Parenting theory Essay Example

Parenting theory Essay Parenting org will try to answer 2 question: which business should we own? What parenting approach will get the best performance from those busineses? Instead of looking at how businesses relate to one another, a parent organization should look at how well its skill fit its businesses needs and whether owning them creates or destroy value. Parenting theory suggest that most CEO should concern with two crucial questions: what business should this company, rather than rival, own and why? And What org structure. Management process and philosophy will foster superior performance from its businesses? The best parent companies create more value in their businesses than rivals would. We will write a custom essay sample on Parenting theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Parenting theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Parenting theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Multi business bring together under a parent org businesses that could potentially be independent. Such parent company can justify themselves economically only of their influence creates value. For example: The parent org can improve business plan and budget , promote better linkages among them, provide especially competent central function or make wise choices in its own acquisitions , divestment and new ventures. How corporate parenting add value to its businesses units? That occur when the parents skills and resources fit well with the needs and opportunities of the businesses. If there is not a fit, the parent is likely destroy value. A parent that does not understand the critical success factors in a business is likely to destroy vale. To add value: ICM, Restructure, Knowledge, transfer skill and sharing activities. A parent without detailed knowledge of a business market my not be aware of the opportunity to combine sales. Synergy. Five type of synergies: Cost savings, Revenue enhancements, process improvements, financial engineering and tax benefit. COST SAVINGS This is the most common type of synergy and the easiest to estimate. Peter Shaw, head of mergers and acquisitions at the British chemical and pharmaceutical company ICI, refers to cost savings as hard synergies and points out that the level of certainty that they will be achieved is quite high. Usually, they come from eliminating jobs, facilities, and related expenses that are no longer needed when functions are consolidated, or they come from economies of scale in purchasing. Cost savings are likely to be especially large when one company acquires another from the same industry in the same country. For example, SBC Communications, the former South-western Bell, realized substantial cost savings when it acquired Pacific Telesis. Within the first two years of this merger, SBC saved more than $200 million in information-technology operating and maintenance costs. It also saved tens of millions of dollars by combining the merged companies purchasing power. Even though cost savings are t he easiest synergy to calculate, overly optimistic projections certainly do occur, so you need to look very carefully at the numbers you 1 re presented with. If youre evaluating projections, be aware of three common problems. First, analysts may overlook the fact that definitions of cost categories vary from company to company. (For example, are warranty costs included in the cost of production or the cost of sales?) So it may appear that there are more easily eliminated costs in a category than turn out to be the case. Second, costs are incurred in different places depending on the structure of each company. Acquirers may assume they can eliminate more corporate or divisional administrative costs than they actually can because essential work is getting done in unexpected places. Third, it is easier to eliminate positions than the people who fill them. Often a job is eliminated on paper, but the person in the job is very talented and must be shifted ewhere in the company. Therefore, if a consolidation Ins to suggest that 200 jobs are destined for the ax, that doesnt mean that 200 salaries are, too Acquirers often underestimate how long it will take to realize cost savings. Sometimes that happens because the plans specifying how integration will proceed are insufficiently detailed. In other cases, it happens because the people in both companies are resistant to change, and senior managers often delay making tough cost cutting decisions. And, of course, the longer it takes for cost savings to be realized, the less value they create. REVENUE ENHANCEMENTS Its sometimes possible for an acquirer and its target to achieve a higher level of sales growth together than either company could on its own. Revenue enhancements are notoriously hard to estimate, however, because they involve external variables beyond managements control. The customer base of the acquired company, for instance, may react negatively to different prices and product features. A combined customer base may balk at making too many purchases from a single supplier. And competitors may lower their prices in response to an acquisition. Revenue enhancements are so difficult to predict, in fact, that some wise companies dont even include them when calculating synergy value. Matthew Slatter, the CEO of Bank of Melbourne, says, We model this [revenue enhancements], but never factor it into the price. Similarly, Peter Shaw at ICI considers them soft synergies and discounts them heavily in calculations of synergy value. Despite their dangers, revenue enhancements can create real value. Sometimes the target brings a superior or complementary product to the more extensive distribution channel of the acquirer. That happened when Lloyds TSB acquired the Cheltenham and Gloucester Building Society (which had a better home-loan product) and Abbey Life (which had insurance products). In both cases, Lloyds TSB was able to sell those products to its dramatically larger retail customer base, thus generating more revenue than the three entities could have done individually. Similarly, having acquired Duracell for a 20% premium, Gillette was confirmed in its expectation that selling Duracell batteries through Gillettes existing channels for personal care products would increase sales, particularly internationally. Gillette sold Duracell products in 25 new markets in the first year after the acquisition and substantially increased sales in established international markets. In other instances, a target companys distribution channel can be used to escalate the sales of the acquiring companys product. That occurred at Gillette when it acquired Parker Pen. In calculating what it could pay, Gillette estimated that it would be able to get an additional $25 million in sales for its own Waterman pens by taking advantage of Parkers distribution channels. A final kind of revenue enhancement occurs when the bigger, post-acquisition company gains sufficient critical mass to attract revenue neither company would have been able to realize alone. Consider what happened when ABN and AMRO merged to form ABN AMRO, the large Dutch bank. Afterward, other large banks pulled the new company in on syndicated loans that neither ABN nor AMRO would have been asked to participate in individually. PROCESS IMPROVEMENTS Cost savings result from eliminating duplication or from purchasing in volume; revenue enhancements are generated from combining different strengths from the two organizations. Process improvements, by contrast, occur when managers transfer best practices and core competencies from one company to another. That results in both cost savings and revenue enhancements. The transfer of best practices can flow in either direction. The acquirer may buy a company because the target is especially good at something. Conversely, the acquirer may see that it can drastically improve the targets performance in a key area because of some competence the acquirer has already mastered. Take the case of National Australia Banks purchase of Florida mortgage lender HomeSide. HomeSide has an extremely efficient mortgage-servicing process that NAB plans to transfer to its banking operations in Australia, New Zealand, and. the United Kingdom. The same was true of ABN AMRO when it acquired the U.S. commercial bank Standard Federal. In that case, process improvements went hand in hand with cost savings: because its mortgage operation was so efficient, SF eventually took over the combined banks entire mortgage business. Product development processes can also be improved so that new products can be produced at lower cost and get to market faster. Such was the case when Johnson Controls acquired Prince Corporation, a maker of rear-view mirrors, door panels, visors, and other parts of automobile interiors. Prince was better than Johnson Controls at understanding customers needs-both existing and anticipated-and consequently it produced higher-margin products. Prince also had an excellent process for ramping up production of new products, which enabled it to move from design to mass production about twice as fast as Johnson Controls could, maintaining higher quality levels while speeding cycle times. Johnson learned from Prince and was soon able to apply those advantages to its own products. For an example of the process improvements an acquiring company can bring to the table, take a look at newspaper giant Gannett. Gannett has a database of financial and nonfinancial measures for each of its 85 newspapers; executives use this rich resource to determine best practices, both boosting revenue and lowering costs. Larry Miller, Gannetts CFO, explains, We have been able to dramatically improve the papers weve bought. The key for us is knowing in very minute detail how to run a business. This gives us very specific ideas for improvement. Through more efficient production and distribution processes, Gannett has been able to extend its deadlines for news and advertising copy while simultaneously delivering the newspaper more quickly. That helps advertisers and improves Gannetts revenue. Gannett is also able to determine where classified rates are too high, hurting volume, and where they are too low, leaving money on the table. Because it can expect to yield quick, substantial p rocess improvements, Gannett can pay very high premiums for its acquisitions. When you consider that many of the acquisitions are run independently-and so dont offer many consolidation opportunities-the high premiums are quite extraordinary. In fact, Miller has told us, People are often shocked at what we pay. In nearly all cases, though, performance improvements after the fact have justified the high prices. The synergies of cost savings, revenue enhancements, and process improvements may be easy to understand conceptually, but our research demonstrates how hard they are to forecast accurately. Why? Most calculations of synergy value occur under horrendous conditions: time pressure is intense, information is limited, and confidentiality must be maintained. Since conditions are so far from ideal, the managers and board members responsible for the final decision should always scrutinize the assumptions underlying the numbers. FINANCIAL ENGINEERING Acquirers often think-and hope-that if they borrow cash to finance a transaction, theyll reduce the weighted average cost of capital. That is not a good reason to do a deal. If either the acquirer or the target company could afford to take on more debt; each could have borrowed it on its own. However, some companies can find genuine synergies through financial engineering. For example, an acquisition can increase the size of a company to a level where there are clear economic benefits to pooling working- capital finance requirements and surplus cash, as well as netting currency positions. These benefits can be quite substantial. When the Credit Suisse Group merged with Winterthur, 10% of the forecasted synergies came from reducing funding costs through optimized capital management. Heres another genuine financial-engineering synergy: a transaction may allow a company to refinance the targets debt at the acquirers more favourable borrowing rate without affecting the acquirers credit rating. That is especially likely to happen in the financial services sector because those companies are big and their risk is diversified. TAX BENEFITS Tax considerations are often a barrier that must be overcome to justify a deal, a fact that makes tax-related synergies very difficult to assess. Its useful to distinguish between tax structuring, which makes the deal possible, and tax engineering (also called tax planning), which ensures that the overall tax rate of the combined company is equal to or lower than the blended tax rates of the two companies before the deal. Regulators often believe that companies using perfectly legitimate structuring and engineering techniques to avoid incurring additional costs are simply taking advantage of loopholes. Thus companies are not anxious to disclose any clever techniques they may have used. The goal of tax structuring is to avoid as many onetime tax costs as possible. Those costs may include capital and transfer duties, as well as change-of-ownership provisions that can trigger capital gains or prevent tax losses from being carried forward.

The Importanceof a Successful essays

The Importanceof a Successful essays The Importance of a Successful NAFTA for the United States Economy In this new millennium, international trade and commercial relations are growing more quickly than world national economies. This area of growth is expected to be the source of economic prosperity for all nations. Governments worldwide are recognizing the importance of creating trade alliances and lower trade barriers and tariffs. The goal of these actions is to foster the deepening of economic integration among countries while at the same time safeguarding national sovereignty, (Orme P.48). As a result, many governments are now signing free-trade zone agreements and are realizing the potential strengths of their large markets. The North American Free Trade Agreement agreed upon by Canada, Mexico and the United States is one of strongest and most important agreements ever negotiated. NAFTA goes beyond just removing trade barriers; it is an agreement to integrate two developed nations and one developing nation, and their economies. NAFTA is successful, more so than the European Uni on, Mercosur, or any Asian agreement, because of the unquestionable dominance of the United States and the roles each nation plays. The United States is a technology advanced, prosperous and economically diverse country with a large population, Canada is a prosperous, resource and technology based country with a small population, and Mexico is a developing country with a large labor base and a rapidly growing population (Welcome P.12). Each nation is important for the success of NAFTA, and the North American economic integration. The North American integration is not something that was quickly started after the 1994 signing of the North American Free Trade Agreement. The integration has been a work in progress since the end of World War II, and would have continued even if NAFTA were not ratified. NAFTA is not a history changing agreement, but a tool, which can manage the ongoin...

How to Use Singular They

How to Use Singular They "The employee believed their safety could not be guaranteed." The sentence above has an apparently overt grammar error. The subject of the sentence, employee, is singular but the pronoun their is plural. Most business writers would catch this obvious error. Subjects and pronouns need to agree in number, so the sentence should be"The employee believed his or her safety could not be guaranteed." The challenge with the corrected sentence is that it is awkward and it boxes individuals who do not identify as uniquely male or female into a category that doesn't fit for them. It's exclusionary, and style guides are addressing this. Using they as a singular pronoun has become acceptable in some cases, especially as a gender-neutral pronoun. The 2017 edition of The AP Stylebook - the style guide used most widely in business - stated: â€Å"They/them/their is acceptable in limited cases as a singular and/or gender-neutral pronoun, when alternative wording is overly awkward or clumsy.† For example, to avoid the specificity of an individual’s gender, this use oftheiris acceptable: â€Å"The employee believed their position was in jeopardy.† The Washington Post addressed this in 2015: â€Å"Allowing they for a gender-nonconforming person is a no-brainer. And once we’ve done that, why not allow it for the most awkward of those he or she situations that have troubled us for so many years?† The Chicago Manual of Style now states: â€Å"While this usage [they, them, their, and themselves] is accepted in those spheres [speech and informal writing], it is only lately showing signs of gaining acceptance in formal writing, where Chicago recommends avoiding its use. When referring specifically to a person who does not identify with a gender-specific pronoun, however, they and its forms are often preferred.† Garner’s Modern American Usage recommends its cautious use: â€Å"Where it can’t be avoided, resort to it cautiously because some people may doubt your literacy.† Microsoft Manual and Style advises: â€Å"Although . . .theyfor a singular antecedent is gaining acceptance. . . . Whenever possible, write around the problem.† Grammarly polled their readers and most objected to the singular use of they. Admittedly, it can become awkward: "They is a talented artist." As a comment below correctly noted, use the plural verb conjugation when using "they" to refer to an individual: "They are a talented artist." Or, just rewrite the sentence to avoid both a gender identification and the need for a pronoun: "The artist is talented." More on gender-neutral pronouns here. One of the aspects of business writing that I love most is that it evolves to reflect appropriate information flow and awareness. Style Guides are clearly addressing this with a cautious endorsement of the singular they. My recommendation now is to generally stick to standard grammar constructs and match singular pronouns with singular subjects and plural pronouns with pronoun subjects. But, do use they as a singular pronoun when it is respectful or more clear to do so. Words matter. Including everyone respectfully in the discourse warrants bending this grammar rule. Image Source: Grammarly

Analysis Essay Example | Topics and Well Written Essays - 500 words - 11

Analysis - Essay Example Verification of requirements will ensure that people define them correctly. This will imply that they will be of acceptable quality. The institute should ensure that the management effectively revises the various requirements that defective. The management should assign a business analyst the role of ensuring that the requirements are ready for review by customers. They should also ensure that they contain all information that workers require for further work (Carkenord 36). The institute should verify both input and output requires for efficient results to attain efficient results. The main purpose of validate requirements is to ensure that the various requirements support delivery of value to an entity, fulfill its goals, and meet the needs of stakeholders. Brisbane Institute of Art (BIA) should validate requirements to ensure that stakeholders, solution, and transition requirements are in line with the requirements of business. The management should come up with assumptions concerning customers and stakeholders response on the services they offer. This will enable them to acquire vital information concerning the introduction of the unprecedented product or service (Carkenord 42). The institute should define an evaluation criterion that is measurable. The evaluation criteria should show whether the resulting change is successful. This criterion will indicate performance and thus ensuring that one chooses an appropriate criterion. This refers to the value that a solution delivers and which meets the scope of solution. In case a solution does not give either direct or indirect value to stakeholders, then they should eliminate it. There are requirements that have value to stakeholders and not desirable part of a solution. The management of the institution should consider the opportunity cost that would arise in investing in this institution. Opportunity cost is the benefit that one accrues as a

Growth and Business Cycles Essay Example | Topics and Well Written Essays - 500 words

Growth and Business Cycles - Essay Example With inventory control, we are speaking about the promising factor that inventories do propagate and amplify other fluctuations. On the other hand, on the discussion of growth of services, we are instead speaking in regards to the significant fact that the decline of manufacturing and the rise of services should be helping to reduce volatility, this being mainly because the demand for services is usually more stable than demand for manufacturers. The factor of better governments is highly relevant to this positive point of view as well, in that most central banks have learned to manage the economy so well that "it is sometimes argued, that they have more or less abolished the cycle." (The Economist, London, Oct 23, 1999, Anonymous). Globalization is another crucial factor, and at least at first sense seems to make perfect sense and fit properly into the optimist's point of view. This is because increasing integration with the global economy reduces the dependence of the American economy on certain domestic demand, and "it also opens new channels of supply, reducing inflationary pressures on costs and wages." (The Economist, London, Oct 23, 1999, Anonymous). However, even with an optimistic p

Language acquisition Essay Example for Free

Language acquisition Essay Psychological principles of SLA form the foundation stones for building a comprehensible understanding of the acquisition of the linguistic system. The studies was centered on the contrasts between the native lang and the target lang (contrastive analysis) and the effect of the native on the target lang (cross linguistic influence). 1-The contrastive analysis Hypothesis It’s the study of two languages in contrast. Based on the behavioristic and structuralism approaches, it claimed that the principal barrier to SLA is the interference of the FL system with the SL system, and that a scientific, structural analysis of both lang in question would shield a taxonomy of linguistic contrasts between them which in turn would enable the linguist to predict the difficulties a learner could encounter. This would enable the linguist to accurately describe the two langs in question, and to match those two descriptions against each other to determine valid contrasts between them. Behaviorism contributed to the notion that human behavior is the sum of its smallest parts and components, and therefore that lang learning could be described as the acquisitions of all of those discrete units. Moreover, human learning theories highlighted interfering elements of learning, concluding that where no interference could be predicted, no difficulty would be experienced since one could transfer positively all other items in a lang. (SL basically involved the overcoming of the differences between the two lang systems-the native and target langs) Some rather strong claims were made of the CAH by lang teaching experts and linguists. A well-known model was offered by stock-well, Bowen and martin who posited what they called a hierarchy of difficulty by which a teacher could make a prediction of the relative difficulty of a given aspect of the target lang. They suggested eight possible phonological degrees of difficulty and they also constructed a hierarchy of difficulty for grammatical structures which included 16 levels of difficulty. Clifford Prator captured the essence of this grammatical hierarchy in six categories of difficulty which was applicable to both grammatical and phonological features of lang. * Level 0: Transfer. No difference or contrast is present between the 2 langs. The learner can simply transfer positively a sound, structure, or lexical item from the native lang to the target lang. EG: mortal, inteligente, arte, Americanos, etc. *Level 1-coalescence. Two items in the native lang become coalesce into one item in the target one. This requires the learner overlook a distinction they have grown accustomed to. EG: English 3rd person possessives require gender distinction while in Spanish they don’t. *Level 2-underdifferenciation: an item in the native lang is absent in the target lang. The learner must avoid it. EG: auxiliaries: DO. *Level 3-Reinterpretation: an item that exists in the native lang is given a new shape or distribution. *Level 4-Overdifferentiation: a new item entirely must be learned. English speakers learning Spanish must learn to include determiners in generalized nominal. (Man is mortal/El hombre es mortal); to learn Spanish grammatical gender inherent in nouns. *Level 5-Split:one item in the native lang becomes two or more in the target lang, requiring the learner to make a new distinction. E. g. an English speaker learning Spanish must learn the distinction between â€Å"Ser† o â€Å"estar† (TO BE). Prator and Stockwell both claimed that their hierarchy could be applied to virtually any two langs and make it possible to predict SL learner difficulties in any lang with a fair degree of certainty and objectivity. 2-From the CAH to CLI However, The CAH was not accepted for various reasons. First, it was oversimplified because it didn’t account for subtle phonetic, phonological and grammatical distinctions. Secondly, it was difficult to determine exactly which category a particular contrast fit into. That’s why Ronald Wardhaugh called the attempt to predict difficulty by means of contrastive analysis, the Strong version of the CAH due to the fact that it was quite unrealistic and impracticable and also it was built on sound theory to contrast the forms of langs. Nevertheless, he also noted that CA had intuitive appeal, and that teachers and linguists had successfully used the best linguistic knowledge available in order to account for observed difficulties in SL learning. He termed such observational use of CA the WEAK version of the CAH which recognizes the significance of interference across langs, the fact that such interference does exist and can explain difficulties and also recognizes that linguistic difficulties can be more profitably explained after the fact. This WEAK version is what now is called CROSS LINGUISTIC INFLUENCE. (implies much more than simply the effect of one’s first lang on a second: the second lang also influences the first). 3-Markedness and universal grammar  Fred Eckman proposed a useful method for determining directionality of difficulty. His markedness Differential hypothesis accounted for relative degrees of difficulties by means of principles of universal grammar. It distinguishes members of pair of related forms or structures by assuming that the marked member of a pair contains at least one more feature than the unmarked one. E. g. indefinite articles (a/an), an is the more complex or marked form (it has an additional sound) and a is the unmarked form with the wider distribution. Eckman showed that marked items in a lang, which are acquired later, will be more difficult to acquire than unmarked In recent years, the attention of some SL researchers has expanded beyond markedness hypothesis alone to broader framework of linguistic universals in gral, some of which focus on the applicability of notions of UG to SLA. Many rules acquired by children learning their FL are presumed to be universal. By extension, rules that are share by all langs comprise this UG. Such rules are a set of limitations or parameters of lang. Different langs set their parameters differently, thereby creating the characteristic grammar for that lang. The hope is that by discovering innate principles that govern what is possible in human langs, we may be better able to understand and describe contrasts between native and target langs and the difficulties encountered by adult SL learners. However, we do well to remember that describing and predicting difficulties amidst all the variables of human learning is still an elusive process. 4-Learner Language. The CAH, as we said before, ignores the intralingual effects of learning and other factors. This is the reason why researchers and teachers have come more and more to understand that SL learning is a process of the creative construction of a system in which learners are consciously testing hypothesis about the target lang from a number of possible sources of knowledge. They, in acting upon their environment, construct what to them is a legitimate system of lang on its own right-a structured set of rules that for the time being bring some order to the linguistic chaos that confronts them. By a gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the lang. A number of terms were coined to describe this process: Selinker: interlanguage: refers to the separateness of a SL learner’s system, a system that has a structurally intermediate status between the native and the target langs; Nemser-Approximate system; Corder-Idiosyncratic dialect: refers to the idea that the learner’s lang is unique to a particular individual, that the rules of his lang are particular to the lang of that individual alone. But we can highlight the importance that SL learners form their own self-contained linguistic systems. The most obvious approach to analyzing interlanguage is to study the speech and writing of learners or also called Learner Language. Production data is publicly observable and is presumably reflective of a learner’s underlying competence. Comprehension of a SL is more difficult to study since it is not directly observable and must be inferred from overt verbal and non-verbal responses, by artificial instruments, or by intuition of the teacher or researcher. It follows that the study of the speech and writing of learners is largely the study of errors of learners which is known as ERROR ANALYSIS. 5-Error analysis Human learning is fundamentally a process that involves the making of mistakes, by using mistakes to obtain feedback from the environment, and with that feedback to make new attempts that successively approximate desired goals. Lang learning, is in this sense, like any other human learning. Many of these mistakes are logical in the limited linguistic system within which children operate, but, by carefully processing feedback from others, children slowly but surely learn to produce what is acceptable speech in their native lang. SL learning is a process that is clearly not unlike FL learning in its trial-error nature. Inevitably learners will make mistakes in the process of acquisition, and that process will be impeded if they don’t commit errors and then benefit from various forms of feedback on those errors. 6-Mistakes and Errors. A mistake refers to a performance error that is either a random guess or a slip, in that it’s a failure to utilize a known system correctly. All people make mistakes, in both native and Slang situations. Native speakers are normally capable of recognizing and correcting such lapses or mistakes. (hesitations, slip of the tongue). So mistakes can be self-corrected. An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner. An error cannot be self-corrected. However, the learner’s capacity for self-correction is objectively observable only if the learner actually self-corrects, therefore, if no such self-correction occurs, we are still left with no means to identify error vs mistake. 7-Identifying and describing errors The first step in the process of analysis is the identification and description of errors. Corder provided a model, and according to it, any sentence uttered by the learner and subsequently transcribed can be analyzed for idiosyncrasies. A major distinction is made at the outset between Overt(sentence level) and Covert (discourse level) errors. Overtly erroneous utterances are unquestionably ungrammatical at the sentence level. E. g. â€Å"Does john can sing? † Covertly erroneous utterances are grammatically well-formed at the sentence level but aren’t interpretable within the context of communication. E. g. â€Å"I’m fine, thanks. † Is grammatically correct at the sentence level, but as a response to â€Å"Who are you? † it is obviously an error. A number of different categories for description of errors have been identified in research on learner lang. 1-errors of addition, omission, substitution, and ordering: eg: in English a do auxiliary might be added (Does john can sing? ), an item substituted (I lost my road). 2-levels of lang: phonology or orthography, lexicon, grammar, and discourse. It’s difficult to distinguish different levels of errors because a word with a faulty pronunciation might hide a syntactic or lexical error. 3-errors may also be viewed as Global or local. The global ones hinder communication: they prevent the hearer from comprehending some aspect of the message. Local errors don’t prevent the message from being heard, usually because there is always a minor violation of one segment of the sentence, allowing the hearer/reader to make an accurate guess about the intended message. (a scissors). 4-Lennon suggests that two related dimensions of errors, domain and extent, should be considered in any error analysis. Domain is the rank of linguistic unit that must be taken as context in order for that error to become apparent, and extent is the rank of linguistic unit that would have to be deleted, replaced, supplied, or reordered in order to repair the sentence. (a scissors: the domain is the phrase and the extent is the definite article) 8-Sources of errors It has been identified 4 sources of errors. 1-interlingual transfer: The beginning stages of learning a SL are especially vulnerable to interlingual transfer from native lang or interference. We have all heard English learners say â€Å"the book of Jack† instead of â€Å"Jack’s book†. These errors are attributable of interlingual transfer because before the system of the SL is familiar, the native lang is the only previous linguistic system upon which the learner can draw. 2-intralingual Transfer: (within the target lang itself) is a major factor in SL learning. As I say before, the early stages of lang learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquired parts of the new system, more and more intralingual transfer(generalizations within the target lang) is manifested. As learners progress in the SL, their previous experience and their existing subsumers begin to include structures within the target lang itself. (eg: the omission of THE: before unique nouns: the sun-sun) 3-Context of learning: context refers, E.g. to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored SL learning. In a classroom context the teacher or the textbook can lead the learner to make faulty hypothesis about the lang. (Richards: false concepts; Stenson: induced errors). Sts often make errors because of a misleading explanation, faulty presentation of a structure, word in a textbook, or even because of a pattern that was rotely memorized in a drill but improperly contextualized. 4-communication strategies: learners obviously use production strategies in order to enhance getting their message across, but at times these techniques can themselves become a source of error. (word coinage: creating a non-existing SL word based on a supposed rule e. g. vegetarianist-vegetarian; circumlocution: describe or exemplify the target object of action: the thing you use to write on the board: chalk; prefabricated patterns: use memorized stock phrases, usually for survival purposes) 9-Stages of learners lang development. There are many different ways to describe the progression of a learner’s linguistic development as their attempts at production successively approximate the target linguistic system. Based on observations of what the learner does in terms of errors alone, we can say that there 4 stages: 1-random errors: (corder: presystematic) the learner is only vaguely aware that there is some systematic order to a particular class of items. Inconstancies like â€Å"She cans sing†, and â€Å"she can singing†, all said by the same learner within a short period of time, might indicate a stage of experimentation and inaccurate guessing. 2-Emergent: the learner has begun to discern a system and to internalize certain rules. These rules may not be correct by target lang standards, but they are nevertheless legitimate in the mind of the learner. In gral, the learner is still unable to correct errors when they are pointed out by someone else. (Avoidance of structures and topic are typical) 3-Systematic: the learner is now able to manifest more consistency in producing the SL. While those rules that are sorted out in the learner’s brain are still not well-formed, they are more internally self-consistent and, they more closely approximate the target lang system. The learner can correct some errors when they are correct by someone else. 4-stabilization: the learner has relatively few errors and has mastered the system to the point that fluency and intended meanings are not problematic. (The learner’s ability to self-correct). At this point learners can stabilize too fast, allowing minor errors to slip by undetected, and thus, manifest fossilization. All the stages, however, don’t describe the learner’s total SL system because they do no account for sociolinguistic, functional, pragmatic or nonverbal strategies of which are important in assessing the total competence of the SL learner. 10-Fossilization It refers to the relatively permanent incorporation of incorrect linguistic forms into a person’s SL competence. It’s a normal and natural stage for many learners, and should not be viewed as some sort of terminal illness, in spite of the forbidding metaphor that suggests and unchangeable situation etched in stone. How do items become fossilized? It could be the result of the presence or absence of internal motivation factors, of seeking interaction with other people, of consciously focusing on forms, and of one’s strategic investment in the learning process. By using conditioning, reinforcement, need, motivation, self-determination, and others. It takes place by means of the same process as the internalization of correct forms. The latter is referred as learning, but the same elements of input, interaction, and feedback are present. When incorrect forms are produced, feedback that says â€Å"I understand you† reinforces those forms. 11-Form-focused instruction. It refers to put emphasis on lang forms and also to any pedagogical effort which is used to draw the learner’s attention to lang from either implicitly or explicitly (Spada). It has been used for many decades. But its practices (grammatical explanations, rote practice, etc) is clearly nor justified. ministerio. [emailprotected]. com. ar Telefono: (0362) 423637 directo – 453017/16 – 448014 – 53001/02 / Fax: 423637 – 448014 Error treatment and focus on lang forms appear to be more effective when incorporated into a communicative, learner-centered curriculum, and least effective when error correction is a dominant pedagogical feature, occupying the focal attention of sts in the classroom. Another important issue is whether the teacher should interrupt a student in the middle of an attempt to communicate. The answer is no because it should be after the sts finishes with the e? intended message. 12-Error treatment One of the major issues involved in carrying out FFI is the manner in which teachers deal with sts errors. Should errors be treated? Vigil and Oller proposed a model called The feedback model. The green light of the affective feedback mode allows the sender to continue attempting to get a message across; a red light causes the sender to abort such attempts. The traffic signal of cognitive feedback is the point at which error correction enters. A green light symbolizes non-corrective feedback that says I understand your message. A red one symbolizes corrective feedback that takes on a myriad of possible forms and causes the learner to make some kind of alteration in production. A yellow one could represent those various shades of colour that are interpreted by the learner as falling somewhere in between the green and the red lights, causing the learner to adjust, to alter, to recycle, to try again in some way. The most useful implication of this model for a theory of error treatment is that cognitive feedback must be optimal in order to be effective. Too much negative cognitive feedback- a barrage of interruptions, corrections, and overt attention to malformations- often leads learners to shut off their attempts at communication. They perceive that so much is wrong with their production that there is little hope to get anything right. On the other hand, too much positive cognitive feedback,- willingness of the teacher-hearer to let errors go uncorrected, to indicate understanding when it may not have occurred-serves to reinforce the errors of the speaker-learner. The result is the persistence, and perhaps the eventual fossilization of such errors. The task of the teacher is to discern the optimal tension between positive and negative cognitive feedback: providing enough green lights to encouraged continued communication, but not so many that crucial errors go unnoticed, and providing enough red lights to call attention to those crucial errors, but not so many that the learner is discouraged from attempting to speak at all. Set II: Communicative Competence The term was coined by Dell Hymes who was convinced that Chomsky’s notions of competence were too limited. Chomsky’s rule-governed creativity that so aptly described a child’s mushrooming grammar at the age of 3 or 4 didn’t account for the social and functional rules of lang. So he referred to communicative competence as that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. Savington noted that communicative competence is relative, not absolute, and depends on the cooperation of all participants involved. It’s a dynamic, interpersonal construct that ca be examine only by means of the overt performance of 2 or more individuals in the process of communication. In the 70s, research on CC distinguished between linguistic and communicative competence to highlight the difference between knowledge about lang forms and knowledge that enables a person to communicate functionally and interactively. James Cummins proposed a distinction between Cognitive/Academic lang proficiency (the dimension of proficiency in which the earner manipulates or reflects upon the surface features of lang outside of the immediate interpersonal context, it is what learners often use in classroom exercises and tests and that focus on forms) and Basic Interpersonal communication skills (is the communicative capacity that all children acquire in order to be able to function in daily interpersonal exchanges. Later he modified his notions I the form of context-reduced and context-embedded communication considering the context in which lang is used. A good share of classroom, school-oriented lang is context-reduced, while face-to-face communication with people is context-embedded. In Canale and Swain’s definition, 4 different components make up the construct of CC. The first 2 reflect the use of the linguistic system itself and the last 2 define the functional aspects of communication: A-Grammatical competence: is that aspect of CC that encompasses knowledge of lexical items and of rules of morphology, syntax, sentence grammar semantics, and phonology. (the mastery of the linguistic code of a lang). B-discourse competence: the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. (from simple spoken conversation to lengthy written texts, it has to do with the inter-sentential relationships) C-Strategic competence: the verbal and non-verbal communication strategies that may be called into action to compensate from breakdowns in communication due to performance variables or due to insufficient knowledge (Canale); the strategies that one uses to compensate for imperfect knowledge of rules (Savington); It’s the competence underlying our ability to make repairs, to cope with imperfect knowledge, and to sustain communication through paraphrase, circumlocution, repetition, hesitation, avoidance, and guessing. However, this model has undergone some other modifications over the years. Backman places grammatical and discourse (textual) comp under one code, which he called organizational competence: all those rules and systems that dictate what we can do with the forms of lang: whether they may be sentence level rules (grammar) or rules that govern how we string sentences together (discourse). The sociolinguistic competence is now broken down into two separate pragmatic categories: functional aspects of lang (Illocutionary comp, or, pertaining to sending and receiving intended meanings) and sociolinguistic aspects (which deal with such considerations and politeness, formality, metaphor, register, and culturally related aspects of lang). 1-Language Functions They are essentially the purposes that we accomplish with lang, e. g. , stating, requesting, responding, greeting, etc. They can’t be accomplish without the forms of lang (words, morphemes, grammar rules) because they are the outward manifestation of lang while functions are the realization of those forms. Communication may be regarded as a combination of acts, a series of elements with purpose and intend, it’s functional, purposive, and designed to bring about some effect on the environment of the hearers and speakers. It’s a series of acts or speech acts which are used systematically to accomplish particular purposes. (consequences=perlocutionary force: the effect that utterances achieve). The functional approach to describing lang is one that has its roots in the traditions of British linguist Firth, who viewed lang as interactive and interpersonal, a way of behaving and making others behave. Michael Halliday used the term to mean the purposive nature of communication and outlined 7 different functions: A-The instrumental function serves to manipulate the environment, to cause certain events to happen (This court finds you guilty, danger: they are communicative acts that have a specific perlocutionary force, they bring about a particular condition. B-The regulatory one is the control of events, e. g. approval, disapproval, behavior control, setting laws and rules. C- The representational is the use of lang to make statements, convey facts and knowledge, explain and report; to represent reality as one sees it (The sun is hot). D-The interactional serves to ensure social maintenance (Phatic communion-Malinowsky- refers to the communicative contact between and among human beings that simply allows them to establish social contact and to keep channels of communication open and this requires knowledge of slang, jargon, jokes, folklore, cultural mores, politeness, and formality expectations, and other keys to social exchange. E-The personal allows a speaker to express feelings, emotions, personality. A person’s individuality is usually characterized by his/her use of `personal function of communication. F-The heuristic involves lang used to acquire knowledge, to learn about the environment which are often conveyed in the form of questions, that will lead to answer. (Children’s why questions) G-The imaginative serves to create imaginary systems or ideas (Telling fairy tales, joking, or writing a novel). Through this we are free to go beyond the real world to soar to the heights of the beauty of lang itself, and through that lang to create impossible dreams if we so desire. 2-Functional syllabuses The functional part of the notional-functional syllabus corresponded to lang functions. Curricula were organized around such function as identifying, reporting, denying, declining an invitation, asking permission, apologizing, etc. 3-Discourse analysis It is the relationship between forms and functions of lang which encompasses the notion that lang is more than a sentence level phenomenon because we string many sentences together in interrelated, cohesive units. In most oral lang, our discourse is marked by exchanges with another person or several persons in which a few sentences spoken by one participant are followed and built upon by sentences spoken by another. Both the production and comprehension of lang are a factor of our ability to perceive and process stretches of discourse, to formulate representations of meaning not just from a single sentence but from referents in both previous sentences and following sentences. Without the pragmatic contexts of discourse, our communication would be extraordinarily ambiguous. 4-Conversation Analysis. Conversations are excellent examples of the interactive and interpersonal nature of communication. They are cooperative ventures. What are the rules of our conversations? How do we get someone’s attention?. Very early in life children learn the first and essential rule of conversation: attention getting. If you wish linguistic production to be functional and to accomplish its intended purpose, you must of course have the attention of your audience. The attention getting conversations within each lang-both verbal and nonverbal- need to be carefully assimilated by learners. Once learners have secured the hearer’s attention, their task becomes one of topic nomination. Rules for nominating topics in conversations which involve both verbal and non-verbal cues, are highly contextually constrained. Once the topic is nominated, participants then embark on topic development, using conventions of turn-taking to accomplish various functions of lang. Aside from turn-taking itself, topic development, or maintenance of a conversation, involves clarification, shifting, avoidance, and interruption. Topic termination is an art that even native speakers of a lang have difficulty in mastering at times. 5-Pragmatics It constraints on lang comprehension and production may be loosely thought of as the effect of context on string of linguistic events. 6-Lang and GenderThe effect of one’s sex on both production and reception of lang is one of the major factors affecting the acquisition of communicative competence in virtually every lang. Among American English speakers, girls have been found to produce more standards lang than boys, a pattern that continue through adulthood. Tanner and others have found that males place more value, in a conversational interaction, on status and report talk, competing for the floor, while females value connections and rapport, fulfilling their role as more cooperative and facilitative conversationalists, concerned for their partner’s positive face needs. 7-Styles and Register Another important issue is the way we use lang in different styles depending on the context of a communicative act in terms of subject matter, audience, occasion, shared experience, and purpose of communication. A style is a variety of lang used for a specific purpose. When you converse informally with a friend, you use a different style than you use in an interview for a job with a prospective employer. Native speakers, as they mature into adulthood, learn to adopt appropriate styles for widely different contexts. Adult 2nd lang learners must acquire this styles in order to be able to encode and decode the discourse around them correctly. Martin Joos provided one of the most common classifications of speech styles using criterion of formality: there are five levels: 1-An oratorical style is used in public speaking before a large audience; it is planned in advance intonation is somewhat exaggerated and numerous rhetorical devices are appropriate. 2-A deliberative style is also used in addressing audiences to permit effective interchange between speaker and hearers, however, it is not as polished as the previous style: a typical university classroom. 3-A consultative style is typically a dialogue, through formal enough that words are chosen with some care. E. g. business transactions, doctor patient’s conversations. 4-Casual conversations are between friends or colleagues or sometimes members of family. Words don’t need to be guarded and social barriers are moderately low. 5-an intimate style is one characterized by complete absence of social inhibitions. Talk with family, loved ones, and very close friends. Styles are manifested in both verbal and nonverbal(how you say sth) features. Difference in styles can be conveyed in body lang, gestures, eye contact and they are very difficult aspects of lang for the learners to acquire. A-Body lang or kinesics: all cultures throughout the history of humankind have relied on kinesics for conveying important messages. However, there is a tremendous variation cross-culturally and cross-linguistically in the specific interpretation of gestures because sometimes a gesture that is appropriate in one culture is obscene or insulting in another. Nodding the head, for example means â€Å"yes† among most European lang speakers. But among japan, â€Å"Yes† is expressed by bringing the arms to the chest and waving them. B- Eye contact: the gestures of our eyes are in some instances keys to communication. Eyes can signal interest, boredom, empathy, hostility, attraction, understanding, misunderstandings and other messages. C-proxemics: physical proximity is a meaningful communicative category. Cultures vary widely in acceptable distances for conversation. Sometimes objects- desk, other furniture- serve to maintain certain physical proximity and tend to establish both the overall register and relationship between participants.

Nietzsche : God Is Dead Essay -- Philosophy Atheist Atheism Friedrich

The Question: State your understanding of the philosophy of F. Nietzsche. What does he mean by saying "God is Dead"?   Ã‚  Ã‚  Ã‚  Ã‚  Nietzsche's philosophy is that of a radical view as it calls for the complete reevaluation of morals and blatantly attacks the Judeo-Christian tradition in modern society. He believed one should dare to become who they are. In order to ascertain one's full potential as a human being, the ethic system of which by society runs, must be changed as it only hampers one's will to power.   Ã‚  Ã‚  Ã‚  Ã‚  According to Nietzsche, philosophy is not the pursuit of truth, for there are no truths, only interpretations, instead it is an attempt on the creator's behalf to interpret reality in their favor. To illustrate this point he examines master morality as opposed to slave morality.   Ã‚  Ã‚  Ã‚  Ã‚  Master morality simply defined is a system of what is good and what is evil, set up by and based on those who have power. So it is not surprising that it would regard the attributes of a noble to be inherently good and those of a weaker peasant to be evil or, rather, undesirable. Since it is the rich and powerful who define this morality, it is built to their benefit.   Ã‚  Ã‚  Ã‚  Ã‚  Contrary to master morality, there is slave morality and likewise it is built with the same biases only differing as it leans to benefit the poor. This system of ethics overturned that of the master, by twisting all virtues hailed as good by noble aristocrats, into evils, slowly over the course of time. Then goodnes...

Energy Drinks, the Good, the Bad, and the Ugly Essay

Energy drinks, also known as power boosters, are soft drinks that contain nutrients and good flavor. The name of some energy drinks are Red Bull, Rockstar, and Monster. These drinks help improve and boost energy levels. People who drink power beverages experience decrease in stress, muscle strain, and fatigue. Power beverages also help improve speed and reaction. Energy drinks should remain on the market because they help athletes, workers, and students maintain performance, endurance and momentum. The most accepted energy drink is Red Bull. Red Bull contains caffeine and sodium. Caffeine acts as a pick-me-up, giving people the feeling of being awake and alert. Sodium helps to prevent the body from losing water. These ingredients work together to increase energy levels in the human body. Red Bull commercials often feature athletes, students, and workers drinking its products. Some people prefer to drink diet energy drinks. Red Bull is the only brand that offers power drinks in diet, making it the most popular energy drink on the market. Monster Energy, second in popularity, is highly favored by the adult community. It is the energy drink of choice for most athletes. Monster largely relies on a high dosage of sugar and caffeine to boost the user’s energy level. After drinking one can of Monster, users experience a feeling that is similar to drinking three cups of coffee. Rock Star is available in fourteen different flavors and is preferred by the younger generation. People that like to party prefer Rock Star because it prevents them from getting tired. The increased amounts of sugar and vitamins in Rock Star help prevent low energy. This gives party goers power to keep going. Energy drinks are good for people because they keep the human body alert. Â  

Ap European History Renaissance Education Dbq Exercise Essay

During the Renaissance, scholars became more interested in the humanistic features of society, and humanistic educators based their teaching models on Greek and Latin classics. Renaissance education was One apparent purpose of a Renaissance education was to praise the value of useful education, through the teaching of the classics, mainly Greek literature that was written by Greek philosophers, mathematicians and other important figures. Some criticised the Renaissance education, however, because they felt as if it was absurd, as it didn’t teach true values of learning, and didn’t teach one how to behave, but rather how to dictate Latin. Despite these criticisms, other humanists believed Renaissance learning brought great profits, higher positions, and more honors later in life, and was successful in the task of teaching young people to fear god, have good virtue, and to be disciplined. One apparent purpose of a Renaissance education was to praise the value of useful education, through the teaching of the classics, mainly Greek literature that was written by Greek philosophers, mathematicians and other important figures. Aeneas Sylvius Piccolomini, stated on his book, On the Education of Free Men, 1450, that the study of the Philosophy and of Letters was the guide to the meaning of the past, present, and even future. There may be some bias to this statement, for Piccolomini was an Italian humanist who later became pope, and may have been using his knowledge of the classics, being a humanist, to justify his religious and political power. Battista Guarino, an Italian humanist educator, also supports the classics, by simply explaining that mankind must learn and train in Virtue, or as the ancients called the â€Å"Humanities. † There is also a bit of point of view, however, because being an Italian humanist educator, Guarino would value the teaching of the classics to his students and would want to influence his opinion on others. Baldassare Castiglione, Italian diplomat and author, said that a courtier, or a king’s assistant or servant, should be educated in the humanities, and the Latin poets, orators, and historians, because women value that knowledge in a man, and he will be able to judge the writing of others. Erasmus also stated that the student must delve into the literatures of ancient Greece and Rome, to gain the knowledge in the classics. Erasmus has a particular point of view, because he practiced a humble religion, and tried to live the way Jesus lived, which would make him value things the ancients valued. Some criticised the Renaissance education, however, because they felt as if it was absurd, as it didn’t teach true values of learning, and didn’t teach one how to behave, but rather how to dictate Latin. Juan Luis Vives, a Spanish humanist, supported the idea that women should not learn much, but rather just enough to teach her good manners and literature from biblical scholars. There is a great deal of bias in this idea, because being Spanish, Christian, and male, Vives would not agree with women being educated, due to the fact that Spain was very conservative, especially after the Reconquista. Michel de Montaigne argued that the â€Å"absurd† educational system taught students the wrong values, by teaching them that writing the best Greek and Latin was more important the which books contain the best opinions. Montaigne’s point of view comes from the fact that he is a skeptic and criticizes numerous things, so it is likely that he would criticize the educational system. John Brinsley, an English schoolmaster objected that scholars at fifteen or sixteen years of age due not understand true knowledge, but instead the can only wrote Latin that means little. Brinsley had an interesting perspective, because he was a schoolmaster himself and saw these actions firsthand, from his young scholars. Another criticism of the school system was that such study weakens the body, and prevents people from obtaining jobs necessary to society, such as farming jobs, soldiers, and merchants. John Amos Comenius, and educational reformer, also said supported the idea that learning did not assist people enough in life, because students learned much grammar, rhetoric, and logic, instead of things that would prepare them for action later in life. Despite these criticisms, other humanists believed Renaissance learning brought great profits, higher positions, and more honors later in life, and was successful in the task of teaching young people to fear god, have good virtue, and to be disciplined. Francesco Guicciardini stated that things that seem more decorative than substantial to man, such as skills like the arts, led to a good reputation of men and open the way to favor a princess. These skills also led to great profits and honors. The perspective in this statement comes from the fact that he was a politician, and witnessed how his education in these arts helped him to improve his rank in society, gain a larger profit, and other benefits. Some also supported the Renaissance education from a religious side by explaining that children who go to school learned virtue, discipline, and to fear God, which were important Christian values. In an analysis of the percentage of justices of the Peace who attended university, around 1562, in Kent, only two percent of justices had attended university. This number increased dramatically in 1636, when an astonishing sixty eight percent of justices had attended university. This clearly demonstrated the value of a Renaissance education, and how it led to higher ranks, for instance, justices.

What You Had and What You Lost Professor Ramos Blog

What You Had and What You Lost You know that feeling of going through a break up with someone you truly love. That gut-wrenching feeling when you find out that the person you want to spend eternity with no longer feels the same way about you. Stevie Nicks the lead singer/songwriter for the band Fleetwood Mac knows that feeling and wrote the song â€Å"Dreams†. Fleetwood Mac is a British-American rock band, formed in London, England on July 1967. Stevie Nicks didn’t join the band until 1974 when the band moved to the United States. Music can be interpreted in different ways; many listeners will interpret the song as them losing a loved one such as their sister or father, etc. One of the most interesting interpretations that I have read was one person felt longing and departure from adolescence into adulthood. This song could give many different people different meaning to this song. To understand â€Å"Dreams† it’s good to look at the history behind it, the meaning, and how Nicks tied et hos, logos, and pathos into it.  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Dreams† was made and released with the album â€Å"Rumours† on February 4, 1977. The song was written by Stevie Nicks in Sly Stone’s studio next door from where her band was doing technical work. Sly Stone had a big, semicircular bed with red velvet all over the walls. Nicks sat on the bed with a keyboard in front of her and wrote the song in ten minutes. She went back into her studio and said â€Å"I’ve just written the most amazing song† then proceeded to play it in the recording booth, and everyone joined in.† Dreams† is a chill, simple song, and â€Å"Nicks’ musical settings reinforce the poetic content and effect of her lyrics. This includes the use of melodic-harmonic divorce, the avoidance of tonic as a vertical harmony and the temporal relationship between a vocal line and structural patterns in an accompaniment† (Hough, 40). For example, in the beginning of the song when N icks sings â€Å"It’s only right to play the way you feel it, but listen carefully to the sound of your loneliness† the guitarist Lindsey Buckingham, the one she broke up with, makes a weeping sound with his guitar to show he is also sad about the break up. Another example is whenever Nicks sings â€Å"Like a heartbeat† the drums come in louder, just like your heartbeat. When the band recorded the song, they kept the vocals on the first take because each time Nicks tried to redo it, it never sounded as good as the original take.   The audio engineer wished that Nicks could have topped the take because the drums in the background leaked through her mic when she sang softly. Because of the drums in the background the audio engineer had to ride it up more but you could still hear the snare in the song. Nicks wrote the song because everyone in the band at that time was going through a break up; â€Å"Christine and John McVie had split up, Mick Fleetwood was divor cing his wife, and Stevie Nicks and Lindsey Buckingham’s relationship was on the rocks† (Rolling Stone, 1).   This song was written from Nicks point of view on the break up. Buckingham responded to it by writing his own song called â€Å"Go Your Own Way† with his point of view of the breakup, which was placed on the same album as Nicks song.  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That feeling of having your heart broken and about losing someone you were once in a relationship with was the meaning behind the song. If you go through the lyrics of the song you will find all the little references of Nicks and Buckingham’s relationship. For example, in the very first two-line Nicks wrote â€Å"Now here you go again, you say you want your freedom well, who am I to keep you down.† At that time Nicks was fed up with Buckingham constantly threatening to leave her and that was the main reason why she broke up with him. She saw no point in stringing him along anymore. Nicks makes another reference to Buckingham in the chorus of the song by saying â€Å"players only love you when their playing.† Although when someone reads that they first think of the slang word player, but Nicks referred to Lindsey Buckingham an instrument/music player. That he only loved her when they were on stage together, but outside of that he didn’t feel the same way towards her as she did for him. In the pre-chorus of the song Nicks wrote â€Å"in the stillness of remembering what you had and what you lost and what you had and what you lost.† Meaning that when the breakup finally sinks into your brain it starts to drive you a little crazy because it is reminding you of the person you had and lost. Her interpretation on the lyric â€Å"when the rain washes you clean, you’ll know† was interesting. Nicks meant that everything will look better in the future; that when you get through the process of a heart break you will see the break up from a different angel. The same meaning also goes with the next line of the song â€Å"now here I go again, I see the crystal vision.† Stating that when you look at it, it is not all one person’s fault, but that it â€Å"takes two to tango† and that you need to see that. One of the most significant lyrics that Nicks decided to name the so ng after is â€Å"it’s only me who wants to wrap around your dreams.† Nicks wanted to get into Buckingham’s mind, know all about him, and make the relationship work, but she felt like it was one sided. Being in a relationship with Buckingham and having it be a healthy relationship is just a dream to her. She knows that both of their lives would be better if they were no longer in a relationship together.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Dreams† appeals directly to pathos, a little bit to ethos, and logos. Pathos appeals to the emotions that a text will give you. â€Å"Dreams† can make a person feel a lot of emotions when listening to it; mostly feelings of sadness, sorrow, grief, or even a serene/peaceful feeling. Ethos appeals to the credibility/trustworthiness of the author(s); since Fleetwood Mac has been around for fifty-two years, they have created a name for themselves and have gained many fans that trust and like the messages they give their audience. Logos appeals to the logic/facts that the text gives. This song can teach the audience life lessons such as the lyric â€Å"when the rain washes you clean, you’ll know† because Nicks is saying that you are going to be okay, you will get through this and that although it may not seem like it now in the future you will see. The same goes for the lyric â€Å"now here I go again, I see the cryst al vision.† Stating to look at things from a different angel on the situation.  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Dreams† is one of the most go to heart-break songs. The song is effective to its listeners of the pathos that Nicks brings to the song. How she tries to connect with her audience and have them feel what she is feeling. This song can be interpreted in many different ways and when I first heard it, I actually felt peaceful and would listen to it when I am driving at night. This song means something to a lot of people and brings many different emotions out of people.  Ã‚      â€Å"Fleetwood Mac.† Rolling Stone, no. 1223, Dec. 2014, p. 90. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=f6hAN=99518258site=ehost-live.      Hough, Matthew T. â€Å"Elements of Style in Three Demo Recordings by Stevie Nicks.† Music Theory Online, vol. 21, no. 1, Mar. 2015, pp. 1–13. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=a9hAN=102071683site=ehost-live.  Ã‚   Nicks, Stevie. â€Å"Dreams by: Fleetwood Mac.† Genius. 2017. https://genius.com/Fleetwood-mac-dreams-lyrics   

Cadbury Market Research

According to the American Market Research Association, the market research is data that systematically collects, records and analyzes problems related to marketing of goods and services. Many keywords are identified in the above definition. They are as follows. * Systematic - this means to collect using an organized clear system. Record what you found * Analysis - This means organizing the information and understanding your information to determine relevant trends and results Cadbury was founded 200 years ago. Cadbury is a food company that produces chocolate products. They are market leaders in the industry, accounting for 70% of the total market share. Some of Cadbury's famous products are daily milk, park, 5 stars, Eclair, celebration, Temptations, Burbita, jewelry. John Cadbury, the founder of Cadbury's business, was born on August 12, 1801. In 1984, he opened his first grocery store in Birmingham. He sells cocoa and chocolate products prepared using a mortar and mortar and other products drinking and selling. In 1831, John decided to start mass production. He bought a warehouse for it. Cadbury is one of the world's largest companies. In 1840, they released chocolate for very decorative packaging. Dairy Milk, the most famous and best-selling product, was launched in 1905 to compete with the top brands of Swiss milk chocolate. By 1913, dairy milk became the company's best seller Cadbury's central goal is to make it delicious today. In India, Cadbury operates in four categories: dairy and beverage, chocolate confectionery, sweets, chewing gum. Cadbury is the market leader in the chocolate business. The pure taste of Dairy Milk represents the Indian consumer's chocolate taste. Bournvita is a major product of Milk Food Beverage and Candy Hall and is the flagship product of candy in this country. The Indian chocolate market is getting bigger and bigger. On the one hand there are imported varieties and on the other hand companies like Cadbury have released their own international standard products. In India in the early 1990's, Cadbury's market share was 80%, but after Nestle entered the Indian chocolate industry, Cadbury's share was 70%, Nestle was 15%, Amul and other companies 15% It occupied. Since Nestle is trying to fight violently against Cadbury, the competition between Cadbury and Nestle is becoming even more intense. (India Miller, 2011)

Evidence based practice and PICO format Assignment

Evidence based practice and PICO format - Assignment Example Therefore, EBP can also be said to aim at using evidence to change practice for the better, mainly because it builds on the collection, analysis, appraisal and incorporation of clinically applicable, significant and valid research. In the practice setting, EBP is brought into use by encouraging the concept of inquiry. Current methods are questioned, providing the platform for the search and collection of relevant evidence, focusing on both ethical and legal issues. After the evidence is critically appraised, it is used to change questionable practices that have been in use previously. In the clinical setting, wound care management is a common nursing practice that requires a critical search for evidence in terms of how it should be conducted. Since the wound has already occurred, treatment is an inevitable part of the healing process. As a healthcare practitioner, formulating a question regarding the treatment of the wounds in terms of recognizing effective interventions and reducing risk factors then eventually resulting in improved prognosis is imperative. Male children are naturally hyperactive, and from the P perspective of the PICO (T) concept can be perceived as a vulnerable population to injuries and consequential problems of the wounds due to the activities of their stage in life. A viable question would be: â€Å"how wounds frequently found on boy children should be treated differently from those on adults and girl children?† This involves a critical question because it is gender specific and evidence can be provided that focusing on boy children actually targets a particular population (Yoder-Wise, 2007). Depending on where they are brought up, treatment of wounds does not necessarily have to be based on sanitizing wounds and requiring operations, albeit minor ones. Rather than stereotyping all childhood wounds to arise from cuts and bruises occurring from simple falls, some can rightly be considered to come from