Assignment2 Essay Example | Topics and Well Written Essays - 1750 words - 2

Assignment2 - Essay Example It notes various legal backgrounds that recognize the link between culture and natural resources, in addition to citing the role they can play in managing the river as well as the impacts it may have on their lifestyle. Table of Contents Abstract 2 Introduction 4 Discussion 5 Background 5 Ownership concepts surrounding the Waikato river saga 5 Maori’s right to resources 9 Conclusion 10 Introduction The Maori community feels their interest is not catered for in the deal involving Waikato River which they feel they have ownership and guardianship rights to, based on the Treaty of Waitangi claims. This claim has been elicited by the signing of deal between the Crown and Waikato-Tanui. This paper therefore explores the case of struggles surrounding of the Waikato River which lies at the center of tribal identity and the troubles surrounding its ownership and guardianship rights. Through analysis of the competing discourses, the emerging tensions and interpretation issues are discu ssed in depth and on their basis, a conclusion derived. Waikato River is known as being the longest River in New Zealand. It is believed to officially start at Nukuhau close to Taupo Township and through its course it is served by various streams and smaller tributaries (Mataira, 1983). The river runs in the North West direction and goes via several forests and rural settings. Based on the activities surrounding the places it passes, it is currently affected fertilizers originating from farmlands, wastewater from industries and urban settings including those from the turbines at the electro power stations. In general, Waikato River is a vital resource to the communities and organizations surrounding and hence its usage impacts on a broad population. Logically, any issues affecting it must therefore be subject to reaction from those affected. Discussion Background The ownership concept in relation to Waikato River is one which brings together people from different backgrounds and que stions their understanding of both leadership and authority in context of natural resources found within their localities. The level of emotions elicited in the quest to claim of ownership of the river cannot be best described than by the words of ‘Iwi,’ the principal negotiator for Waitangi Treaty who asserted that, â€Å"We don’t need a bloody court document to tell us we own the river, we know we do (Field notes, 2000).† It’s one that no doubt puts to battle, beliefs of a society and the Crown. This is what might be termed as a populist statement in the face of crisis. Nonetheless, it does eliminate the possibility of the communities claim for ownership being true. The concept of ownership as expressed by tribal leaders basically centered on the interests of the community. Ownership concepts surrounding the Waikato river saga Virtually each and every society has its concepts which are considered kin to the western ownership theory. Nonetheless, w hat one culture considers ownership is not the same as what another culture would consider as ownership. In essence, ownership concept differs from one sphere to another. According to Stokes (1994) the ownership of Waikato River within context of land claim by the locals was not a claim for exclusive right of ownership of the River but rather they primarily wanted to participate to the river’s management, within precincts of the Maori values. This view is entrenched in the words of

Women in the Workforce Essay Example for Free

Women in the Workforce Essay As a young a woman living in the 21st century I can only believe that women have every reason to be part of the workforce. In today’s world advancement we have all the technology needed to be able to create balances between our family and work life. In the old days women were viewed to be weak compared to men, because jobs required more physical abilities then mental and critical thinking abilities. Therefore, men were given the working part of the family’s establishment and women were given the care giving for the children part. Today, things are different. Jobs have turned from being only physically oriented to rather more problem solving and thinking oriented. And this makes more opportunities for women to join the workforce. Moreover, I think women should join the labor force because it is proven that when a woman in a family is working it is more likely that the family will rise above the poverty line. Studies done in Bangladesh by Mohammad Yunus, the founder of the micro financing Grameen Bank, show that when the woman in a family is given a chance to generate income for her household she always does a better job with helping her family out of poverty. Women are care givers in nature, and when given the chance to improve the living standard of their children’s lives they will do a better job managing the money and finances. My final reason is that I think in the end, woman or man, we as humans should be given equal opportunities to explore our full potential. No matter what kind of job or craft or hobby we might be doing, we should all be given the chance to thrive and prosper in this life with no restrictions. No matter what race gender or ethnicity we should all be able to do what we love.

Salem Witch Trials Essay -- essays research papers fc

Many of the American colonists brought with them from Europe a belief in witches and the devil. During the seventeenth century, people were executed for being witches and follower of Satan. Most of these executions were performed in Salem, Massachusetts in 1692. Mostly all of the accused were women, which makes some modern historians believe that the charges of witchcraft were a way of controlling the women who threatened the power of the men. During the witchcraft trials, hundreds of arrests were made, and some were even put to death on Gallow’s Hill (Karlsen 145). In 1698, the villagers of Salem won the right to establish their own Church. They chose the Reverend Samuel Parris as their minister. Many of the villagers were then sorry that they had done so because of his harsh demands. They then vowed to force him out. There was much pressure surrounding the Parris family. The children of the family would entertain themselves by listening to stories told by Tituba, their slave (National Geographic). January of 1692 is when the mass hysteria of the Salem witch trials first began. The Puritans of this time were very harsh, unyielding, and quick to judge. They condemned innocent women on the basis of intangible evidence, confessions, and such things as "witchmarks" (Hill). As Dorcas Hoar said, "I will speak the truth as long as I live" (Salem Home Page). Nine year old Betty Parris and eleven year old Abigail Williams, the daughter and niece of Reverend Parris, were the first to start to display signs of strange behavior. Some of this behavior included profane screaming, convulsive seizures, trance-like stages, and unexplainable animal-like noises. Shortly after this, other Salem girls began to demonstrate this same behavior. (Salem Home Page). The girls’ torment "could not possibly be Dissembled", stated Cotton Mather (National Geographic). Unable to determine any physical cause for the symptoms and behavior, doctors con cluded that the girls were under the influence of Satan. Prayer Services and community fasting were organized by the Reverend Samuel Parris in hopes of relieving the evil forces that supposedly plagued the community. Efforts to expose the witches were also performed. The first three women to be identified as the source of the problem were Tituba, an Indian slave, Sarah Good, and Sarah Osbor... ...ace. Years went by, and apologies were given and restitution was also given to the families. This incident in American history has left a great impression on present day lives. Bibliography Armstrong, Karen/ Hill, Frances. A Delusion of Satan. The Full Story of the Salem Witch Trials. New York: Bantam Doubleday Dell Publishers, 1995. Ashley, Leonard R.N. The Devil’s Disciples. New York: Barricade Books Inc., 1996. Briggs, Robin. Witches & Neighbors. New York: Penguin Books Ltd.,1996. Brown, Richard D. Massachusetts, A History. New York: W.W.Norton and Company, Inc., 1978. Ferres, John H. (Ed.) 20th Century Interpretations of The Crucible.Englewood Cliffs, NJ: Prentice-Hall, Inc., 1972. Karlsen, Carol F. The Devil in the Shape of a Woman. New York:Vintage Books, 1987. The Salem Home Page. The Salem Witch Trials 1692. www. salemweb. com/memorial/. September 25, 1998. Famous American Trials. Petitions Relating to the Trials of Rebecca Nurse. www. law. umkc. Edu /faculty /projects /ftrials/ salem/ ASA_ LETT.htm American Fanaticism. Witch Hunts and Special Persecutions. www.rjeib.com/thoughts/puritan.html Salem Witch Hysteria. Salem Witch Trials. Salem@nationalgeo graphic.com

Essay --

Proposal for a Uniform Dress Code Pickerington School District should require students to have a uniform dress code. The current dress code policy is very minimal and is not adhered to by the students. Faculty overlook the students who don’t abide by the current dress code as it would take away from their teaching time. One of the main concerns that is brought up when the topic of school uniforms is discussed is freedom of expression. Many people worry that not allowing children to wear certain clothing will â€Å"stifle their creativity† (p. ) or restrict their First Amendment rights (Nevada, 2008). There are many reasons for having uniforms in public schools. School uniforms have been shown to improve test scores, raise school pride, increase attendance, reduce violence, and teaches students to dress professionally. School uniforms can also avert the wearing of gang colors (Wilson, 1998). Self-Expression vs. Safety The most common argument against school uniforms is that they take away the students right to self-expression. Yes, school uniforms limit what the students have to wear, but students can still have their own ways of self-expression. Students can still express their style of choice with their hair and what accessories they wear. Their shoe choice is also a form of self-expression. Students can make the uniforms their own style without breaking the dress code. School is a place to learn. Outside of school, self- expression is limitless. Some parents also believe that it could interfere with students' natural behavior to experiment with different identities. Having uniforms in schools helps erase the defined line of the social classes. Typically, popular kids in the higher social classes wear the trendiest clothing... ...h the cost of a year's worth of school uniforms. The cost of a year's worth (Five tops and five bottoms) of school uniforms or standardized dress code clothing is $150. The savings add up plus students who don’t have to focus on what to wear to school are going to focus more on academics, which leads to improved grades. States Laws on Uniform Dress Codes The State of Ohio has a law that permits school districts to implement uniform dress codes. The school district must advise parents and students 6 months prior to any such implementation. This law also allows for any feedback from administrators, faculty and parents. A uniform dress code policy must fall under the guidelines of a districts discipline policy. The law requires that religious garb like yarmulkes and head scarves cannot be prohibited. The actual dress code is at the discretion of the school board.

How has the role of the nation-state changed in a globalised society?

Introduction There has been considerable debate about whether globalisation has changed the role of the nation-state. While a somewhat nebulous concept, a nation-state can be defined as a geopolitical entity deriving its legitimacy through the service of a sovereign population or nation (Holton 2011; Croucher 2004). Globalisation can be loosely understood as the increasing political, cultural, and economic interaction of international populations (Al-Rodhan et al. 2006). This essay will look at the changing role of the nation-state in the modern period of globalisation (post-WWII), although there is certainly much to be said about earlier periods. In terms of structure, it will begin by considering economic, political, and cultural changes. This will be juxtaposed by the following section outlining arguments that downplay the relationship between globalisation and the nation-state. It will be concluded that the nation-state has undergone substantial change in the globalised world, but that there remains a great deal of structural continuity. Globalisation has the changed the economic role of the nation-state in several respects. Cerny (1995) suggests an erosion of the ability to provide all three main kinds of public good: regulatory, productive/distributive, and redistributive. One ‘good’ in the first category is a stable currency, the control of which has traditionally fallen within the remit of the national banks or their equivalents. This is still theoretically true, but today foreign governments, organisations, or even individuals can play a critical role because of globalisation. One need only consider Black Wednesday (16 September, 1992) in Britain, when George Soros ‘broke the Bank of England’ by short-selling the pound, or the gradual accumulation of American dollars by China due to the latter’s trade surplus, to see how globalisation has stripped the nation-state of much of its power in terms of controlling currency. In the world o f rapid communication, especially via the internet, the situation has become even more difficult to control (Goksel 2004; Evans 1997; Cerny 1995). In addition, globalisation often means the presence of numerous foreign firms within national borders, which can lead to currency fluctuations as a result of foreign remittances. The rapid transfer of economic instability across borders, as was the case during the global financial crisis (2007-8) or the financial crisis in East Asia (1997-8), shows how the role of the nation-state in maintaining economic order has been eroded more generally (Goksel 2004). It is argued by Strange (1997) and others that the balance of economic power has shifted in favour of multinational corporations (MNCs). They believe this process began in earnest in the 1960s and 1970s because of foreign direct investment (FDI) from the USA, but that it has increased since the 1980s due to the influence of Japanese and Western European FDI. The recent revelation that th e Trans-Pacific Partnership might bring in legislation allowing MNCs to override American national laws, by appealing to an international tribunal, suggests that there might soon be a significant reduction in the economic powers of the nation-state (Carter 2012). It is impossible to speak of the economic effects of globalisation without also discussing the political consequences. The most important forces in this respect are the supranational bodies to which many nation-states now belong, such as the EU (European Union), which regulates the labour markets, industrial organisation, business practices and trade conditions of its member states. Moreover, the majority of member states have relinquished their former currencies in favour of the Euro, which has meant transference of monetary policy over from sovereign national banks to the European Central Bank (ECB) (Goksel 2004). There are a significant number of other trade blocs (customs unions, common markets, monetary unions) across the globe, such as NAFTA (North American Free Trade Agreement) or the SAARC (South American Association for Regional Cooperation), which operate under similar conditions. These are symptoms and perpetuators of globalisation, all of which represent a diminishment of the economic independence of nation-states. In the 20th century there has been a blossoming of trade blocs, but it should be noted that they go back long before the era of modern globalisation, with the first probably being the 13th-century Hanseatic League (Milner 2002). Large political collectives have had a significant effect on the role of the nation-state in other respects. The state’s role in the globalised world often now includes broader, international objectives focused on sweeping environmental, social, economic or other concerns (Evans 1997). The EU has a budget to which member states must contribute, which further reduces the economic sovereignty of participating nation-states (Wolf 2001; Holton 2011; G oksel 2004). Likewise, groups such as the G7, G8, and G20, which consist of the largest economies in the world, impose new obligations on nation-states, related to issues such as energy consumption, ozone depletion, or acid rain, among others (Goksel 2004). Some of obligations date back many decades, such as the United Nations’ (UN) Universal Declaration of Human Rights, adopted by the UN General Assembly in December 1948. The importance of supranational political actors in particular can perhaps best be seen in the security sphere. Historically, the defence of the populous has been one of the central roles of the nation-state, and to certain extent the main justification for its power (Held 1998; Held and McGrew 1998). It is noted by Strange (1997) that this obligation has largely been removed in some cases from the hands of individual nations, which rely instead on multilateral agreements. As Goksel (2004: 2) puts it, ‘Armies are often kept not so much to enforce terr itorial claims or to extend them, but rather to maintain civil order.’ The state’s role in providing defence has been altered in order to allow it to fit into a new system of global defence agreements. The traditional military role of the nation-state, which focused on ‘the acquisition, employment and use of military force to achieve national goals’, has been abandoned in many cases today (Held 1998: 226). In a certain sense this is fitting because there are now many global security concerns, such as terrorism, that require multilateral cooperation in matters of intelligence gathering. This has diminished the traditional role of the nation-state in guiding its own defence policy, but in some cases it has enhanced its position. For example, Hobsbawm (2007: 137) believes that by exaggerating the terrorist threat American has been ‘inventing enemies that legitimise the expansion and use of its global power’. Globalisation has perhaps expanded and diminished the security role of the nation-state, depending on where one looks. In either case, however, there has been change. There is also a cultural argument to be considered. The nation-state has been an important locus of identity for individuals and communities for centuries. How long exactly is a matter of fierce controversy, and this topic has divided IR (international relations) scholars into three dominant schools: the primordialists, the ethnosymbolists (e.g., Smith 1987, 1995, 2009), and the modernists (e.g., Hobsbawn 1990; Anderson 1983; Gellner 1983). In any case, it is argued by modernists such as Hobsbawm (1990) that the nation-state’s role as a cultural and social identifier is gradually being eroded as supranational alternatives emerge. This is supported by the fact that in a globalised society flows of information and ideas are rapid, unpredictable, and unrestricted by national boundaries. Platforms such as the internet, for example, are the great facilit ators of new forms of indentify that chip away at the traditional position of the nation-state (Hobsbawm 1990). It is not universally accepted, however, that the role of the nation-state has changed in the globalised world. There has been particular criticism of the idea that globalisation might lead to the ‘end of the nation-state’ or otherwise drastically diminish its role, arguments synonymous with the modernist school of International Relations (e.g., Evans 1997; Strange 1997; Ohmae 1995; Hobsbawm 1990; Gellner 1983). Holton (2011) argues that nation-states are still the most important of the actors in the global sphere, despite the influence of supranational organisations. For Holton, it is simply the case that the role of the nation-state has to be reframed in global terms. He does, however, acknowledge that some have experienced a curtailment of their economic and political role through a lack of bargaining power, as the cases of the budgetary crisis in EU member states, such as Greece, Portugal, Ireland and Spain, reveal. Hirst and Thompson (1996) do not believe that any trend towards a more globalised world (something they are sceptical of in the first place) has had a significant impact on the nation-state. They note that while decisions are often passed on to multinational bodies, it falls to individual countries to make decisions within this framework. One might argue, however, that arguments such as this underestimate the independence of self-contained, highly secretive governing bodies such as the European Commission. Hirst and Thompson (1996) are particularly critical of the suggestion that globalisation has diminished the role of the nation-state, contending instead that the enhanced ‘possibilities of national and international governance’ have actually strengthened it. Gilpin (2000) takes a similar line, arguing that many of the changes in the role of the nation-state cannot be attributed to increasing globalisation. Rather, they are part of a pattern dating back to before WWI when the Gold Standard was in place. Indeed, the Gold Standard is a relic of the pre-globalisation world, yet it stripped the state of currency control nearly to the same extent as modern monetary unions (Gilpin 2000). Through this lens, the ‘state may be reverting to its 19th-century role in the economy’, which suggests that many of the changes seen today would be equally operative in the ‘pre-globalisation’ world. Goksel (2004) argues that although globalisation has changed the role of the nation-state, it is important not to view this as something that was guaranteed to happen. In this sense he argues against the ‘deterministic approach’ of scholars such as Strange (1997). This is valid observation with reference to certain elements of globalisation, and it is true that in theory no nation-state is obliged to submit powers to supranational organisations. However, it is not valid wi th regard to issues such as the dissemination of technology, where the role of the state in controlling national information was always going to be diminished as the world become more globalised. Goksel (2004: 11) also points to the fact that in a very basic way the role of the nation-state has remained the same as ‘there are structural obstacles to the withering away of the state. Votes have to be cast somewhere, taxes have to be paid to particular authorities, which can be held accountable for public services such as education and health. Moreover, states continue to create a regulatory environment for their economies.’ Arguments such as these highlight the importance of not overstating the case for globalisation as a force for change. In conclusion, the role of the nation-state has been reformed by the globalised world. There are a few possible exceptions to this, such as the highly insular North Korea, but such cases are anomalies. In economic terms, there has been a tendency either for the state to lose power to supranational bodies, or to have it eroded by global forces largely beyond its control. The same is true of the political sphere, in which nation-states have generally found their freedoms curtailed by wider forces, or in some cases extended due to advantageous positioning within multinational organisations, such as is the case with the United States and the UN. Nevertheless, there has been an element of structural consistency in the role of nation-states insofar as they are still the predominant actors in international politics, and most of the functions of supranational and other bodies rely on them. The nation-state remains indispensible and arguments that suggest its demise are overstated. The boundaries of this debate, however, are far from fixed, as the proposed legislation related to corporations and the Trans-Pacific Partnership demonstrates. No doubt it is too early to predict the future of the nation-state in the globalised world, but it has certainly undergone change so far. Word count: 1986 Reference List: Al-Rodhan, R.F. Nayef and Stoudmann, G. (2006). Definitions of Globalization: A Comprehensive Overview and a Proposed Definition http://www.sustainablehistory.com/articles/definitions-of-globalization.pdf [Retrieved 06/01/2014] Carter, Z. (2012) Obama Trade Document Leaked, Revealing New Corporate Powers and Broken Campaign Promises. Huffington Post http://www.huffingtonpost.com/2012/06/13/obama-trade-document-leak_n_1592593.html [Retrieved 05/01/2014] Cerny, P. G. (1995) Globalisation and the Changing Logic of Collective Action, International Organization, 49 (4), pp. 595-625 Croucher, S. L. (2004) Globalization and Belonging, Lanham, Md.: Rowman &? Littlefield. Evans, P. (1997) The Eclipse of the State?: Reflections on Stateness in an Era of Globalisation, World Politics, 50, pp. 62-87 Gellner, E. (1983) Nation and Nationalism, Blackwell: Oxford Gilpin, R. (2000) The Challenge of Global Capitalism, Princeton, NJ: Princeton University Press Goksel. N. K. (2004) Globalisation and the State, Centre for Strategic Research http://sam.gov.tr/globalisation-and-the-state/ [Retrieved 06/01/2014] Held, D. (1989) Political Theory and the Modern State, Stanford California: Stanford University Press Held, D. and McGrew, A. (1998) The End of the Old OrderReview of International Studies, 24 Hirst, P. Q. and Thompson, G. (1996) Globalisation in Question: The International Economy and the Possibilities of Governance, Cambridge: Blackwell Hobsbawm E. (1990) Nations and Nationalism since 1780, Cambridge University Press Hobsbawm, E (2007) Globalisation, Democracy and Terrorism, London: Abacus Holton, R. J. (2011) Globalization and the Nation State, (2nd ed.) Basingstoke: Palgrave, Macmillan Milner, H. V (2002) International Trade in Carlsnaes, W.; Risse, T., Simmons, B. A., Handbook of International Relations. London: SAGE Publications. Ohmae, K. (1995) The End of the Nation State: The Rise of Regional Economies, London: Harper Collins Shaw, M. (1997) The state of globalisation : towards a theory of state transformation. Review of International Political Economy, 4, 3, pp. 497-513 Smith, A. D, (2009) Ethno-symbolism and Nationalism: A Cultural Approach, Routledge Strange, S. (1997) The Erosion of the State, Current History, 96 (613), pp. 365-369 Wolf, M. (2001) Will the Nation-State Survive GlobalisationForeign Affairs, Vol. 80, 1, pp. 178-190

Writing and Tim O Brien Essays

Writing and Tim O Brien Essays Writing and Tim O Brien Essay Writing and Tim O Brien Essay Essay Topic: The Things They Carried Annotated Bibliography Brosman Savage, Catharine. The Functions of War Literature. South Central Review. Vol. 9, No. 1, Historicizing Literary Contexts (Spring, 1992), pp. 85-98 This article talks about how this type of war literature is related to Tim OBriens story of The Things They Carried. It relates how soldiers use different kinds of items to make themselves fell secure in the time of war. It was very useful because it gives us another point of view in order to what pertains of what is really going on in a war and ow our soldiers react to it. It was useful to find other perspectives on how writing about war fiction can have different ways of being written. Chen, Tina. Unraveling the Deeper Meaning: Exile and the Embodied Poetics of Displacement in Tim OBriens The Things They Carried. Contemporary Literature, Vol. 39,No. 1 (Spring, 1998), pp. 77-98 This article explains how its trying to find the deeper meaning of the story The Things They Carried. It tries to reveal the authors point of view of how the ar has affected the soldier s and how they are trying to make themselves safe and how most their men are dying by enemy surprise attacks. This article tries to unravel the real meaning of why OBrien wrote about a war fiction and about soldiers having different things during the war so that they can feel safe and secure. Its trying to explain why OBrien writes in way that remarks people about war. Naparsteck, Martin. An Interview with Tim OBrien. Contemporary Literature, Vol 32, No. (Spring 1991), pp. 1-11 . This article is about an interview with Tim OBrien and talks about his literacy work and how his point of view of a war has change a few people minds on how a war can change a soldiers life. It talks about how his life work has become famous for his various writings, especially when it comes to fiction about war or action. Silbergleid, Robin. Making Things Present: Tim OBriens Autobiographical Metafiction. Contemporary Literature. Vol. 50, No. 1 Spring, 2009, pp. 129-155 This article talks about the way OBriens way of fiction has made readers mind, be part of the writing he has made. It tells us how OBrien is very interested in action fictions and it one of his various way of writing. I found it to be useful because it goes into detail of OBriens type of writing and it challenges readers mind to go into further detail of what is happening in the story. Writing and Tim O Brien By eJtrilla14

Study Guide Exam 1 fin 317 Essay

Study Guide Exam 1 fin 317 Essay Study Guide Exam 1 fin 317 Essay Study Guide Exam 1: FIN 317 PPSet 1: ïÆ'˜ï€  List the four steps of the traditional risk management process. 1. Identify risk 2. Evaluate risk 3. Select a RM for each risk a. Risk avoidance b. Loss control c. Risk retention d. Risk transfer 4. Implement and review ïÆ'˜ï€  Understand Evolution of Enterprise Risk Management (ERM) from Traditional Risk Management (TRM) at a very simple level. Enterprise Risk Management - ERM - It considers all risks simultaneously and manages risk in a holistic or enterprise-wide (and risk-wide) context ïÆ'˜ï€  Where does insurance fit into the Risk Management Process? At the base of the financial pyramid ïÆ'˜ï€  Understand parts of the Personal Financial Planning Pyramid. Covers life, health , loss of income and property-liability income Wealth distribution wealth accumulation risk management (protection) Wealth accumulation: Speculation: investments like futures and commodities and real estate Growth and diversification: investments like bonds and stocks Savings and accumulation: regular savings and ownership of your house and education Risk management: Life, health, disability , long term care, property , liability insurance ïÆ'˜ï€  What professional exams is this course useful in preparing you for? Chartered Property Casualty Underwriter (CPCU) exams Associate in Risk Management (ARM) exams Certified Financial Planner (CFP) exams Chartered Life Underwriter (CLU) exams ïÆ'˜ï€  What is Gamma Iota Sigma (GIS)? An international business fraternity Promotes student interest in insurance, risk management, and actuarial science A place for students to gain leadership experience Prepares students for employment in the insurance and risk management professions. Provides networking opportunities for students to meet with various insurance and risk management professionals. PPSet 2: ïÆ'˜ï€  Risk Definitions Risk – uncertainty concerning loss, 2 types speculative and pure. ïÆ'˜ï€  Understand different classes of risk: pure, speculative, subjective, objective, diversifiable, and un-diversifiable Pure – Exists when there is uncertainty as to whether loss will occur Two possibilities: loss or no loss. Home and car, fire and flood risk Speculative – Exists when there is uncertainty about an event that can produce either a profit or a loss. investment risk, reputational risk, strategic risk Subjective – refers to the mental state of an individual who experiences doubt or worry as to the outcome of a given event It is essentially the psychological uncertainty that arises from an individual’s mental attitude or state of mind Objective – differs from subjective risk in the sense that it is more precisely observable and therefore measurable Often measured as probable variation around expected loss. Diversifiable – Un-Diversifiable - ïÆ'˜ï€  In general, what kinds of risk are insurable? Pure objective risks Risks covered: possibility that one of these perils may interrupt the individual’s income or cause medical expenses. Perils: death accidents and sickness living too long unemployment ïÆ'˜ï€  What are the Two Main Categories of Insurable Risks? Property can include all your land, house, apartment, contents (your stuff), car and so on. Liability is coverage for law suits you or your property may cause to others. When you insure your home this is how the property policy is layed out. Everything is a percentage of the dwelling or structure so what you have for a property limit on the structure affects everything else. Any you have deductibles you have to pay in a loss and the company wants you to insure close to the value and cost to rebuild that is co insurance usually about 80% or greater of the home’s cost to rebuild is required. Coverage A - Dwelling Coverage B – Other Structures 10% of A Coverage C – Contents 50% to 70% of A Coverage D – Loss of Use 10% of A Coverage E - Liability Coverage F – Medical payments Property liability risk - hazards such as wet roads, oily rags or things that might lead to a peril or loss

How Is the ACT Scored

How Is the ACT Scored SAT / ACT Prep Online Guides and Tips If you’re beginning to study for the ACT,you’re probably wondering how the ACT is scored. Understanding the ACT scoring system can give you a huge leg up as you set goals and make a study plan. Read on to learn how the ACT is scored, section by section, with official ACT scoring charts. We also include our five top strategies related to ACT scoring so you can use this information to your advantage. Overview of ACT Scoring So how is the ACT scored? The ACT has four sections, sometimes called subject areas: English, Math, Reading, and Science. Each subject area is given a scaled score between 1 and 36. Those area scores are then averaged into your composite score, which also ranges between 1 and 36. So where do those scaled scores come from? The scaled scores from 1 to 36 are converted from your raw scores on each of the subject areas. Your raw score is simply the total number of questions you answer correctly in each section. There is no point deduction for wrong answers on the ACT. How Are Raw ACT Scores Turned Into Scaled Scores? The first thing to understand about ACT scores is that the score you get for each subject area, between 1 and 36, is a scaled score. That scaled score is converted from your raw score. The reason the ACT (as well as other standardized tests) uses scaled scores is to make sure their scores are consistent across multiple test dates. In other words, they have to make sure a 28 on an April ACT represents the same level of skill as a 28 on a June ACT. Scaling is not curving your score relative to the scores of other students who take the test the same day as you.What scaling does is analyze average scores for each version of the ACT to ensureno test date is easier or harder than another. The ACT provides a table in their Preparing for the ACT guide that estimates how certain raw scores will translate into scaled scores on each section of the ACT. Via Preparing for the ACT. However, the process of scaling means that on different editions of the ACT, raw scores can translate to scaled scores differently. In other words, these numbers aren’t set in stone, but they can give you an idea of what raw score to shoot for on each section. How Is My Composite ACT Score Computed? To recap, we know that you get a score of between 1 and 36 for each subject area, which is converted from your raw score. But how do those four area scores combine to your final composite score? Your composite score is simply the average of your four area scores, rounded up to the nearest whole number (half a point or more is rounded up, less than half a point is rounded down). For example, say you got a 24 on the Math section, 23 on Science, 26 on Reading, and 25 on English. Your composite score would be: (24 + 23 + 26 + 25) / 4 = 24.5 This would be rounded up to 25. What Are the ACT Subscores? In addition to your main composite score and your four subject area scores, the ACT also gives you subscores in three of the four subject areas. English, Math, and Reading all have subscores, which give you more information about your strengths and weaknesses in each subject. Subscores range from 1 to 18, and they are also scaled from your raw score. However, there is no direct relationship between your subscores and your final scaled score (for example, your subscores do not add up to your scaled score). Your subscore just gives you more information about your performance and where you might want to improve. Should you worry about these? No. Colleges care most about your composite score on the ACT, and they will also look at your four subject area scores. However, you can use the ACT’s subscores to help you prepare for the test since they break the subject areas down into manageable categories. To help with that process, we are going to break down each section of the ACT. ACT Section Breakdown In this section, you will learn how many raw points are possible on each section of the ACT, what the subscores are, and how scores are calculated. English The English section of the ACT has 75 multiple-choice questions, meaning the highest raw score you can earn is 75. Remember that your raw score is just the total number of questions you answer correctly. Questions you leave blank or answer incorrectly are simply not added on to your raw score. The subscores on the English section are for Usage/Mechanics (40 questions) and Rhetorical Skills (35 questions). For more on what these questions are like, see our guide. To give a scoring example, say you answer 55 questions correctly on the English section, get 15 wrong, and leave 5 blank. Your raw score will be 55, the total amount of questions you got right. Using ACT’s table above, we can estimate that araw score of 55 would get a scaled score of 23. Mathematics The Math section of the ACT has 60 questions total, meaning the highest possible raw score is 60. The subscores are given for Pre-Algebra/Elementary Algebra (24 questions), Intermediate Algebra/Coordinate Geometry (18 questions) and Plane Geometry/Trigonometry-based problems (18 questions). For more on the Math section’s content, see our guide. Say you got 45 questions right, 12 wrong, and left 3 blank. Your raw score would be 45, which ACT estimates would scale to a 27. Reading The Reading section has 40 questions total, so your highest raw score here is 40. The subscores are given for Social Studies/Natural Sciences reading skills (20 questions) and for Arts/Literature reading skills (20 questions). For more detailed info on the reading section, see our guide to ACT Reading. Science The science section has 40 questions total, like the reading section, so the highest raw score here is 40. It is the only ACT section that does not have subscores, though it still has three distinct question types: data representation, research summaries, and conflicting viewpoints. For more on science section content, check out our guide. What If I Take the ACT Plus Writing? In addition to the four subject areas, it's also possible to take the ACT with an additional writing section. The writing section is not another multiple-choice section – it’s just the ACT with an essay added on. So how is the essay scored, and how will it affect your composite score?Your essay will be evaluated by two graders, who score your essay from 1-6 on each of four domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12. Next, the ACT will combine your essay score with your English and Reading sections score and average them to give you an English/Language Arts subscore between 1 and 36. So does the writing score change your composite score? No. Your composite score is still just the average of the four multiple-choice sections. The essay gives more information about your writing skills, but does not affect your overall ACT score. So why take the ACT with Writing? Some colleges (especially top-tier ones) require the ACT be taken with Writing.If you’re not sure which version of the test to take, check the websites of the colleges you are interested in. They will list what standardized testing they require on their admissions checklists. If you took the ACT Plus Writing in or before June 2015, check out the table below to see how English test scaled scores are combined with the essay score for the overall writing subscore. Again, this is an estimate from an older edition of Preparing for the ACT, and the numbers could shift around slightly based on your test date. Via ACT.org How To Use This Information So now that you know how the ACT is scored, how can you use that info to get the biggest advantage on the test? Read on for our top five suggestions. #1: Hide a Weak Subject Since the ACT is averaged, not totaled, and there are four sections, you can "hide" a weak section more easily than on the SAT, which has three sections and totals your score. For example, say you struggle with math and got the following subject area scores on the ACT: Reading: 30 English: 29 Science: 31 Math: 22 While you might think your math score is going to drag down your composite, since it is only one-fourth of your score, its effect isn’t huge: (30 + 31 + 29 + 22) / 4 = 28 So even though your math score was a lot lower than the other three sections, you still come out with a 28 (which is, by the way, a 90th percentile score). While we are not recommending you don’t study for a certain section because it’s only one-fourth of your total ACT score, it is helpful to know that each subject area’s score will not make or break your composite. #2: Maximize Your Composite Score Since the composite is averaged, you should work to maximize your subject area scores that you are strong in as well as working to minimize weaknesses. Just focusing on trying to fix your weak spots could actually cause you to miss out on points. For example, say you have always excelled in English and history classes but struggle with math. You might think you should spend all of your ACT studying time drilling math problems. However, working to maximize your strengths – in this case reading and writing – could improve your score the most. Let’s take two scenarios. In the first, you spend all of your time studying for the math section and get the following scores: English: 28 Reading: 27 Math: 25 Science: 26 Composite: 27 Not bad! You got your math score up to a 25, which is just about the 80th percentile, and got a composite of 27, which is in the 87th. But what would have happened if you had spent some time on English and Reading and less time on math? Getting just five more raw points on both the English and Reading sections could have a huge boost to your score. If those are personal strengths, picking up five points should be easy with some smart studying. So let’s say you spend some time on English and Reading and earn five more raw points on each section, and less time on math: English: 33 Reading: 32 Math: 23 Science: 26 Composite: 29 So even if you got a lower score on math, the time spent studying on English and Reading could net you two higher section scores as opposed to just one, resulting in a higher composite. #3: Develop Target Raw Scores Using the ACT’s raw score to scaled score estimates, you can develop target raw scores for each section. This makes studying easier – thinking in terms of raw points is simpler when you are working through practice problems. For example, say you want to break a scaled score of 26 in each section. Looking at the raw-to-scaled-score table, you should aim for at least the following raw scores: English: 60/75 Reading: 31/40 Math: 43/60 Science: 30/40 Now this suggests a strategy - skipping questions. For example, if you're aiming for a raw score of 43 in Math, you can actually completely skip the last ten hardest questions (by bubbling in a random answer) and attempt 50 questions. This gives you more time per question, increasing the chance you will get more of them correct. Plus, even if you still miss seven of them, you'll get your raw score of 43! #4: Guess on Every Single Question - Leave No Bubble Unbubbled Since there is no guessing penalty on the ACT, the best way to maximize your score is to eliminate wrong answer choices and guess. We are not saying to rush through each section in order to answer every single question – as we saw above, you might have a target raw score that’s much lower than the total points possible. In that case, it makes sense to spend more time focusing on fewer questions. What this means is that if you do spend time on a question, even if you are not totally sure of the answer, it’s the best use of your time to eliminate some answer choices to give yourself the best shot at guessing the right answer. Furthermore, when the proctor says there is one minute remaining, go ahead and bubble every blank answer you have remaining. Even if you haven't looked at the question in the book, you aren't losing anything by guessing. You might pick up a raw point or two on each section this way, which can have a surprising effect on your scaled score, as we have seen. Try not to leave any blanks! #5: Understand How the Essay Affects Your Score If you take the ACT with Writing, you'll receive a composite plus your essay score. However, this doesn’t mean the essay should become the biggest priority on your study plan. Your subject area scores and composite score are the most important aspects of the ACT, so you should prioritize studying for the multiple-choice sections. For most colleges, your essay score is the least important part of your ACT score. This means that a low essay score may not have much of a negative impact on your applications if your composite ACT score is high. Don't blow the essay off if you're taking it, but you should prioritize studying for the other sections of the ACT. What's Next? Now that you know how the ACT is scored, get started with actually improving your ACT score. What's a good ACT score for college?Check out our step-by-step guide to figure out your target score. Deciding between the ACT and SAT?Read our detailed guide on which is easier. Are youwondering when you should sign up to take the ACT for the first time? This guide describes the most important considerations to help you choose the best test date for you. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

The Goal of Advertising Essay Example | Topics and Well Written Essays - 1250 words

The Goal of Advertising - Essay Example In the Toyota Camry advertisement, from the ESSENCE magazine, the target audience will likely first see, in the lower middle section, a red Toyota Camry car with black windows facing the bottom left of the page. There is a building behind the car that covers most of the picture from the left and half of the picture from the right. A lot of people are standing around the car having fun; some of them are dancing, some of them are playing with musical instruments, and some of them appear from the building windows dancing and raising their hands. Also, there is a woman with a short dress, black jacket and black shoes standing next to the driver’s door. The ad contains some praise phrases in the top right of the ad, and the sky appears in the top right of the picture behind the praise phrases. There is also a phrase in the bottom left of the ad that says â€Å" The 2015 Camry, your first bold choice†. Finally, the Toyota brand sign appears in the bottom right of the ad. In the Toyota Prius advertisement, from the TRAVEL + LEISURE magazine, the target audience will likely first see, in the right section, a back of a gray Toyota Prius with an open trunk that contains a lot of bags facing the middle left of the picture. There are many trees that cover most of the background from the middle to the top of the ad, and small pieces of wood covering the rest of the background from the middle to the bottom.

The department of finance and personnel (DFP NI) launched a best Essay

The department of finance and personnel (DFP NI) launched a best practice scheme in Jan 2008, the aim of which is to provide real examples of quality improvements in the delivery of services to citizens - Essay Example The company extends practical and personal care for clients round the clock. The home care company strives hard to improve the quality of care and several best practices have been accomplished to enhance the quality of care. The home care company lays emphasis to re-able people who require home care service. The re-ablement service is for duration of six weeks. Clients are offered care and assistance to re-learn normal life skills or learn new life skills to increase their independence. The significant aspect of re-ablement is to assist people to perform their routine activities rather than performing health care workers performing their tasks. On completion of the six week re-ablement service, the care plan is reviewed and further action is taken so that the person can move into the next step of learning. The action that follows the re-ablement service is either to follow the same care plan, increase the current care package, reduce the current package or allow the client to lead a normal life without the support and service of the health care worker. The last option is allowed when the person has completely adapted to their life skills. In short, re-ablement service optimizes the effort of the client to stay independent in the long run and lead a quality life. The service enables people to avoid unwanted visit or stay at care homes and hospitals and enables clients make optimum use of available resources. The in-house service of re-ablement is a value added service and results in positive outcomes that serve as a motivation to the staff (Using best practice (n.d)). The home care company intervenes into the patient’s affairs to avoid hospitalization. To achieve this objective, home care company provides training to health care workers to assist patients during emergency. Emergency care planning enables health care workers to assess the extent of risk and determine whether the patient requires hospitalization. The plan is also

Speech Recon Assignment Example | Topics and Well Written Essays - 250 words

Speech Recon - Assignment Example It is not unreasonable to assume therefore that in the future advanced speech recognition software will govern more and more of our common day to day activities (Li, 2004). One particular aspect that it is likely to replace is the job of the drive thru order taker. Everyday, tens of thousands of orders are placed and received by a human being; however, the fact of the matter is that there is no reason why speech recognition software would not be capable of doing the exact same task. Further, technical support automation is already something that has experienced a great deal of success. As such, it would not be a stretch to assume that at some point, calling your banking institution, cell phone provider, or electrical company could all be handled by speech recognition software; with a human only acting as a last resort back up for very complex and convoluted issues. Authors and futurologists have long feared the time in which computers/robots will take over a high number of jobs from humans; thereby stripping humanity of its wherewithal and ability to perform certain functions on their own. In the same way, having voice recognition software conceivably performing a majority of customer care/relations jobs will doubtless have a negative effect on consumer satisfaction as the consumer feels as if their business is unworthy of the time it would take a â€Å"real human† to answer their questions. In the end, the technology in and of itself is not a bad thing; however, its application if overused is troubling for the

Katherine Anne Porter Research Paper Example | Topics and Well Written Essays - 1000 words

Katherine Anne Porter - Research Paper Example She spent almost a century long life during which she bestowed several outstanding literary pieces to the American literature. She was awarded with several prizes in her life and even after her death people remember and appraise her through different nominations and awards. She was awarded with the Pulitzer Prize in 1966 for her work The Collected Stories published in 1965. The same collection won him the National Book Award in 1966. In 2967 she was awarded with the Gold Medal Award for Fiction by the American Academy of Arts and Letters. She was also nominated for the Nobel Prize in literature for three times. On May15, 2006 she was featured on the United States postage stamp after which she became the 22nd personality to be features in the Literary Arts stamp series (Bloom, p3). Anne Porter was born on May 15, 1980 in Indian Creek Texas. She was named as Callie Russell Porter. Her mother was dead when she was just two years old. She lived with her grandmother Catherine Ann for some years and after her death she moved with her family to different relatives and rental rooms in Texas and Louisiana (Porter and Givner, p2). The personality of grandmother had very strong impact upon the life of Porter and she always reflect love and affection for her grandmother. She changed her name to adopt the name of her grandmother and renamed her as Katherine Anne Porter (Benedict West, p12). Her childhood was spent moving from one place to another with the family and her education was also affected from this movement. She enrolled in different free schools wherever the family moves. In 1904 she attended the Thomas School for one year in Texas that was her only formal education beyond the grammar school. In 1906, she was sixteen when she left her home to marry son of a wealthy ranching family John Henry Koontz however, the marriage turned out painful experience for her because Koontz physically abused her and once drunk he also threw her down the stairs (Porter and Givner, p2 ). Her ankle was broke in this incident and nine years after the marriage they were officially divorced in 1915. She married again for some times but none of her marriages lasted for long time. She never had children but she went through the painful experiences of abortion, miscarriage and stillbirth (Stout, p32). In 1915, she moved to Chicago where she worked as extra in movies and then starter her career as singer and actress. In 1915, she was also diagnosed with tuberculosis due to which she had to spend two years in sanatoria. This was a turning point in her life because she decided to become a writer and began writing in 1917. She started writing for Fort Worth Critic in which she review and criticize dramas and write social gossips. In 1918, she started writing for Rocky Mountain News. The same year she deadly suffered with flu during which she remained in hospital for month. When she was discharged she was completely bald and frail. Her hair grew back in white color and remai ned white for the rest of her life. The time she spent in the hospital provided her with several deep observations and experienced that she later shared in her long story Pale Horse, Pale Rider. She started ghost writing in 1919 when she moved to New York City and initiated writing children stories and publicity work for a motion picture company. At this time she also developed

Preparing to Participate in Groups Assignment Example | Topics and Well Written Essays - 500 words

Preparing to Participate in Groups - Assignment Example When leaders work collaboratively with other team members making them feel responsible and encouraging them to actively participate, I feel that it would result in the team producing better results and the goals would be accomplished on time. With reference to Chapter 8 "Leading Small Groups: Practical Tips", my advice to a prospective member of a problem-solving or decision-making group would be that when they are in the role of a leader, they ensure that there is effective communication between all the members of the team. Based on my previous experience of working in group projects I have realized that communication is the key to effective working and team building in groups. In one particular group project that I was working on, the topic was divided into smaller sections and each member was to present their findings after a few weeks. Unfortunately, due to lack of proper communication, two members of the group spent a lot of time researching the same topic resulting in a signifi cant waste of time and causing resentment among the team members.

Katherine Anne Porter Research Paper Example | Topics and Well Written Essays - 1000 words

Katherine Anne Porter - Research Paper Example She spent almost a century long life during which she bestowed several outstanding literary pieces to the American literature. She was awarded with several prizes in her life and even after her death people remember and appraise her through different nominations and awards. She was awarded with the Pulitzer Prize in 1966 for her work The Collected Stories published in 1965. The same collection won him the National Book Award in 1966. In 2967 she was awarded with the Gold Medal Award for Fiction by the American Academy of Arts and Letters. She was also nominated for the Nobel Prize in literature for three times. On May15, 2006 she was featured on the United States postage stamp after which she became the 22nd personality to be features in the Literary Arts stamp series (Bloom, p3). Anne Porter was born on May 15, 1980 in Indian Creek Texas. She was named as Callie Russell Porter. Her mother was dead when she was just two years old. She lived with her grandmother Catherine Ann for some years and after her death she moved with her family to different relatives and rental rooms in Texas and Louisiana (Porter and Givner, p2). The personality of grandmother had very strong impact upon the life of Porter and she always reflect love and affection for her grandmother. She changed her name to adopt the name of her grandmother and renamed her as Katherine Anne Porter (Benedict West, p12). Her childhood was spent moving from one place to another with the family and her education was also affected from this movement. She enrolled in different free schools wherever the family moves. In 1904 she attended the Thomas School for one year in Texas that was her only formal education beyond the grammar school. In 1906, she was sixteen when she left her home to marry son of a wealthy ranching family John Henry Koontz however, the marriage turned out painful experience for her because Koontz physically abused her and once drunk he also threw her down the stairs (Porter and Givner, p2 ). Her ankle was broke in this incident and nine years after the marriage they were officially divorced in 1915. She married again for some times but none of her marriages lasted for long time. She never had children but she went through the painful experiences of abortion, miscarriage and stillbirth (Stout, p32). In 1915, she moved to Chicago where she worked as extra in movies and then starter her career as singer and actress. In 1915, she was also diagnosed with tuberculosis due to which she had to spend two years in sanatoria. This was a turning point in her life because she decided to become a writer and began writing in 1917. She started writing for Fort Worth Critic in which she review and criticize dramas and write social gossips. In 1918, she started writing for Rocky Mountain News. The same year she deadly suffered with flu during which she remained in hospital for month. When she was discharged she was completely bald and frail. Her hair grew back in white color and remai ned white for the rest of her life. The time she spent in the hospital provided her with several deep observations and experienced that she later shared in her long story Pale Horse, Pale Rider. She started ghost writing in 1919 when she moved to New York City and initiated writing children stories and publicity work for a motion picture company. At this time she also developed

Software as a Service Goes Mainstream Assignment

Software as a Service Goes Mainstream - Assignment Example For all of these reasons, the organisations are coming up with different strategies and solutions in order to manage the business effectively and efficiently. One of the biggest changes or innovations which has been implemented by different organisations is of the different software for improving the business operations, like Customer Relationship Management (CRM) and Enterprise Resource Plan (ERP) system (Holsapple & Sena, 2005). These software and Management Information Systems (MIS) allow the organisations to integrate the all components of the value chain and provide the customers with high value at the end of the process (O’Leary, 2004). There are different companies and organisations in the market which are providing the solutions of software and Management Information Systems (MIS) (Oz, 2009). However, a recent development in this regard is the new Software as a service (SAAS) model introduced by the salesforce.com (Laudon & Laudon, 2010). In this case study analysis an attempt has been made in order to explore and analyse the new software as a service (SAAS) model of salesforce.com. Along with this, the case study analysis presents different advantages and disadvantages associated with this new business model for software providers. Different challenges being faced by the management of salesforce.com in the process of providing this innovative service has been discussed along with the strategies and methods used by the management to overcome them. The report also outlines the different factors which should be kept in consideration while going for this new model and innovative service. Along with this the report also defines the businesses and organisations which can reap additional benefits by switching to the new software as a service (SAAS) model offered by the salesforce.com ADVANTAGES AND DISADVANTAGES OF THE SOFTWARE – AS – A – SERVICE MODEL: Salesforce.com has come up with a completely different model for providing diff erent software solutions to the customers. This new and innovative model is known as the Software as a service model (SAAS). The Customer Relationship Management (CRM) services are provided by the company through online in the form of ‘software as a service’ (SAAS). This is totally oppose to the traditional concepts of the software solutions being provided by different companies in the industry, as customers are required to purchase those software and install them on the respective computer or machines. The software solutions provided by the traditional software solutions providers require a whole set of different hardware, operating system, servers for maintaining database, application servers for installation, and several other additional accessories (Laudon & Laudon, 2010). Another advantage of the Software as a service model (SAAS) of the salesforce.com is that it has been priced comparatively low than the other software solutions. Apart from this the installation o f the normal or traditional software includes the additional cost of the licensing along with the regular maintenance cost. Along with this the installation of this new model of software only requires 0 to 3 months time period and there is no need of additional staff or consultants. On one hand the software is priced appropriately and on the other hand the organisations can avoid all additional hassle and cost associated with the installation of the software. The software is managed through a website online, which is regularly updated.

A Cop’s Life Essay Example for Free

A Cop’s Life Essay In â€Å"A Cop’s Life† Heather MacDonald describes the media’s blinding prejudices when it comes to policing and race and supported it with two different cop’s life stories. First is about a black man who was shot dead by a cop who was trying to restrain him because he was running naked through traffic pounding cars and received only two mentions in the press outside Seattle. MacDonald compared this story to an angry-cop case that has been videotaped slugging a cuffed black teen once in the head who received 370 stories in the event and flooded the nation’s airwaves and presses. The author describes how being accused of racism affects a cop to do his job. In today’s world, due to a continuous competition in news and media industry, it seems like most of the news that is coming out today are reconstructed to a way that it will attract more people. And due to the fact that for some reasons, bad news are more catchy than good news and that influential people like policemen are more interesting to talk about, a lot of people are being mislead by media’s bias information. I would take the example used by the author in this article as my example. It is an incident of a police officer who has been forced to use his power to stop a civilian who is doing an unlawful violent behavior. The whole story was not out in the news which includes the behavior of the civilian before and just after the latter was cuffed. The only video that they represented was when the civilian was thrown on the hood, but the earlier part that should supposedly concludes the reason why the police officer has to do it was never presented. It was this type of bias reporting that left the police officer guilty and no way to defend himself. Being a cop is not easy for it requires commitment, responsibilities and dedication. Civilians look at you as a perfect person who are not allowed to commit a single mistake and that all of the things that you will be doing should be at the right thing, that is why when a cop is linked to an incident wherein the cop’s image is being affected that would make a history and will be talked in news in different forms. Cops will be assaulted, cursed at, assaulted and even shot at but they can never strike back. Bias opinions by the media should stop and the heroic deeds of the cops should be recognized. Part 2 1. Harlem Renaissance started last 1920 in New York as part of the African American History and it gave birth to new talents like Langston Hughes, Zora Neale Hurston and Paul Robenson. 2. â€Å"Unconscious† made Sigmund Freud famous as he published books and an article explaining this type of human’s condition. According to him this is a part of an individual’s personality that they cannot control. He also conducted series of Psychoanalysis to people with different ages which supported his beliefs. 3. Watchers might perambulate around the place where the incident happened that is why peace officers protected the throughway. 4. Police officers practice professionalism despite of the large number of tasks being assigned to them. References Heather Mac Donald. â€Å"A Cop’s Life† July 23, 2002. The National Review. http://www. nationalreview. com/comment/comment-mac-donald072302. asp

Research Methodology for Business Analysis

Research Methodology for Business Analysis RESEARCH METHODOLOGY METHOD Research Strategy The purpose of this study is to use the literature as a framework to answers our two research questions. Because our questions are profound, and therefore hard to measure, an analytical research approach that promotes measurement and a quantitative model is not appropriate for our study. Since the term strategy is an intangible phenomenon, information regarding the subject can only be gathered through deep interviews. For such studies the qualitative research strategy is preferred (Gilljam, Esaiasson et al 2004). Our purpose is to describe the strategy applied in our case company by using the literature we have compiled as a framework. Even though there might be some instances of normative conclusions for how a strategic management controls system should be formed, there is no direct empirical research tied to that conclusion in our thesis. Therefore our research approach neither derives from a normative research approach. Our study should rather be classified as a descriptive one. Our main purpose is to describe how a strategy can be defined and how it can be used as a management control instrument. The descriptive study is used to describe a certain phenomenon through previous theories and thereby testing the validity of these theories in practice. The descriptive study leads to a deductive research approach. The deductive approach is used when the research is based on previous theories. The theories used states what type of empirical information that should be gathered, how it should be in terpreted and how the results can be related to the theories to describe the empirical material. This research approach consist the base of our thesis. Research Philosophy Since we wanted to identify the strategy of Lema, the best way to gather this information was to interview the staff of the management team. Through our interviews we were able to gather adequate empirical information to interpret and describe Lema’s strategy based on our theoretical framework. Due to our emphasis on interviews we derive our interpretation of reality through an operator’s perspective. This perspective concludes that reality is a social construction (Gilljam, Esaiasson et al 2004) and it is interpreted differently by each individual. Therefore the truth consists of coherency among different individuals’ interpretations of reality. This perspective is consistent with our choice of conducting four interviews to validate the coherency between each individual’s interpretations and thus we attempt to build a reliable empirical data of reality. Inquiry approach By studying and summarizing the works of Michael Porter and Chan Kim Mauborgne’s Blue Ocean Strategy we have come up with a coherent theoretical work frame for examining how a strategy can be defined in an actual business. Further to this, we have investigated how the strategy can be executed by using Kaplan Norton’s theories about Strategic Mapping and The Balanced Scorecard as well using Simon’s strategy implementation theory Levels of Control. According to Robert K. Yin (2006), a case study is that which discusses a contemporary fact in its real context. A case study also supports the use of several theoretical frameworks to describe empirical information. In accordance with this guidance we realized that this was an appropriate method for achieving the purpose of our thesis. Therefore our research method is based on an in depth, single case study in which we examined both the strategy and strategy management control system. Further to this we also wanted to make clear how the different theories could be used as complements to one another and use them together to describe the strategy of a company. Selection of Case Study Objects In order to be able to apply the theories that we have chosen for strategy definition and strategy implementation, we thought that a company with a clear market position would be suitable for us. This because an evident market position often mean a distinct value proposition, which facilitates the process of defining a strategy (Porter, 1996, 1998). Since our theoretical framework revolves around many different theories, it was also important that the company was of an appropriate size so that we would to be able to assemble the empirical and theoretical material into one comprehensible context. When searching for interesting companies that could be appropriate for our thesis, we became more and more interested in Lema because they have a unique concept and position. While the vast majority of companies have suffered during the recent financial crisis, Lema has defied this general pattern of decline and prospered. In mid-2009 their growth rate was higher than it had been for almost h alf a decade, despite the prevailing crisis. The fact that Lema has defied the general condition of the market suggests that they are in some way distinguished from their competitors. This triggered our interest for a more detailed study of the strategy that has contributed to Lema’s success. After some initial contacts with Lema and receiving their support we decided to build our case study around their company. Literature search In order to find a practical and valid theoretic framework for strategy definition and strategic management control systems, we started our literature search by looking at previous studies within the field of strategic management controls. This was done by searching the Swedish database â€Å"Uppsatster.se† and through Gothenburg University’s own database GUNDA. We used key search words such as â€Å"strategy†, â€Å"strategic management controls† and â€Å"strategy implementation† to find relevant studies within the specified field. After covering a broad number of previous works we found several commonly used articles and books. We later searched for these articles by entering their specific article names within the scientific databases EBSCO, Emerald and Google scholar. The books that we used in our thesis were found in the various Gothenburg University libraries by searching on either the author’s name or the title of the book. We first briefly overviewed the articles and books that we had found in order to evaluate whether they were relevant to our research question or not. The sources that we found relevant were later used to create our theoretic framework. We were also g iven literature guidance from our supervisor Ingemar Claesson and from a business case competition’s (BI-Marathon) readings recommendations. The coherency among the sources we found through the database searches and those sources we received from our supervisor and reading recommendations from the business competition gives credibility of relevancy to our sources. Since our thesis converge two interconnected discourses; those of strategy literature and those of management control, we consider our literature overview of five models quite broad. This approach enabled us to apply a combination of appropriate theories to be able to answer our research questions in a manner that we saw fit. Through the literature search and understanding of the previous studies we created a theoretical framework. This theoretic framework guided our collection of empirical data in the case study so that the theoretic framework could later describe and interpret the empirical information. Selection of Respondents In the process of selecting respondents we assumed that we needed to interview employees at leading positions within Lema in order to gain information from those with significant insight into the strategic processes. In order to gain a broad perspective of Lema business and activities we chose to interview the CEO, CFO, Purchasing Manager and the Store Manager of the company. By interviewing these respondents we gained insight into the different areas relevant to our study. Our respondents were: Boris Lennerhov, CEO, Lema Ullared (3/5 16.00-18.00) Per Andreasson, CFO, Lema Ullared (3/5 10.00-12.00) Christian Henriksson, Store Manager, Lema Ullared (4/5 10.00-12.00) Carin Kjellgren, Purchasing Manager, Lema Ullared (5/5 10.0-12.00) Interviews We have designed our interview template based on the theories that we have compiled so that the interview would be thematic and thereby congruent with the purpose of our thesis (Gilljam, Esaiasson et al 2004). Our interview questions were designed in a semi-structured way, as an entirely structured interview often leaves too little room for respondents to answer freely (Patel Davidsson, 1994) A semi-structured interview also enabled each respondent to focus on the questions he/she found more relevant. We used the same general design for all interview templates in order to get a broad perspective of the interview subjects and to cross-reference these answers with one another to ascertain the answers coherency. Before the interview we met with the respondents to briefly explain to them on the different areas that we would be discussing so that our respondents would be acquainted with the topics of the interview. However we did not send the exact interview template, since we did not want our respondents to give us â€Å"automated† answers. None of the respondents requested to be anonymous, which contributed to the credibility of our research (Gilljam, Esaiasson et al, 2004). Data processing To facilitate the data processing and ensure the reliability of data received from our interviews we printed out our interview templates and used them during the interviews. Answers were document by both computer and by hand to ensure reliable answers. Since the interviews were held in Swedish in order to make sure that our respondents felt comfortable and to be able to gather more information, we had to first translate the raw data into English. The interviews were recorded for validity check during the data processing. After documenting all answers directly after each interview we put together all four answers and concluded the coherent answers of each performed interview into one final main answer. This process is consistent with our research philosophy of the operator’s perspective that reality is based on coherency among each individual’s interpretations. Due to our interview structure, which is based on our theoretic framework, we could quite easily relate the answers to our theories. We later analyzed the empirical data with our theoretic framework to answer our two research questions. Method Critics – Validity and reliability The validity of research studies is the most difficult and most important problem in empirical social studies. (Gilljam, Esaiasson, 2004) The term validity can be defined in three different ways: Congruency between the theoretic definition and the operational indicators Free from systematic errors The research examines what we intend to research The first two definitions can be categorized as conceptual validity while the third definition is categorized as result validity. (Gilljam, Esaiasson ,2004) These two categories are related to each other by the following formula: Conceptual validity + Reliability = Result validity (Gilljam, Esaiasson et al, 2004) The greatest validity problem is that of conceptual validity. The problem of social science empirical research is that many theoretic terms are abstract and intangible and therefore makes it difficult to use proper operational indicators that measure the theoretic term. Therefore improper results and wrong conclusions are created by using inconsistent operational indicators to measure the theoretic term. Further for the proper result to be valid, the reliability of the study must be high. Reliability implies that the thesis is free from unsystematic and random errors. These kinds of errors might occur due to stress, carelessness or sloppy notes, misunderstood interview answers, negligence of certain information during data processing etc. However it is argued that conceptual validity is more important than reliability. (Gilljam, Esaiasson et al, 2004) For example if the operational indicators used in a study does not measure the intended theoretic term the results are flawed, but if the conceptual validity is correct and the reliability is low the results are slightly skewed though the overall result is still accurately measured. Since the theoretic terms strategy and management control systems are very abstract and interpreted differently among researches and professionals. There are no unanimous operational indicators that properly define these two terms or any unanimous framework in which these two terms can be described. However in this thesis we have implied a theoretic framework that guided us how to describe strategy and through this framework we formed interview questions that could be seen as our operational indicators. Thereby we attempted to achieve as good conceptual validity as possible. To increase the reliability of our thesis, we taped all our interviews and performed the same interview with our four chosen respondents. We used structured interview templates printed on A4 paper that would provide a clear guide for notes and made it easier for us to refer answers to our literature framework. We transcribed the answers directly after the interviews to make sure that the answers were correctly documented. Still the reliability for this study might be imperfect because our behavior during the interview might have affected the respondents’ answers. However we tried to prevent this so-called interviewers effect (Denscombe, 2000) by reacting as neutral as possible to the respondent’s answers. Further, Lema has not worked with any kind of strategy controls therefore some respondents were unfamiliar with our subject. If the respondents had read through our content email and prepared a bit before our interviews, their answers might have been better. Since we only conducted four interviews with the management team of Lema our empirical finding might include a large amount of their subjective assessments. It would have been better to interview a larger number of respondents within the management team and even conduct the same interviews with external industry experts5 to further validate the answers of our respondents from Lema.

Djuna Barnes: A Forgotten Ferocity of the 1920s Essay example -- puzzl

Djuna Barnes was an outspoken and fiercely witty modernist writer of the 1920’s. She was known for her somewhat puzzling writing, her bravery when it came to her own journalism, and her everyday intense persona. She is a figure that, one would think, would have never been forgotten, yet with time, and somewhat by her own doing, she has faded into the background of the 1920’s writers. So much so that, â€Å"Barnes once described herself as 'the most famous unknown writer', and this was an astute remark.† (Loncraine.) Barnes was born in 1892, in New York state to her mother and her eccentric Father (who was rather fond of polyamory). She lived in a home with her Grandmother, Father, Mother, her Father’s Mistress, and her brothers and sisters. She and her sibling were never formally schooled, but instead taught by their Grandmother, whose description in Rebecca Loncraine’s article, lends an understanding to Djuna’s unique personality, The Barnes children were all educated at home, largely by their grandmother, Zadel Barnes, who was a suffragist, journalist and spirit medium. Barnes's childhood was not happy, and it haunted her writing. (Loncraine) After the separation of her parents, in 1912, she with her Mother and brothers, moved to New York City. She studied at the Pratt Institute of art, until financial troubles forced her to look for work to support her family and her grandmother’s failing health. She is said to have walked into the Brooklyn Daily Eagle and announced, â€Å"I can draw and write, and you’d be a fool not to hire me,† a bold statement that landed her a job in journalism, where her career as a soon to be modernist would begin to flourish. Just as her statement that landed her the job was bold, so was her approach to writ... ...er writer in Paris in the 1920s. For Joyce presented Miss Barnes in 1923 with the original manuscript of Ulysses containing all of it’s annotations. Works Cited: Loncraine, Rebecca. "Djuna Barnes: an unknown modernist: Rebecca Loncraine introduces Djuna Barnes, one of America's least known and most intriguing Modernist writers." The English Review 15.3 (2005): 34+. Literature Resource Center. Web. 7 Apr. 2014. Field, Andrew, and Andrew Field. Djuna, the Formidable Miss Barnes. Austin: University of Texas, 1985. Print. Bombaci, Nancy. "â€Å"Well Of Course, I Used To Be Absolutely Gorgeous Dear†: The Female Interviewer As Subject/Object In Djuna Barnes's Journalism." Criticism 44.2 (2002): 161-185. Art Full Text (H.W. Wilson). Web. 7 Apr. 2014. Barnes, Djuna. The Book of Repulsive Women: 8 Rhythms and 5 Drawings. Los Angeles, CA: Sun & Moon, 1994. Print.

Porters Five Force Analysis for Paint Induatry

For a dominant paint manufacturing company which is spread allover India, local players act as a very huge threat to them. With a small place for factory and an effective distribution system the local players may pose themselves a huge competition for these nationalized companies. As the local players do not mind quality but sell products for cheap rates they grab more attention of middle class people in India who are of majority. But if the major company has a huge brand name with quality product and some marketing gimmicks they can lure customers even if they have high prices. Power of suppliers As said above the local players are more or less who started as suppliers for the big companies. As the required number of raw material are more in preparation of paint if these suppliers come together and start making end products the pose themselves as huge threats. Power of buyers As this being a competitive industry with multinational players, national players, local players the buyer has a lot of options to his disposal. Switching cost is also not high. The contractors and painters also play their role, as they will tend to buy from people who give them incentives. So the companies should always be on toes in retaining the existing buyers by some effective reward or marketing system. Availability of substitutes The likelihood of availability of substitutes in this industry is less. But the varieties of products are more. This is where big players have an edge over local players. With different kinds of paints available in market to manufacture all kind you need huge factories but the local players will have a small unit which basically manufactures not mare then a few variants. Competitive rivalry As mentioned before the rivalry is very high with n number of makers in the market and n number of takers in the market. If the construction industry is on a downward slope then it affects this industry a great deal.

Gender Equality Essay

Irrespective of the country and the cultures people live in, it is next to impossible to keep the question of gender equality hidden in the modern society. When the word gender equality was voiced in the 19th century what was been sought was political rights. Not only then but also today inequality between men and women has been evident in our society. Discrimination against women is an act that has had a lot of negative impact in our society and to the women themselves. This has been demonstrated through gender violence, economic discrimination, reproductive health inequalities and harmful traditional practices. It is a concern to the whole world to a point of making the affirmative action to fix this problem. Gender equality first and foremost is a human right; women are entitled to live in dignity and in freedom from fear and want (Tomasevski, 1993). Should men and women be equal in the modern society? Men and women are equal; only that women are victims of pervert social progress. Gender discrimination between men and women leads to unequal access to the resources and benefits of development. see more:gender discrimination short essay Gender inequality affects all people; sustainable gains in development and poverty reduction are only possible when men and women are full and equal participants in society. Men and women are different but they are equal in that whatever men can do their women counter parts can do it well. Men and women are equal what brings the discrimination is the socialization that men and women get. The notion that women are weak has denied many women with the ability to exploit the abilities they have (Tierney, 2007). Men and women are equal in so many aspects and should be equal. Politically, financially and academically no much difference that can be noted, it is insignificant. In the political realms there are women who are doing extemporal well. Taking the example of the just concluded US election Hillary Clinton had good support and motions that would be bought by the rest of the candidates. In the world of business we have Oprah Winfrey; an indicator of what women can do. She is competing among the men in that field and still her success is a threat to many. In the modern society women have been known to take responsibilities of raising the families. Women have come up so well in that their dependency level is going down even though they are discriminated in salaries. This is a proof enough that if women are given equal opportunity with men they can do much well. In the employment sector women are taking those opportunities which were thought to be for men (Kramarae & Spender, 2000). Women are managers of big companies and also owners just as men. They are also well represented in the government sectors and in the government. They have become career makers. Men have the initiative of sharing the household responsibilities. It is a common occurrence that couples can choose whether it is the woman or the man who will get a leave to take care of their new borne baby. Men and women are equal in the eyes of the law; they are subjected under the same law. Women are equal to men in all aspects hence in the modern society they should get the right to basic needs, education, job training and employment as men do. Empowering women is a great tool for reducing poverty and advancing development. Empowered women contribute to productivity and health in the families and communities and hence improved prospects for the next generation (Cross, 2001). The idea that men are stronger physically is just a preference of a few. If women are given similar opportunities as men they can perform equally well. Denial of opportunity has contributed to decreased performance of women in various areas. On the other hand both women and men should not forget their roles though sharing of responsibilities is taking root in the modern society. References: Cross, P. L. (2001): Women’s Rights are Human Rights; Human Rights are Women’s Rights. Retrieved on 29th Dec, 2008 from: http://www. pinn. net/~sunshine/essays/w_rights. html Kramarae, C. , Spender D, (2000): Routledge International Encyclopaedia of Women: Global Women’s Issues and Knowledge. ISBN 0415920906, 9780415920902, Routledge Tierney, J. (2007): Men and Women, Different but Equal: What’s the Problem? Retrieved on 29th Dec, 2008 from: http://tierneylab. blogs. nytimes. com/2007/09/09/men-and-women-different-but-equal-whats-the-problem/ Tomasevski, K. , (1993). Women and Human Rights. ISBN 185649120X, 9781856491204, Zed Books

Referencing Harvard

It is important to show your reader that you have sought out expert, reliable sources to help support and develop your thinking, and this is done through referencing. The preferring in your assignment: demonstrates good research conduct shows the range of ideas and approaches you have found and thought about acknowledges the sources of those ideas tells your reader where they can locate those sources. Referencing also helps you to avoid plagiarism. If you present someone else's ideas as if they are your own work, or use the exact same language they use without acknowledgment, you are committing plagiarism.Plagiarism can be unintentional due to poor referencing, but the consequences are always serious. Accurate referencing helps you to avoid this. For more information on avoiding plagiarism, visit http://resource. Unions. Du. AU/course/view. PH? Id=1 572 Every time you include words, ideas or information from a source – whether it's a website, book or Journal article – i n your assignment, you must include an in-text reference to show that this content has been gathered from somewhere else.In-text references must be included whenever you: 0 0 0 0 paraphrase someone else's ideas in your own words summaries someone else's ideas in your own words quote someone else's ideas in their exact words copy or adapt a diagram, table or any other visual material. For each source that you reference in-text, you must also create an entry in the preference list at the end of the assignment. 2 How do we reference? There are two components to a Harvard reference: 1) an in-text reference in the body of your assignment Cabochon (2008) explores a range of themes and ideas†¦ ) full reference details in your reference list Cabochon, M 2008, Maps and legends, Immenseness Books, San Francisco. 1) In-text references An in-text reference is provided each time you refer to ideas or information from another source, and includes the following details: 0 0 the author's famil y name (do not include given names) [authoring body or organization the year of publication page numbers where applicable. There are two main ways to present an in-text reference, as shown below.One way gives prominence to the information by placing the reference at the end of your sentence in brackets: Universities can play an active role in finding solutions for climate change (Folio 2010, p. 2). Another way gives prominence to the author by placing the reference in the body of your sentence, with the author's name incorporated into the sentence structure and the date in brackets: Folio (2010, p. 2) argues that universities can play an active role in finding solutions for climate change.Including page numbers Page numbers are included when you: pacific page or pages refer to tables, figures, images or present specific information like dates/statistics. Habeas (2007, p. 48) notes that the novelist ‘draws on an established tradition of appropriating the waning for various soci al and political purposes'. If you do these things for a source without pages – e. G. A website – then Just author and year will suffice. 2) The reference list The reference list provides full bibliographic details for all the sources referred to in your assignment so that readers can easily locate them. Each different source referenced in your essay must have a matching entry in your reference list. It is important to note that the reference list is not a bibliography. A bibliography lists everything you may have read, while a reference list is deliberately limited to those sources for which you have provided in-text references. A bibliography is not needed unless specifically requested by your lecturer.The reference list is titled References and is: 0 arranged alphabetically by author's family name (or title/sponsoring organization where a source has no author) a single list where books, Journal articles and electronic sources are listed together (see sample referenc e list on p. 6 of this guide). The main elements required for all references are the author, year, title and publication information. Single line spacing required Judd, D, Assistant, K & David, GM 2010, A history of American nursing: trends and eras, Jones and Bartlett, London.Candler, PM, Patton, JAG, Coleman, RE, Egotistical, A, Hackers, FIG & Hoofer, BP 1999, Diagnostic nuclear medicine, Williams & Wilkins, Baltimore. Whitewater, R 2009, ‘How can nursing intervention research reduce the research-practice gap? , Canadian Journal of Nursing Research, Volvo. 41, no. 4, up. 7- 15. Leave space between each entry No indentation required in second or subsequent lines of an entry An extract from an essay using the Harvard referencing system Essay extract The literal adaptation of a book to film is practically impossible.As Steam (AAA, p. 4) suggests: The shift from a single-track verbal medium such as the novel to a multi- track medium like film, which can play not only with words (written and spoken) but also with music, sound effects, and moving bibliographic images, explains the unlikelihood and undesirability of literal fidelity. Comments Always provide author, year and page number(s) when quoting. Quotes longer than thirty words are indented both sides, and are one font size smaller. Ellipsis (†¦ Shows one or more words have been omitted.It is puzzling, then, that readers and audiences are so critical of adaptations which take liberties, sometimes for the better, with their source material. Film adaptations of novels are frequently ‘castigated and held to an absurdly rigorous standard of fidelity (Steam Bibb, p. 15). If key scenes from a novel are pruned for film, audiences often react negatively. However, fidelity is not an appropriate measure for evaluating a film adaptation's success, as numerous scholars concur (Despond ; Hawkers 2006; Letch 2008; McFarland 1996; Miller ; Steam 2004). Judging film adaptations is ultimately, Whelan (1999, p . ) contends, ‘an inexact science dogged by value judgments about the relative artistic worth of literature and film'. A fan of a novel might denigrate a film adaptation which alters the original book in some fashion, but their response is highly subjective and fails to take into account the practices and realities of film production (McFarland 2007, p. 26). Sometimes there are grounds for hostility. Author Alan Moore has witnessed a number of his complex graphic novels adapted into shallow Hollywood products, making him extremely critical of filmmakers and the filmmaker process (Assures 2009).However, this kind of attitude can be knee-Jerk and reactionary. Rather than being overly pedantic about textual faithfulness, it is best to approach film adaptations as re-interpretations of their source material (Hutchison 2006, p. 8) or as ‘a permutation of text, an intellectuality (Scariest, cited in Sanders 2006, p. 2). Moreover, new modes of production further complicate exis ting definitions of, and approaches to, adaptation (Moore, MR. 2010, p. 180). So The letters ‘a' and ‘b' have been added to the years here and above to distinguish between different sources by the same author (Steam) published in the same year.Several sources cited at once. Quotes shorter than thirty words are enclosed in single quotation marks. Always provide author, year and page number(s) when paraphrasing a printed source. Internet documents require the same information for the in-text reference (author and year). No page number for electronic sources unless available. Quote from Scariest found in Sanders' work. If authors have similar surnames, include first initials in reference to avoid confusion. 5 References Assures, S 2009, Why Alan Moore hates comic-book movies', Total Film, 2 February, viewed 5 December 2010, .Despond,J & Hawkers, P 2006, Adaptation: studying film and literature, McGraw-Hill, Boston. Hutchison, L 2006, A theory of adaptation, Rutledge, New Yo rk. Letch, T 2008, ‘Adaptation studies at a crossroads', Adaptation, Volvo. 1, no. 1, up. 63-77. McFarland, B 1996, Novel to film: an introduction to the theory of adaptation, Oxford University Press, New York. ? 2007, ‘Reading film and literature', in D Cartel & I Whelan (des), The Cambridge companion to literature on screen, Cambridge University Press, Cambridge, up. 15-28. Miller, T & Steam, R (des) 2004, A companion to film theory, Blackwell Publishing, viewed 30 October 012, .Moore, MR. 2010, ‘Adaptation and new media', Adaptation, Volvo. 3, no. 2, up. 179- 92. Sanders, J 2006, Adaptation and appropriation, Rutledge, New York. Steam, R AAA, ‘Introduction: the theory and practice of adaptation', in R Steam & A Orange (des), Literature and film: a guide to the theory and practice of film adaptation, Blackwell Publishing, Malden, up. 1-52. ? Bibb, Literature through film: realism, magic, and the art of adaptation, Blackwell Publishing, Malden. Whelan, 1 199 9, ‘Adaptations: the contemporary dilemmas', in D Cartel & I Whelan (des), Adaptations: from text to screen, screen to text, Rutledge, London, up. -19. Online newspaper or magazine article Book with two authors Book Journal article Two works by same author, listed chronologically Dash used when more than one work by same author listed Chapter in an edited book Ebook. Two editors Journal article Book from which Serviette's quote taken Two works by same author in same year, listed a and b based on alphabetical order of title of the work Dash used Please note: this extract is from an assignment written in the Humanities. Please refer to published work in your area of study for examples of referencing conventions pacific to your discipline. What if your source does not exactly match any of these examples? This guide of source you need to reference in the pages that follow, and construct your reference in that format using the example(s) provided to guide you. While this guide prov ides a wide range of examples, it is not possible to provide a model for every type of source you might use in your assignments. If you cannot find an exact match for the type of source you need to reference, find examples for similar sources and combine the elements to create the reference you need.For instance, the reference low is for a chapter in an edited document which was found online in PDF form. It has been created through combining aspects of the following types of references: a chapter in an edited book an online document in PDF form. Author/authoring body Year of publication Title of the chapter Editors Title of online document Drunkard, P 2012, ‘The integrated reporting Journey, in C Van deer Lust & D Milan (des), Making investment grade: the future of corporate reporting, United Nations Environment Programmer, Dolomite and the Centre for Corporate Governance in Africa, up. 25-28, viewed 4 December 2012, .Publisher Page numbers of the chapter Date the document was viewed Internet address (URL) If you cannot find comparable reference types, always identify the following components of the source, and arrange them in the order below: author, editor, or authoring body/organization year of publication title publication information. Harvard referencing Unions – Examples Print Includes any materials created for publication in paper form Basic format: Author's family name, Initial(s) OR Authoring body year, Title of book, Author's family name, followed by a comma and initial(s) of any given names, or authoring body.Year of publication, followed by a comma. Title of book in italics, followed by a comma. Use upper case for the first letter in the title and lower case for the rest unless referring to names or places, I. E. Lawrence of Arabia. Gordon, M 2009, Manual of nursing diagnosis, Jones & Bartlett Publishers, Sturdy, Mass. Place of publication. If more than one place of publication is listed, give only the first listed. If there is another place with the same name, or if the place is little known, add the state or country (abbreviated), e. G. Texas, SLD, or Dully, SLD. Full stop at the end. Publisher, followed by a comma.Type of reference Book with 1 author (this can include a person or an authoring body, e. G. A sponsoring organization) In-text reference examples Cabochon (2008, p. 108) discusses. †¦ Was discussed in the study (Cabochon 2008, p. 108). †¦ A better world (Denied Green Consulting Services 2008, p. 5). Reference list examples Cabochon, M 2008, Maps and legends, Immenseness Books, San Francisco. Denied Green Consulting Services 2008, Capital idea: realizing value from environmental and social performance, Denied Green Consulting Services, North Carlton, Victoria. Further information Type of reference Book with 2 or 3 authorsIn-text reference examples Campbell, Fox and De Swart (2010, p. 46) argue†¦ †¦ Alternatives are preferable (Campbell, Fox & De Swart 2010, p. 46). Reference list e xamples Campbell, E, Fox, R & De Swart, M 2010, Students' guide to legal writing, law exams and self assessment, 3rd den, Federation Press, Sydney. As suggested by Hankie et al. (2006, p. 14)†¦ †¦ Has been suggested (Hankie et al. 2006, p. 14). Hankie, RE, Ova, D, Dillydally, GEL, Waltham, JAR, Shares, SMS, Wagner, RE ; Simmer, MS 2006, Nuclear medicine, 2nd den, Mossy Elsevier, Philadelphia. Book with no date or an approximate dateThis is emphasized by Seas (n. D. ) when†¦ This is emphasized by Seas (c. 2005) when†¦ Seas, R n. D. , Micro-computer applications, Microsoft Press, Redmond, Washington. Seas, R c. 2005, Micro-computer applications, Microsoft Press, Redmond, Washington. 2nd or later edition of a book Borrowed and Thompson (2009, p. 33) explain†¦ †¦ Components of filmmaker (Borrowed ; Thompson 2009, p. 33). Scariest (1995) has achieved great currency since its translation. †¦ Is argued as the reason for this tension (Scariest 1995). Borro wed, D ; Thompson, K 2009, Film art: an introduction, 9th den, Mac-Gram Hill, New York.Translated book Scariest,J 1995, New maladies of the soul, trans. R Superman, Columbia University Press, New York. Further information When multiple authors' names are included within your sentence (not in brackets) use the full spelling of ‘and'. When the authors' names are in brackets or in the reference list, use ‘&. When there are 4 or more authors, only use the first author's name in-text followed by the abbreviation et al. But include all names in the reference list. If there is no date use n. D. If there is an approximate date use c. (this meaner ‘circa' – Latin for ‘around/about').The edition number comes erectly after the title in the reference list. Edition is not mentioned in-text. The translator's name is not referenced in-text – it only appears after the title in the reference list. 9 Edited book reference examples Morrison (De. 2010) questions wh ether†¦ It is not clear whether this point supports his previous assertions (De. Morrison 2010). Reference list examples Morrison, D (De. ) 2010, The Cambridge companion to Socrates, Cambridge University Press, Cambridge. Further information When the editor's name is included within your sentence (not in brackets) place De. In the brackets following their name.When the editor's name is in brackets, put De. Before their name. When editors' names are included within your sentence (not in brackets) use the full spelling of ‘and'. When their names are in brackets or in the reference list, use ‘&. Note the use of ‘des' (no full stop) for multiple editors. When there are 4 or more editors, only use the first editor's name in-text followed by the abbreviation et al. But include all names in the reference list. Edited (De. ), revised (rev. ) or compiled (come. ) book with 2 or 3 editors Greenberg, Pollard and Salubrious (des 2011) are interested in providing a ramekin for†¦. . Is included in this framework (des Greenberg, Pollard ; sailplanes 2011). Greenberg, F, Pollard, N ; Salubrious, D (des) 2011, Occupational therapies without borders: towards an ecology of occupation-based practices, Volvo. 2, Churchill Livingston Elsevier, Edinburgh. Edited book with 4 or more editors In their collection of essays, Barnett et al. (des 2006) explore†¦ †¦ Is explored throughout (des Barnett et al. 2006). Barnett, T, Beriberi, N, Harder, S, Hooking, R ; Outlook, G (des) 2006, London was full of rooms, Lathrup Press, Adelaide. 10 Chapter in an edited bookBasic format: Author's family name, Initial(s) OR Authoring body year, ‘Title of chapter', in Editor's Initial(s) plus family name (De. ), Title of book, Publisher, Place of publication, up. X-xx. Author's family name, followed by a comma and initial(s) of any given names, or authoring body. Year of publication, followed by a comma. Title of the chapter in single inverted commas, followed by a comma. Use upper case for the first letter of the title and lower case for the rest unless referring to names or places. Initial(s) and family name of the books editor, followed by (De. ) for one editor and (des) for multiple editors.