraid of making mistakes, are generally more talkative but usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors.The aim of both types of students is the same, indeed – to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the students speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the whole class, students may be offered the opportunity to work in groups or pairs, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students.Children’s and adolescents’ motivation to speak a foreign language is irrele vant for the purpose of my thesis because, as mentioned above, I deal with adult English learners and their motivational needs for a foreign language communication are substantially different from the others. I concentrate on intermediate students who represent the majority in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a more advanced level of the language. They already know a lot and are able to have a conversation about every day matters but sometimes there might occur some problems.One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on building up the knowledge students already have and assure them they can speak the language well enough to understand and be understood. Ur (1991, 274-280) declares that â€Å"motivation is very strongly related to achievement in language learning. † This statement r esults from teaching practice showing that eager learners willing to invest effort in speaking activities are likely to make greater progress.On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking activity, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the interest in communicative activities. Ur (1991, 281) describes some strategies to enhance students’ motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teacher’s choice fails in the class, there should be no panic or embarrassment.The possible solution to this situation may be asking the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and efficient speaking lesson as well as using visuals to enhance stu dents’ motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and current news items concerning today’s world and society.To satisfy students’ expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teacher’s goal is achieved as well – getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluencyAccuracy and fluency are terms characteristic for a successful and fecu nd conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teacher's correction within a speaking activity is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity. Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on students? mistakes and devote time to their correction. However important speaking w ithout mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations.Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students’ mistakes Fluency Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding.Scrivener (2005, 162) states that â€Å"it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. † In practice it means to encourage the weaker one by nodding, eye contact, repeating the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following: ) writing the sentences used during the activity on the board and discussing them with the whole class b) writing incorrect sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out two lists A and B – each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in two groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy ActivitiesIn an accuracy based activity the tea cher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two important language learning needs.They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work Pair work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative ac tivity depending on what is going to be practised – either fluency or accuracy – and organize the students into pairs or groups.In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following discussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group workThere are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few peop le is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other.This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confidence for further conversations. The advantages of pair and group work can be noticeable not only from the learner? s but also the teacher’s point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate.Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has proved to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to Doff (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons.Usually the students themselves are not disturbed by the noise, it is more noticeable to the teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teacher’s approach. Another fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity.To stop activity getting out of contr ol, it is important to give the students clear instructions, define the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know exactly what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. Freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up activities that promote communication.During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and check if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointle ss if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher.Considering the facts mentioned above we can conclude that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skills to be able to cope with the real-life situations. * 3: CONCLUSION In my thesis I tried to deal with speaking as one of four basic skills and highlight its importance in everyday situations.My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essenti al factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process.I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a „safe environmentâ€Å". This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students? concern about speaking. Due to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class.I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasan t atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization : information gap activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use.In connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them due to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons.The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the learning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers.I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? communicative skills. 4: Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a sound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?.It is not uncommon to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short ti me he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning.It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contexts and situations. 3. The proper plan is to adopt new sounds, words and structure patterns into well designed course which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5: References 1. Harmer, J. (1991). The practice of english language teaching. Essex:Longman, 296p. , ISBN:0-582- 046564 1. Scrivener, J. (2005).Learning t eaching. Oxford:Macmillan Publishers Lim, 431p. , ISBN:1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. Cambridge:Cambridge University Press, 375p. , ISBN:0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. Essex:Pearson Education Limited, 156p. , ISBN:0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. Cambridge:Cambridge University Press, 108p. , ISBN:0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. Boston:Heinle;Heinle, 584p. , ISBN:0-8384-1992-5 6. Ladousse, G. (1987). Role play.Oxford: Oxford University Press, 182p. , ISBN: 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge: Cambridge University Press, 286p. , ISBN: 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press, 142p. , ISBN: 0-1943-4133 9. Nolasco, R ; Arthur, L. (1987). Conversation. Oxford : Oxford University Press, 150p. , ISBN: 0-19-437096-8 10. Hadfield, J. ( 1990). Intermediate communication games. Essex: Jill Hadfield, 105p. , ISBN: 0-17-555872-8