The Corporate Rundown Tesla Motors

Tests gains competitive advantage over auto industry competitors because of their direct-to- nonuser sales, stores and service centers, innovative consumer financing options, and technological innovations. Tests faces multiple risks in its ongoing operations and strategic plans for future growth. Teasel's 201 2 annual report cites 63 risks related to Teasel's business and industry and an additional 6 risks related to the ownership of their common stock. In an attempt to identify gaps and propose recommendations for future implementation an analysis of the principal forces of supply and demand on the industry / company is required.Tests Motors-?objective and Strategy Chant Nell Tests Motors eschews the traditional auto industry â€Å"dealership† model and bypasses dealers and reaches customers directly through company-owned showrooms and online retail channels Value-added services are included, such as supercharger stations being installed in major markets throughout the US. St rategy Tests aims to become a mass producer of electric vehicles. In 2008, it launched the Tests Roadster model-?a paradigm shift/keystone in the EVE market. Tests has positioned itself as a key competitor in the EVE market.Market Positioning Tests covers key EVE market segments and dominates the EVE segment Of the argue automotive industry. The 201 2 Model S targeted at the middle- and upper-middle-class customer. The 2014 Model X to take advantage of the booming SUB crossover segment. The 201 6 Gene Ill is positioned to compete with mass market Eves. Alliances To facilitate growth, Tests has cultivated X types of partnerships, including supplier alliances, R&D alliances, and MEMO alliances with other automobile manufacturers. Additional revenue is generated from the sale of electric power train components and development services.Tests Motors-?Financial Performance and Future Guidance Tests Motors held its initial public offering (PIP) on January 29th of 2010. According to a break even analysis the firm became cash flow positive for the first time in its history in Q of PAYOFF. Tests has unique business structure. Its competitors in its industry are highly mature as opposed to Teasel's newly developed business model, thus finding comparable companies can be difficult. Given Teasel's uniqueness, two comparable analyses were required. One comparable analysis captures Teasel's industry competitors and one comparable analysis will capture Teasel's high growth rate.For the industry memorable analysis, seven companies are utilized to derive the industry average EVE/Revenue and EVE/Gross Profit levels. Using a weighted EVE/Revenue and EVE/Gross Profit for both set at 50%, the top line and the gross profit of the industry will sustain Teasel's future target levels. When screening for comparable for the growth rates in order to calculate the companies that have relative high revenue growth rate for 201 3 and 2014 a weighted EVE/ Revenue of 70% and EVE/Gross Profit of 30% is the best achievable outcome and is the most important measurement to consider for the high growth company.Existing Tests Market Dynamics- Lifestyle / Supply Chain Management: Tests created its life cycle and supply train strategy with the full understanding it wouldn't be the only producer of all-electric vehicles for long. Teasel's value proposition or â€Å"uniqueness† had to come from a commitment to being â€Å"at least two generations ahead† of its rivals. But how could it achieve that goal, when its battery packs came from a company in Taiwan that had previously manufactured only barbeques?Teasel's own engineers would have to spend months in Asia working out the design and engineering kinks. And the extra costs wound up wiping out the savings from cheap labor. To combat this Tests employed the following policies. It brought the power train manufacturing back in-house. Final assembly was relocated to California from the United Kingdom. Contract manufacturi ng was limited to the non-power elements of the vehicle. Its supplier base, more than 85 percent of which consisted of vendors producing a single part, was slashed.The company is now producing the Model S, a sedan with a base price of $57,000 greatly widening market of potential buyers. Through several iterations of its Roadster; each representing an improvement in quality and a reduction in production costs, as well as the initial production year for the Model S, Tests has pushed forward with its strategy although some issues do present themselves such as the recently announcement on Fox Business that â€Å"Tests provided some disappointing news in its recent third-quarter earnings report.The maker of electric cars lowered expectations for 2014 deliveries and delayed the launch of its Model X, a high-end electric crossover, until next fall. † This could point to some supply and demand issue and warrants further investigation. Controls: Teasel's strategy centers around mainta ining high quality controls as they transition to a higher level of in-house manufacturing process; and that the information technology systems that we are currently expanding and improving upon will be effective to manage a higher volume production.Operations: Tests sells its cars to customers through its stores which it fully owns and operates. Tests stores and galleries â€Å"are highly visible, premium outlets in major metropolitan markets some of which combine retail sales and service†. Teasel's stores change the entire car buying experience and take way the incentive of both the buyer and seller to compete on price. Furthermore, Teasel's stores allow the firm to achieve operating efficiencies as well as capture sales and services revenues that typical automobile manufacturers do not.Technology: Earlier this year Teasel's CEO, Leon Musk, announced to the world to permit competitors to, â€Å"in good faith,† make use of the automaker's patent portfolio for free. Th e goal, he wrote on Teasel's weapon, was to lure automakers into entering the electric vehicle (â€Å"EVE†) market. This patent policy shift was put forth in an effort to quicken the argental growth of Eves in the automotive market currently dominated by internal combustion engine vehicles. Additionally, Tests announced has an agreement with Panasonic to build a new, United States based battery plant.According to Deanne De Freesias of IV News, â€Å"Dubbed the Cofactors, the facility will be able to produce batteries for as many as 500,000 Eves per year by the year 2020. The scale of the production is projected to be so large, in fact, that by 2020 the Cofactors alone would produce as much battery capacity as the entire world produced in 2013. † Freesias goes on the say, â€Å"To be ere, the impact of the Cofactors will positively affect electric auto sales. The Cofactors scale and capacity may be felt across the technology and energy sectors as well. Financial: Tests announced a new financing option for customers that aim to bring down the monthly cost of owning a Model S. The finance option allows customers to enter into a 5. 5 year loan for around $500-$600 per month. Essentially, the customer does not have to put down any money up front because all Tests customers receive a federal tax credit. The federal tax credit is an incentive from the government for consumers to arches electric vehicles. The finance option combines the best features of a lease and a loan and makes the car affordable to more consumers. Lattice: Teasel's direct-to-consumer car sales are a strong strategic position and advantage they hold over typical automobile manufacturers in North America. Most automobile manufacturers are required by state law to sell their vehicles their franchised car dealerships. Tests is able to sell their cars directly to consumers because it has no franchised dealers Automotive Industry Business Cycle According to Douche, â€Å"Many factors af fect the performance of an industry and s each industry makes up a portion of real GAP, they in turn can impact the cycle of the economy.The automotive industry is clearly impacted by macroeconomic policy and auto production and sales rates in relation to interest rates, real GAP, inflation and unemployment make this evident.. † Tests has the deliberate yet novel approach of phasing in their product offerings gradually starting with the very high end / high performance model and then through its entrants in the performance sedan and crossover SUB markets, concluding with an what is typically an auto companies first offering, its mass market vehicle.Tests reversed the roll so they could generate a lot of hype in the media on a very limited production run. The most interesting thing about Tests is the role of marketing in selling electric cars that cost $100,000 or more. Many business leaders have attempted to change the automotive industry over the last couple generations and n one have succeeded. The process Of buying a car is essentially the same as it was generations ago. And the process has remained unpopular for decades.Tests is creatively using marketing to upend the auto industry business model: There are no Tests dealers There are no commissioned sales people Tests cars are marketed and not aggressively sold Tests transactions are conducted online The price is the price: no negotiation There is no inventory: the Tests Model S is built to order You can't test drive a Tests unless you put down a $5,000 deposit In many parts of the country, you can't see or drive the car before you buy even if you place a deposit.You have to wait in line for months or years to get a car And the marketing challenges are incredibly difficult: They are building a new luxury brand from scratch They are evangelize a new type of vehicle: an electric car They are selling a 60,000 – $100,000+ car that can't go on a road trip They must sell an entirely new model of buyi ng and owning a car While Tests is starting with expensive vehicles, they clearly have mainstream ambitions. They are investing to build a big car company. How hard is it to build and sell cars in the USA?Look at it this way: Tests is the second oldest publicly traded auto company in the united States behind Ford. GM went bankrupt and went public four months after Tests. Chrysler remains private following its own reorganization. While Tests has a long way to go to be profitable, producing cars in volume, and vying towards the mainstream, their first home-built product -? the Model S -? is a SUCCeSS. They have 10,000 – 20,000 orders and have swept the auto industry awards, winning the most recent round of Motor Trend, Automobile, and Yahoo Autos awards for car of the year.Tests is the first startup car company, and the Model S is the first electric car, to win these awards. Risk Management Recommendations and Strategies- Based on the research conducted a few of the lessons lea rned would be prudent for Tests to internalize and incorporate going forward. Make sure that supply-chain, corporate and product strategies are tightly aligned. Teasel's us apply-chain managers should work closely with the engineers to jointly evaluate costs, working with only a targeted few trusted suppliers.Complete and in-depth evaluation of the multiple external drivers, including global economic trends, customer preferences, proximity to markets, labor costs, supplier quality, regulatory requirements, environmental sustainability, community responsibility and geopolitical shifts. Don't offshore manufacturing until your product has matured and stabilized. With the opening of the Gaga factory this issue is well on its way to being solved but it bears remembering.While there is no history of or mention of derivatives for Tests in either Its annual report or the media it is considered as a perfect hedge according to Seeking Alpha or Tests can capitalize on this to counter the first three risks related to the ownership Of our common stock identified in the 2012 annual report. 1. Concentration of ownership among our existing executive officers, directors and their affiliates may prevent new investors from influencing significant corporate decisions. 2.The trading price of our common stock is likely to continue to be volatile. 3. A majority of our total outstanding shares are held by insiders and may be sold in the near future. The large number of shares eligible for public sale or subject to rights requiring us to register them for public sale could depress the market price of our common stock. Hedging will enable a more diversified ownership, reduce the volatility in stock pricing and if staggered effectively reduce the impact of insiders selling large allotments of shares.Conclusion Tests developed a specific strategy for life cycle and supply train management with the goal of being â€Å"at least two generations ahead† of its rivals. As a intros strat egy to improve on supply and demand management Tests will transition to increased levels of â€Å"in-house† manufacturing processes. In an integrated approach linking operations and political strategies Tests sells its cars to customers through its stores which it fully owns and operates bypassing state regulated dealerships entirely.Its technology strategy is a patent policy shift, put forth in an effort to quicken the percentage growth of electronic vehicles in the automotive market currently dominated by internal combustion engine vehicles. For a financial strategy Tests created a new enhancing option for customers that aim to bring down the monthly cost of owning a Model S. Tests has identified 69 different risks in its 2012 annual report and has formulated risk mitigation strategies for each.

Hrm Case Essay

Case Summary Randstad, employment agency, has taken a distinct approach in staffing its personnel into partnership teams. Employees are partnered up into teams of two, typically one from Generation X and the other from Generation Y. The extreme age gap between team members has proved to be a success for the organization, because both individuals can learn from one another. Despite the fact that one team member may have more experience than the other, all members of the team are each other’s equal. The members’ tasks are constantly alternating, â€Å"each week one person is out making sales calls, and the other is in the office interviewing potential workers and handling paperwork† (Noe, Hollenbeck, Gerhart, et al, 2010, p. 264). As a result, this team based of approach of staffing older experienced personnel with younger developing staff members has increased the organizations retention rate and productivity levels (Noe, Hollenbeck, Gerhart, et al, 2010). Questions 1. Personnel selection decisions typically are based on the fit for one person for one job. In what way does Randstad’s use of partnership teams alter the typical way one might think about selection decisions? While other organizations are looking for particular characteristics in an individual for a single position, Randstad is looking for meticulous characteristics and qualities that are going to be complimentary with the other member. In addition, Randstad must also ensure that candidate has the proper qualities and skills to successfully complete the position’s tasks. Randstad has to look at the selection process as fitting two puzzle pieces together, finding the proper fit. Just because an individual is good for the position doesn’t mean that he or she will be a good pair with the member. The human resources staff must carefully find the proper â€Å"ying and yang† to each team that is set up. 2. What are some personal characteristics that might be viewed positively when staffing a single job, but that might actually be viewed negatively when staffing partnership teams? When staffing a single job, a positive characteristic to look for is an individual who regularly uses â€Å"I† in his or her statements (Noe, Hollenbeck, Gerhart, et al, 2010). This type of response indicates the individual possess some form of accountability which is imperative for an employee who will be working alone. However, this characteristic isn’t necessarily functional for staffing partnership teams where communal behaviors are necessary to be successful. In addition, an aggressive competitor might be ideal for a single position because it shows that the employee will be productive and eager to achieve and exceed goals. This characteristic is not ideal for a partnership position that works together as one unit. Because an individual is naturally competitive by nature, he or she might not be willing to stand back and be lead by the other team member. 3. Randstad deliberately creates variance in age when forming partnership teams. In what ways might younger workers and older workers be in a position to uniquely support each other when working in sales teams? Having a variance in age when formulating partnership teams creates an advantage and allows both individuals to uniquely support each other. The experience and wisdom of Generation X can be shared with Generation Y. There are many obstacles that the team member can guide their partner through because they have encountered similar situations and issues in the past. In addition, the younger individual can incorporate a sense of modernization into the team. The case study touched on a particular situation where Benjamin suggested they begin to use the electronic payroll system (Noe, Hollenbeck, Gerhart, et al, 2010). This example illustrated a scenario where the younger team member was able to bring a efficiency to the team. In addition, the case study mentions that the partnership allows younger team member to see the â€Å"corporate world more personal, approachable† (Noe, Hollenbeck, Gerhart, et al, 2010, p. 264). 4. Other than age, what other types of traits or abilities might one want to see when creating variance in partnership teams? Besides age variance as being the distinct characteristic in a partnership team, there are a few other traits or abilities that can be used to create variance in a team. Culture is a great foundation for setting up successful teams. Diversity in culture can have many positive influences in a team environment. The distinction in mannerisms and values can be shared between teammates. Background experiences can be another bases for establishing partnership teams. Teammates that have different experiences and knowledge can assist one another in accomplishing goals successful. For instance, one team member might be very knowledgeable in areas of technology and the other individual might be well informed with the company’s policies and procedures. Both individuals together can be a unique and complimenting arrangement. References Noe, R., Hollenbeck, J., Gerhart, B., & Wright, P. (2010). Human Resource Management: Gaining a competitive advantage 6th Ed. New York, USA: McGraw-Hill

Quality Special Education Program Essay

Recent reforms in education have emphasized the need for sensitivity and responsiveness to students’ social contexts. This is to increase not only the effectiveness of educational programs but also to create individual relevance to the student learning. Behavioral management is critical in special education programs because students’ behavior are often used by the public to determine the social roles and value of special-needs children. This can prove to be challenging for special education programs since social standards may vary in communities and therefore behavioral and social integration requirements will vary as well (Kopelowicz et al, 2006). Therefore, there is a need for special education teachers to have the means to evaluate individual student socialization requirements to ensure that they accomplish not only academic and behavioral educational goals but also to enhance their social integration and empowerment. Proposal The development of academic and behavioral programs that highlight socialization requires educators’ access to relevant research and the capacity to both research and their individual experience in developing interventions. In either case, Williams and Reisberg (2003) point out that teachers depend greatly on institutional support of such objectives and often have little direct participation in program development. This may be because of the need to develop general policies, procedures or methodologies but it also limits social context input thus diminishing the social relevance of interventions (Sailor et al, 2007). Therefore, there is a need for individual educational programs to develop their own evaluation methods to determine the socialization and social integration requirements of their students Recognizing the limitation on resources and manpower common to special education initiatives in public schools, the research’s target population will be limited to its existing students and extent of integration will only range from family to the school community interactions (Kopelowicz et al, 2006). It should be noted that the project should emphasize community and professional collaboration to create awareness and collect to multi-dimensional perspectives in improving socialization components to currently implemented academic and behavioral programs. Moreover, the evaluation or assessment programs must be easy to replicate so that it can be utilized in other educational settings and provide a baseline for socialization component evaluation. Rationale The assessment will then serve to develop high-impact low cost interventions, each intervention or program having a duration of twelve weeks. According to the studies conducted by Barry and Burlew (2004), Smith and Gilles (2003) and Koh and Robertson (2003), educators’ level of commitment to educational programs is often used as an indication of institutional commitment and concern to an issue. Thus, it is important for educators to take an active role in initiatives particularly where external stakeholders are involved. This is not only to utilize the social recognition of teachers’ role in education but also to utilize their professional practical experience. This becomes even more critical in special education programs since there is a limitation to public awareness and understanding of the socialization requirements of special needs students (Sailor et al, 2007). Even more critical is that without direct involvement in the evaluation or assessment program, educators will diminish their capacity to rational research and study results which in turn will impair the development of individual interventions and programs. Considering that the component of concern is socialization, the degree of sensitivity and relevance of the programs to specific social contexts will directly impact the level of social competency developed by students (Kopelowicz et al, 2006). More importantly, the assessment or evaluation program will be able to create a means to discuss perceived limitations in special education programs in addressing social stigmas and misconceptions regarding special education students, curriculum and requirements (Sloan et al, 2003). This will afford educators insights to the socialization impediments not only in education settings but society as a whole. In addressing such issues, programs will not only be able to sustain the relevance of programs after school but also initiate long-term social support systems for students. Conclusion In the case special education, this has become even more critical as the advocacy for social recognition and participation become critical to policies and treatments (Kam et al, 2004). Furthermore, research suggests that social skills development has been linked directly with perceived quality of special education and overall social acceptance of conditions being addressed by special education curriculum (Koh & Robertson, 2003). This has translated to the inclusion of social integration objectives in both academic and behavioral interventions. This has increased the demand for collaborations between schools, parents and community (Sailor et al, 2007). However, to be able to fully meet this need, education stakeholders must not only develop programs but also institute evaluation and feedback systems to ensure the fulfillment of not only program objectives but also create opportunity to develop competencies, collaborations and public knowledge about special education concerns and issues. References Barry, Leasha M. and Burlew, Suzanne B. ( 2004). Using Social Stories to Teach Choice and Play Skills to Children With Autism.Focus on Autism and Other Developmental Disabilities, Jan; 19: 45 – 51. Kam, Chi-Ming, Greenberg, Mark T. and Kusche, Carol A. ( 2004). Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education. Journal of Emotional and Behavioral Disorders, Jan; 12: 66 – 78. Koh, Myung-Sook and Robertson, Janna Siegel ( 2003). School Reform Models and Special Education. Education and Urban Society, Aug; 35: 421 – 442. Kopelowicz, Alex, Liberman, Robert Paul and Zarate, Roberto ( 2006). Recent Advances in Social Skills Training for Schizophrenia. Schizophr Bull, Oct; 32: S12 – S23. Sailor, Wayne, Stowe,Matthew J. , Turnbull, H. Rutherford and Kleinhammer-Tramill, P. Jeannie ( 2007). A Case for Adding a Social—Behavioral Standard to Standards-Based Education With Schoolwide Positive Behavior Support as Its Basis Remedial and Special Education, Dec; 28: 366 – 376. Sloan,Morris, Hughes, Marie Tejero, Elbaum, Batya and Sridhar, Dheepa ( 2003). Social Skills Interventions for Young Children with Disabilities: A Synthesis of Group Design Studies. Remedial and Special Education, Jan; 24: 2 – 15. Smith, Stephen W. and Gilles, Donna L. ( 2003). Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challenging Behavior. Intervention in School and Clinic, Sep; 39: 30 – 37. Williams, Gregory J. and Reisberg, Leon ( 2003). Successful Inclusion: Teaching Social Skills Through Curriculum Integration. Intervention in School and Clinic,

Corporate strategy Essay Example | Topics and Well Written Essays - 750 words - 1

Corporate strategy - Essay Example This analysis assumes that the pending merger of BA and Iberia occurs pursuant to a November 2010 vote by Iberia shareholders. Combining the U.K.’s and Spain’s largest airlines is expected to build two major strengths. Combined, the two firms carry more than 61 million passengers (Airwise, 2010), which will rank the new firm among the world’s ten largest airlines, and provide greater customer visibility, economies in operating costs, and greater purchasing power/lower capital costs for aircraft and other equipment. BA and Iberia combine two major airport â€Å"hubs†, the customer (passengers and cargo) transit locations that facilitate direct customer access and operating economies. BA’s hub at London Heathrow ranks number two in world passenger traffic and number 16 in cargo tonnage, and Iberia’s hub at Madrid airport ranks number eleven in passenger traffic. Each firm also operates secondary airports of Gatwick and Barcelona that rank 31st and 42nd, respectively, in world passenger traffic. (Airports Council International, 2010) Moreover, one key projection is that the UK and Spain will be among the top four international markets for passenger traffic in 2014. (International Air Transport Association, 2010) A third BA strength is its membership in, and leadership of, oneworld ®, a global alliance of 11 world airlines founded in 1999. Within the consolidating worldwide airline industry, oneworld was named â€Å"Worlds Best Airline Alliance† (oneworld, 2010). BA’s strategic weaknesses include those common to other airlines, including dependence on, and difficult relationships with, employee unions; sustained lack of profitability; and damaged brand names due to union and operational difficulties. But BA’s major unique competitive weakness is that it is primarily a long haul, hub-centric carrier. As described by The Economist in May of this year, â€Å"the low-cost airlines Ryanair and easyJet are snapping at [BA’s]

Museum visit Research Paper Example | Topics and Well Written Essays - 1000 words

Museum visit - Research Paper Example The admission fees to the museum are minimal, and members and children under the age of 3 are admitted without any cost. Individuals from ages 3-12 and 62 and older need to pay only $5.00 (USD) for entrance. Teenagers and adults from ages 13-61 need to pay $8.00 (USD) for entrance. The museum encourages the public to call for any inquires, and their contact number is (313) 494-5808. Even individuals with disabilities can easily access the various exhibition centers in the museum. Several ramps and elevators serve all public areas. There are wheelchairs available for visitors, and strollers can easily be accommodated in almost all areas. For the convenience of the visitors and ease of stay, the museum offers lockers for rent, complimentary coat racks, and an ATM at the ground level. There is also a small cafe where visitors can relax particularly with their quick snacks acquired from the vending machines. The cafe also serves visitors who opt to bring their own meals. There is also a secure and affordable metered parking right at the back of the museum. Museum Features The museum is a humongous collection of artifacts and archival materials that are all about the African American history. The exhibitions and learning opportunities cater to the interest and curiosity of individuals of all ages. First, the museum features tours such as And Still We Rise: Our Journey Through African American History and Culture, which is one of the core exhibitions of the museum, showcasing a journey in history from prehistoric Africa to the early civilizations. It shows a journey of slavery, resistance to bondage, emancipation, justice, and freedom. This can be experienced within the 22,000 square feet area of the museum. Second, there is a huge list of prestigious and respected names in the history of African Americans in bronze nameplates scattered around the terrazzo tile creation called the Ring of Genealogy. This exhibition is a 37-foot structure created by artist Hubert Mass ey. Third, there is an architectural wonder of 65 feet high glass dome. This glass dome --- called the Ford Freedom Rotunda --- with a diameter of 100 feet, is even slightly bigger than the State Capitol dome, and holds the Ring of Genealogy. A museum store is available and it offers real pieces of African American artworks, authentic books, and merchandise. There is also a library --- the Louise Lovett Wright Library --- and a research center --- Robert L. Hurst Research Center. There is also a place where 92 flags are prominently displayed and alphabetically arranged by origin and country. These are the regions where there is a considerable number of African descendant residents. Lectures, presentations, film showings, and even live performances are offered at the 317-seating capacity General Motors Theater. Exhibitions and Lectures The core exhibiton And Still We Rise: Our Journey Through African American History and Culture has more than 20 galleries that showcase the tragedies, triumphs, and efforts of all the men and women who fought for freedom from ancient times to modern civilizations. It is an amazing experience that allows individuals to travel through time and territorial boundaries to explore history. Africa is also two-fifths grassland or tropical savanna. The climate is a typical tropical wet and dry. Savannas are used to herding by nomads. Rainforest trees allow for cocoa growing. Grains and beans were abound even in ancient

A cross-country analysis of the impact of political stability on Essay

A cross-country analysis of the impact of political stability on economic growth - Essay Example This analysis will then be followed by an in-depth examination of these four diverse countries, each representing different regions of the world. Finally, this essay will demonstrate that political stability must be present for an economy to be healthy and is a necessary condition for the promotion of strong and continued economic growth. How does one define political stability? Theoretically speaking, the term is notoriously difficult to define and definitions will necessarily vary (see Ake 271-283; Fosu 329-348; Pasos 70-86; Goldsmith 471-480). Nonetheless, it is integral that the concept of political stability be defined for the theoretical purpose of this essay. Leon Hurwitz explored four conceptions of political stability and defined it as: 1) the absence of violence, 2) the duration of government, 3) the existence of a legitimate political regime, and 4) the absence of structure change (149-163). Since this definition is comprehensive it will guide the political component of this essay as well as complement the economic systems analysis of our four case studies. What sort of factors influence economic growth? The economic growth of a country is routinely measured by an aggregate indicator such as Gross Domestic Product (GDP), which represents the increase in goods and services produced by an economy. Economic growth can also be measured in GDP per capita, an indicator of the average annual income of an individual within a given economy. Annual economic growth and national productivity are influenced by a variety of factors including international terms of trade (imports vs. exports), the national unemployment rate and inflation rates (Henderson 338). Canada, Iraq, the United Kingdom and Somalia represent a fascinating cross-section of countries with which to analyze the effect of political stability on economic growth. From a

EVALUATION REPORT Essay Example | Topics and Well Written Essays - 1000 words

EVALUATION REPORT - Essay Example I arranged all the props that were necessary for my film. In my opinion, the location was satisfactory for this project. The worst thing with my film was the casting. I believe it is not only my fault. At first, my group members and I agreed to find only two actors for each one’s films. However, I was told one week before the filming that we have to look for them individually. I started searching quickly to find actors. In casting call pro, I sent emails to some professional actors but they were all busy. I then sent an email to an actress in Starnow Co., U.K. but she was a singer. I asked her if she knows any actor. She said she knows someone but the actor was a puppeteer. They agreed to be in my film. They went to the location but they were two hours late. It was difficult working with them because they were not real professional actors. I had to let them act in my film because they were in Salisbury and it was not going to cost too much. I know that casting is really import ant but in this project I failed to find the perfect cast. I can however say that all my group members were very supportive while we were filming. Sound I was the sound designer for Nathan Webber’s film. I cannot say I did it correctly because Nathan’s script was not ready until the filming day. I was only able to read the script on the filming day itself. I have a Sony and Warner Bros. CD sound effects library. I shared the CDs with them. In my film, Lara Hewitt was my sound designer. She did quite well while I was editing. She mixed sounds separately and we incorporated them in my film. We tried to mix them correctly and I think it turned out well. I used the boom in Lara’s film. I tried to use it correctly as we have seen in the workshop before the filming week. Cinematography Cinematography is my main interest and I believe it will be my specialization in the future. I really enjoyed being a cinematographer in Leanne Lewis’s film. Before we filmed it, I watched the Kodak tutorial DVD series on cinematography. I also read the book of Vittorio Storaro to understand the lighting theory. I tried to apply what I have seen for Leanne’s film. In her script, there was a hospital scene. To create a curtain shadow effect, I used blinds. I know it was not perfect but it was acceptable under studio circumstances. There were only two camera setups in her film and there were no difficult shots. I tried to do framing as Leanne told me. In my film, Leanne was my D.O.P and I believe she did well. Nathan also helped her. For sure, there were some wrong lighting setups. Directing As a director, it was so difficult for me to work with the actors whom I mentioned above. Moreover, it was my first film. It is even more difficult to talk about the shots. I think that only some of them were correct. I had to cross the line in one shot while the actress was sitting because of the fire exit behind her. Due to the nasty background, I decided to chan ge the shot. Even if I know that using zoom is not natural, I wanted to use the zoom shot to create some emotional effects. I would have preferred using the dolly rather than the zoom shots. Leanne was using the camera and I believe she did it naturally and so with her slow zoom shots. Scriptwriting I believe my idea was good enough for this project. However, because of the limited conditions of the location, I had to change the end of the story. I was told to use only one part of the cafe but it

Reading response Essay Example | Topics and Well Written Essays - 500 words - 31

Reading response - Essay Example The criticism and the deep analysis of the subversive black comedy that follows increases my knowledge and confirms my desire to follow up the art further. It further reminded me of an instance some years back when a colleague was greatly against my choice of favorite African art and drama. I was however on the verge of losing the argument. This was simply because even though I felt that the art was my favorite, I did not have any facts or historical information about it. Her opinion challenged me to research and discover my field to some length. This meant that the next time a similar argument arose, I was ready to challenge her back and convince her of my stand and opinion as not far-fetched. The mention of a number of artists who were the origin and the founders of the subversive black comedy creates in me a perception that the author is indeed an authority in the field. It amazes me how the author clinically articulates and relates the reasons for the origin of the art and its progress to the perception that it creates among people and how most misinformed people today perceive it negative. It is particularly satisfying to me when the author analytically brings out the relationship between the controversial novel, â€Å"Black no More† by George Schuyler with the African American comedy development. The flashback to the times and actions of artists and comedians such as Gregory, who in my own opinion was properly using humor to communicate the evils of racial segregation in America, is very satisfying. Humor, as noted from the reading is an easier way of communicating issues that seem rather painful without having to create the pain. Looking more closely at the reading, therefore, I believe that there are a number of observation that make the reading worth the space and time. First, the author’s command of art and historical perspective of Subversive Black Comedy is amazing. It is

Child Care in Colleges are Essential Essay Example | Topics and Well Written Essays - 1000 words

Child Care in Colleges are Essential - Essay Example That these women are in school should not be a hindrance to their desires. Universities and other colleges could support their student-parents through a number of ways. One is funding. These could be through opening college-based day care centers on site in campuses. These should be operating during convenient hours to ensure all student-parents manage to go to class without worrying about their children. Some universities and colleges receive grants to help run day care centers for student parents within their colleges. This is a move in a positive direction in a bid to increase the number of students who continue with their studies after giving birth while still pursuing their degree courses. Life is difficult enough for student parents, hence the importance of affordable and flexible day care programs to help alleviate their problems. Furthermore, to put the minds of these parents at ease, these day- care programs should be accredited by relevant bodies to ensure that the children are not only safe, but also well taken care of. The curriculum for such programs should also be at par with state and national standards, to ensure that the children are being taken care of the same way other children in non-campus day care centers are. Funding is an important aspect in ensuring success of day care programs in colleges and universities. Funding can come in form of grants from government agencies for children or education through lobbying by the universities and colleges administrations (U.S. Department of Education 1-2). Funding can also come directly from the university or college administration itself. Funding is imperative in the running of day care centers for student parents in colleges since most of these do not have steady or well paying jobs that could afford them more expensive day care programs. The funding cold go towards building or renovating unused campus buildings to convert them into day care centers, materials and labor required to do this, furnish ing the day care centers and paying the people who will be involved in the day to day running of the day care centers. The student parents could be asked to chip in a little money, though not too much, in order to ensure they partake in the running and maintenance of the day care centers, and that it is not free. Given the fact that most student parents face more challenges and responsibilities than students who are not parents, the former are most likely to perform dismally in their studies (Price 3-6). Furthermore, the stress that comes with raising a child, studying and probably working part time may take a toll on these parents, especially if they are single parents. With this kind of background, student parents are likely to drop out of school to take care of their children. This has an adverse effect of the economic and social well being of the parent and child. Second to funding is flexibility of the day care programs. It is pointless to start day care centers in colleges and universities that operate between times that interfere with the student parents’ academics (Anderson and Dektar 6-8). Day care centers that are closed too early or open too late means that parents have to skip classes while they wait for the day care cent

Traditional Hmong Ideas of Health and Life Case Study

Traditional Hmong Ideas of Health and Life - Case Study Example Their Health Belief and Practices According to Fadiman (1997), the Hmong fail to believe in Modern Medicine because of their evident distrust of hospitals, especially when a woman decides to deliver a baby at her residence with the assistance of her husband. The husband cuts the â€Å"umbirical cord† of the baby, yet he lacks satisfactory knowledge expected in that field (Fadiman, 1997). According to Hmong traditions, a woman should avoid ponds and lakes in fear of the spirits that lurk within them. Indeed, her mother in law and husband should guide her during labour. Her husband carries out succeeding births and, when a problem occurs, assistance from the third party is an option. The woman giving birth is expected to be silent irrespective of the pain she is experiencing in order not to scare the baby. Before the pregnancy a â€Å"shaman†, who is a spiritual healer, consults the expectant woman. If she has doubts on her safety at some stage while delivering, the †Å"shaman† will conduct a ritual to cast off all evil spirits the woman presumes harmful to her (Fadiman, 1997). His aides assist him as he enters into a stupor when his soul departs from him to restore the woman’s lost soul. Her freedom from the evil spirits is shown by tying strings on her wrist and a copper bracelet to protect her against bad spirits. If the woman’s child bearing is extremely painful, undertaking certain rituals is imminent; those can include: drinking water with a key in the cup to unlock the birth canal or making attached dolls of paper, then ritually cutting them to take apart the baby’s soul and that of her mother (Fadiman, 1997). Hmong women and men believe that evil spirits are liable for several sicknesses being evident in simple things, such as a fall, stolen or even traded by these spirits. According to Fadiman (2009), Lias’ parents believe that her epileptic condition happened because Lias’ older sister had slamme d the door. This resulted in her soul being frightened to the extent of escaping her body which, in turn, led to epilepsy. Hmong people believe that if the soul abandons the body, a person can become epileptic or even die. A patient’s treatment is reunification with his/her soul through a ceremony conducted by the â€Å"shaman†. The shaman will release the spirit from its world back to the body of the affected. In the case of the person’s spirit being stolen or sold, ceremonies are orchestrated to encourage the evil spirit to return the soul to her body. According to Fadiman (2009), the Lee family carried out similar acts in order to reunite Lias’ soul to her body. The distrust of the Hmong people in Western medicine brought about medical anthro by the Western world of the Hmong people. Additionally, there are beliefs associated with a child’s health concept. Children born with physical disabilities witness the fate of their former lives or that of their parents or ancestors. When there is a recurrence of a certain disease in a family, such as deafness or mental illness, they are to be suffering a curse. They assume a person’s ancestors to have mocked a person undergoing that condition prior to his/her birth. Therefore, a superior spirit forces a similar disease upon them. Hmong people consider children born with elongated head shapes are special. It is their conviction that these children have mystical powers, like anticipating the future, and are

How to Take Care a Dachshund Essay Example for Free

How to Take Care a Dachshund Essay 1. Learn how to hold your dachshund. You cant hold them like normal dogs because of their long backs. Hold their ends while supporting their back with your other hand. Although its an awkward position at first, after a while you will get used to it. Practice with something light first because you may hurt your dachshund. Make sure you never hold them by their paws or head. 2. Dont let them climb stairs or go down stairs. When dachshunds climb stairs, it puts pressure on their backs because of their height. Their backs bend the wrong way. When they go down stairs, a lot of pressure is placed on the discs with each step. Always carry them when youd like them to come upstairs or downstairs. a. Put a baby gate up to keep them off the stairs and from being their naturally-curious selves. 3. Get a light leash. If your dachshunds leash is too heavy, you will end up lugging the dog around the block instead of taking him for a walk. Make sure that your leash is made out of light material, and that the metal clips arent too big. A good choice of a leash is one specifically made for smaller dogs. 4. House train them. Start off with getting them to urinate on eco friendly puppy pads or newspaper. Then, gradually put less and less newspaper on the floor. Once all the paper is gone, take them for walks. Reward them if they do their business. Whenever they mark their territory outside, say, Good dog, good duty. Good Fito. Of course, replace Fito with your dogs name. b. Make sure that when you reward them, you say their name along with good dog. This makes them associate their name with good dog, so theyll consider themselves a good dog. c. If you punish your dog, dont say their name along with bad dog. This will make them believe their name means bad dog, which is not a good thing. 5. Brush their teeth. Start off by rubbing their teeth with meat. (It sounds weird, of course!) This will make them comfortable with your hands in their mouth. Then use dog toothpaste. This must be done at a young age. 6. Give them toys. This is especially important while your dog is teething. Theyll want to chew on something, and if you dont supply them, theyll pick a nice Italian shoe out of your closet instead. 7. Let your dog run. Because of their short legs, they need to run around often. If they do not exercise, they will become overweight. This is especially bad for dachshunds because their stomachs weigh down their backs. If your dachshund becomes obese, they will most likely encounter back problems as well. 8. Dont let your dachshund jump. Even though it may look extremely cute, this is also bad for their backs. If they can stand up on their hind legs, this is okay. If they jump very high and fall back down, dont let them do it. d. Dont let them sit up on their hindquarters. Again, its very cute, but it puts a lot of pressure on the discs in the back. 9. Clip you dogs nails. Buy a special tool for this, since you dont want to hit the quick. If you dont think you can do this, leave it to the vet. 10. Wash your dog. Use special dog shampoo for this. Unless your dog has a skin problem, there is no need to wash him or her other than for your own enjoyment, although its probably also good for your dachs. Shoot to wash him or her every couple of months. 11. Brush your dog. Make sure you pay special attention to the stomach and ears. Make sure your dog doesnt get matted hair, as they are painful to your dog and hard to remove. 12. Do stuff with your dachshund! If you are interested in any dog sports, get your dachshund into them! Dachshunds can compete in conformation, agility, obedience, flyball, and much more! Dachshund Diet 1. Talk with your vet. Dachshunds need a special diet to maintain a healthy weight and a happy pup! The first week you get your dachshund, you should always go to the vet and get a checkup. While you are there, you should discuss what type of food your dachshund will be eating. * Make sure your commercial brand of dog food is not purchased at a grocery store! Most of the time, brands of dog food at grocery stores have a high fat content, high sodium content, and lots of preservatives and artificial flavors. You should purchase your dog food online from a trusted website or from your local pet supply and specialty store. * Which brand to choose is the hard question. Make sure your brand of food has no animal byproducts or artificial flavoring. You should try to steer clear of foods with corn and soy also. * Select a higher-quality brand. Better brands of dog food are usually more expensive, but that is not always the case. You may want to choose a brand of food that is formulated especially for dachshunds. Recommended brands of food are Fromm, Blue Buffalo, and Organix. There is also The Honest Kitchen and Dick Van Patterns Natural Balance. Last but not least, if you would like to purchase a food specially formulated for your dachshie, there is Eukanuba Dachshund Formula. * Look at the nutrition label, if the first and main ingredient isnt meat, it probably isnt the best food for any breed of dog. 2. Consider commercial brands. If you and your vet discuss it, and you decide to get a commercial brand of food, choose wisely. There are many brands of food out there, and some of them are very good, and others are very bad. 3. Never let your dachshund become overweight. This greatly increases the risk of IVDD (disc disease) and paralysis. If your dachs puts on weight, replace some of her food with canned pure pumpkin, which will help her to lose enough weight so that she has a nice, tucked waist. Tips * Discourage them from bad behaviors (nipping, barking, scratching, etc.) * Buy a comfortable harness or collar for your dog that is light. Make sure its not too tight. * Make sure to schedule regular vet appointments (two a year) to make sure your dog is up to date on exams and shots! * Give your dachshund lots of space if it is eating a bone. * Praise your dachshund if he or she does a very good job. And if it is working hard on something hard (like a treasure hunt) encourage your dachshund to do a good job. * Freeze Dried foods like Grandma Lucys are a great choice since they are high in protein, but low in fat and carbs. * Talk to your dachshund in a sing-song voice (if it is blind) Warnings * Only use special dog toothpaste when you brush your dachshunds teeth. * Take your dachshund to the vet every six months, even if there are no symptoms of disease. Dachshunds need their routine vaccinations, or just a checkup! * Dont let your dachshund get overweight, this can cause major back and health problems. * An unsocialized dachshund is not pleasant; get your dachshie socialized with other dogs and people! * Dachshunds nails are always dark, so be very careful when cutting them. Try not to hit the qwick (blood vessel in nail). * Consider buying health insurance for your pet. Dachshunds can be bold and daring a trait that can get them in trouble, often resulting in the two options: surgery or putting the dog down.

A view from the bridge Essay Example for Free

A view from the bridge Essay All my life Ive been trying to create a blissful loving environment, in my house. All my expectations of life for my family would very probably have come true. However since the day that Marco and Rodolfo arrived all this has changed. A tense environment is what reigns in this house due to our different points of view.  I can accept that I am a bit confused about them hosting in this house but its very difficult for me to seem inferior to them. I think that Marco is a good person, he likes to collaborate in some house work, and he is an intelligent man with an amazing future. On the other hand Rodolfo is completely different, he has blonde hair, likes to sew dresses, doesnt know to fight and sings Paper Doll, its impossible to have a good impression of him. I think he doesnt want us to know he is a sissy because he is playing with the feelings of my family and he is trying to trick someone. When Rodolfo arrived I thought he was a normal person but it was annoying and shocking when I realized he wasnt right. He is invading my house and trying to impose new rules and authority, that is unacceptable. I want him to leave my house and let me continue the life I had before we met him. It was such a perfect life when we knew Catherine was going to grow in a disciplined manner with a perfect assured future but now he is spoiling her and ruining the expectations that I had for her future. Catherine is a very sweet girl and I love her. Thats why I protect her always and I cant accept the fact of her being with him. I dont know what Catherine likes about Rodolfo; shes unwise in her decision for the first time. Its even harder for me to assume that she is planning to live with him for the rest of her life. I have been taking care of her since she was a little girl, that is why I am nervous about her future and I feel responsible for the consequences. This is why I cant let grant her free will on her future. I think Rodolfo is playing with her feelings and taking advantage of her, his real interest in her is to obtain his legal American papers. For obtaining these papers he just needs to marry an American lady and this is just what hes doing. I know Im not Catherines father and she can take her decisions, but I want the best for her and the best is not beside Rodolfo. Some days ago I went to a lawyers office to ask him for help. He is called Alfieri but unfortunately we couldnt find a form of getting rid of Rodolfo. There is no proof of him wanting to obtain legal papers from Catherine. I had the idea of telling the truth about him being an illegal immigrant but soon I realized other members of the Italian community would have killed me for doing that. Alfieri told me that I should let Catherine choose her future and if she wants to stay with Rodolfo, I should let her do that. If Alfieri cant help me to get rid of that immigrant, I will have to solve this thing myself, the problem is that I still dont know how. My relationship with Beatrice has also been affected since they came. It is getting worse all the time and all of this is Rodolfos fault. I have to pay extra attention in Rodolfo so that he doesnt over step the mark with my niece. That is why Im letting my relationship fall apart. If this continues being as it is I will have to make a radical change and get rid of him because the last thing Im willing is to let the mutual love between Beatrice and me finish here. Some days ago I was trying to get proof to show my family that Rodolfo is gay. I started fighting with him and everyone noticed that he boxed like a girl; however none of them paid attention in that. After this Marco challenged me by lifting a chair from the lower part of the leg but I couldnt understand his idea about this. I think the real force of somebody can be measured by fighting. Unfortunately nobody in my family also believes this.  I am still finding a way of getting rid of Rodolfo. Meanwhile I will try to convince Catherine that he is not the best man for her. Maybe the only solution is to snitch on him but its very risky. In my inside I know that everything Im doing is of good will, for the future of my niece and to recuperate our prosperous loving family.

Relationship between Translation and Culture

Relationship between Translation and Culture Vocabulary is the most active part of language. It can directly reflect the social changes and cultural developments. In a sense, vocabulary is the mirror of the society and culture, so is the color terms. The understanding and feelings to color terms of Chinese and English People are much alike, which underlies the possibility in cross-cultural communication as well as translatability. When both denotative and connotative meanings of color terms will not lead to misreading, the method of literal translation is a good choice. The merits of this method lie in its fidelity to the original meaning and flavor of color terms (Deng, 2001). It can introduce the TL readers the vivid expression in SL so as to let them gain more knowledge about the unique culture in SL country. For example, red light district à §Ã‚ Ã‚ ¯Ãƒ ¥Ã…’ º. Red light district is a part in a city where many houses of prostitution are located. This expression did not exist in China at first. By literal translation, this expression with its cultural connotation has successfully made its way into Chinese (Wu, 2009). Likewise, some Chinese expressions can also be literally translated into English. For example, green increasing and red decreasing. It is well known to us that is a famous phrase in a Chinese poem > written by Li Qingzhao. It refers to the leaves and flowers seen by the author after she got drunk. It must have been totally strange to English receptors in the past. Due to cultural exchange, the phrase green increasing and red decreasing is becoming more and more familiar to them, and it has been endowed with the same cultural connotation in English as has in Chinese. Zero Translation Transliteration The concept of zero translation is introduced by Professor Qiu Maoru both as a translating strategy for overcoming the unbridgeable distinctions between languages, and as a means of safeguarding the general validity of translatability as the theoretical cornerstone of translation (Wu, 2003). Zero translation means that the TL words or phrases are not employed to translate the SL words or phrases. According to Professor Qiu, ellipsis, transliteration and transference all belong to zero translation (Qiu Maoru, 2001). Transliteration is the way in which, instead of rendering the meaning, only the pronunciation is transferred from SL to TL. As the most fundamental method, this technique is most often used in translating words with absence of designative meanings in TL such as proper nouns, especially names of person, place or geographical features, brand names and corporation names; or some objects, things, terminologies and phenomena peculiar to the source language culture, for instance: à ¥Ã‚ °Ã‚ (persons name) Xiao Hong à ¥Ã‚ ¥Ã‚ ³Ãƒ ¥Ã¢â‚¬Å¾Ã‚ ¿(name of wine) Nv er Hong Although through transliteration, the cultural flavor can be retained and the rendering is concise and easy to remember, such a method may sometimes bring obstacles or barriers to the target readers (Wu, 2009). In such cases, transliteration is utilized and often combined with other compensation methods such as extra-textual gloss and contextual amplification, which is to be discussed in the following section (Wu, 2003). Free Translation Though it is preferable to retain in the TL texts as much original cultural sense as possible, in practice, the method of free translation of original cultural-specific factors is not rare. What is free translation? It may be defined as a supplement which means to reproduce the matter without the manner or the content without the form of the original (Newmark, 1988). And it is widely used in cases when literal translation is awkward enough to impair proper understanding and no alternatives in TL can be found for replacement (Newmark, 2001). For example, in Chinese does not mean a person who is red in skin color. à ¥Ã‚ ¨Ã‹Å" is a quite common expression to Chinese people, however, for English people, it does not arouse any associative meaning if it is literally translated into red mother. Then the method of free translation is suggested. Translating it into matchmaker so as that TL reader can understand what is said in the context. More examples are served as follows: à ©Ã‚ ¢Ã…“ the bloom of youth Red-neck à ¤Ã‚ ¹Ã‚ ¡Ãƒ ¥Ã‚ ·Ã‚ ´Ãƒ ¤Ã‚ ½Ã‚ ¬Ãƒ ¯Ã‚ ¼Ã…’à §Ã‚ ¾Ã… ½Ãƒ ¥Ã¢â‚¬ ºÃ‚ ½Ãƒ ¥Ã‚ -à ©Ã†â€™Ã‚ ¨Ãƒ ¥Ã¢â‚¬  Ã…“à ¦Ã‚ °Ã¢â‚¬Ëœ From the perspective of cultural translation, the awareness of culture is of great importance for a translator to obtain an ideal rendering in translating practice. A good or ideal translation should accord with the demand and tendency of a particular time and should be understandable and acceptable so that it can enlighten readers to recognize foreign cultural elements. Because of lack of communication, in the past domestication (e.g. Free translation, substitution) was preferred and most of those renderings that employed foreignizing methods (e.g. Literal translation, transliteration) couldnt widely spread. However, because of tendency of cultural integration, foreignizing methods can serve better for the purpose of cultural translation (Guan, 2010). Substitution is an important part of free translation. It refers to a strategy for dealing with objects or events whose usages of color terms are different from those in the target culture. It is the use of one color from the target culture for another from the source culture, both of the colors having the same function (Liu, 2003) There are kinds of situations that need to employ substitution: 1) People often associate certain qualities with certain colors. These qualities often arouse certain reactions or emotions, which are not always the same with different people and the differences fall into two categories: a) Colors having certain associated characteristics in one culture, but not in the other; b) Colors with certain associated qualities in both cultures, but with different qualities. As for the first category, paraphrase will be employed, while as far as the second category is concerned, the technique of substitution is suitable, for example green-eyed à §Ã…“ ¼ (Qiu Maoru, 2001). In Chinese, can be used to express the psychological state of envy or jealousy. In this case, it is improper to translate into red. In English green is often associated with jealousy and envy. Green with envy, green-eyed monsters, and green-eyed all mean being jealous, envious. In English, red eye is a phrase meaning cheap and strong whisky as eyes turn red after drinking such liquor (Gao, 2006). 2) In terms of those with concrete colors, Chinese and English often use different color terms, e.g black tea à ¨Ã…’ ¶; pink eyes à §Ã…“ ¼Ãƒ §-†¦ This is because Chinese and English People tend to adopt different angles of view in observing things and phenomena, and grasping the characteristics of things. In this situation, substitution is apparently an appropriate translating strategy. Conclusion In conclusion, word meaning is different in accordance with various cultural backgrounds. Due to mans social and cultural experiences, same expression may lead to different understandings. Word corresponds in conceptual meaning, connotative meaning, and emotional meaning. The understanding and interpretation of such culture-loaded words must go along with the understanding of the culture involved. Previously, this dissertation analyzes the reasons for similarities and differences of the term RED and illustrates in accordance with perception, natural and social background, and religion. Every cultural phenomenon originates from a certain cultural foundation. Similarities are caused by similar perception and custom. On the other hand, differences are naturally more apparent. Language is involved with the differences of national culture. Therefore, differences between two cultures should be critically considered when translating. And the, this dissertation gives three cultural translation strategies. Firstly, literal translation is considered as the first step. It takes word-for-word translation as its starting point. Literal translation aims at preserving the most possible cultural information of the meaning without changing the linguistic forms of the source text. Secondly, zero translation can be used for overcoming the unbridgeable distinctions between languages. It means that means that TL words or phrases are not conducted to translate SL words or phrases. Thirdly, free translation is an effective way to deal with cultural sense. It is widely used when literal translation is awkward enough to impair proper understanding. In this situation, no TL alternatives can be found for replacement. However, there are some limitations in this paper. Firstly, the colors in the world limitless and there are also many color terms that are used to symbolize them, but cannot compare all of them. The comparison in this paper only focuses on the basic color term RED. Secondly, there are so many expressions with color terms in both Chinese and English that the author cannot write them all, but the examples given in this paper are enough because the purpose of this paper is not only to find out the similarities and differences, the more important point is to understand the similarities and differences between cultures, thus finding out a more appropriate method of rendering the color words.

Iraq War Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The war waged on Iraq by the United States has been the cause of heated debate all over the world. Many people have opposed the United States attack on Iraq for many viable reasons. Some of these reasons include that it is not in the best interests for the reputation of the United States with the other nations of the global community, it poses an increased threat to United States homeland security, and it will result in many unjust crimes committed by the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Going to war with Iraq will negatively affect the reputation of the United States with other countries opposing the war. These countries include Germany, France, Saudi Arabia, Jordan, Egypt, and Pakistan, to name a few. In order to be a superpower, it entails that the country maintain amicable ties with nations in strategic areas in order to facilitate goodwill and cooperation. By going to war with Iraq, the United States has put a tremendous strain on amicable ties it once had with influential countries like France, Germany, and Egypt which is not good for public relation purposes or for maintaining superpower status. Also, going to war with Iraq has put a tremendous strain on the ties between the United States and many Muslim countries. The vast majority of the Muslim world is vehemently opposed to the war, thereby fueling anger towards the United States, viewing it as unjust and overstepping its bounds. This creates a dark image of the United Sta...

Israeli-Palestinian Conflict :: Essays Papers

Israeli-Palestinian Conflict The history of the Israeli-Palestinian conflict goes back many decades, to when the UN formed Israel in 1948. The conflict is between the Israelis who are Jewish, and the Palestinians who are Arabs, with both sides fighting over land rights in the Middle East. The surrounding countries of Egypt, Jordan, Syria, and Lebanon, support the Palestinians, in their fight to get their homeland back. The Palestinian supporting countries immediately attacked Israel, and a big conflict in the Middle East began. The Israelis believe they have sole rights to govern, and live in their country, although the Palestinians think they should be able to live on their homeland, which they have inhabited for many centuries. Background on the Conflict The formation of Israel has been the fundamental cause of the major wars, between the Arabs and the Jewish people for decades. These wars occurred in 1948, 1956, 1967, 1973, and 1982. The first war immediately followed Israel’s formation. In this war, the Israelis took the entire Egypt-Palestine frontier, except for the Gaza Strip. In 1956, Israel took the Suez Canal, from Egypt by raiding Arab bases, which increased their buffer zone. The buffer zone is an area that Israel controlled but did not own. This made the Palestinian’s effort to attack more difficult, because they had to cross over more land. Then in 1967 Israel shot down six Egyptian military planes, causing the Egyptians to activate their troops. Israel then eliminated the Egyptian Air Force and won what came to be known as the â€Å"Six Day War.† In this war Israel seized the city of Jerusalem; this city is of significance to both sides of the conflict, because it’s historically connecte d with their religious beliefs. They also obtained the Gaza Strip, the West Bank, and Golan Heights, which increased their land holdings. In 1973, the â€Å"Yom Kippur War† occurred. This war was caused by Egypt crossing the Suez Canal, and Syria, another Arab country attacking from the Golan Heights. Israel suffered heavy casualties, but still managed to drive them back, and retained possession of previously captured territory. In 1974, Egypt signed a cease-fire, and Syria started negotiation of peace agreements. When Egypt signed the peace treaty, and recognized that Israel has a right to exist, Israel gave back the Sinai Peninsula in 1979. Increased tensions between the two groups caused Israel to bomb Lebanon, because there are two major Palestinian Liberation Organization (PLO) centers situated there.

An Internship and My Interest in Medicine Essay -- Medicine College Ad

Admissions Essay - An Internship and My Interest in Medicine    How does a hospital run without adequate water to develop X-ray films? What are the signs and symptoms of malaria? What is the most common cause of infant mortality worldwide? These are all questions to which I learned answers during my six-week clerkship in rural South Africa. That a well-rounded education is the mark of a true scholar is a belief I acquired from my high-school education, and in that spirit I flew off to try and understand some of the important issues in the changing South African health care system.    I learned more than I had anticipated was possible and can easily conclude that studying abroad is one of the quickest, most memorable, and most enjoyable ways of broadening one's education. Furthermore, it teaches lessons that are not possible to learn at home.    Tinswalo Hospital, where I worked, is small. The number of hospital beds is approximately 92, and the faculty (consisting of doctors, nurses, pharmacists, translators, and administrators) is fewer than 200. The population that the hospital serves, on the other hand, is large - approaching 200,000. Although Nelson Mandela has been increasing government funds for this and other public hospitals, diagnostic and treatment supplies are scarce. Deciding how to distribute scarce resources among a large population is a common, complicated topic in African... ...p; The world is becoming a smaller place. People are increasingly communicating across cultures and discovering how similar their problems are. These experiences encourage broad-mindedness. In addition to the traditional education, a physician studying abroad may become naturally interested in health care politics and the cultural aspects of disease developments, and may obtain a general global perspective. He or she also will learn that doctors bring their personal water from home to rural hospitals for developing X-rays in times of drought; that the most common symptoms of malaria are fever, nausea, and diarrhea; and that diarrhea and dehydration are the most common causes of infant mortality in the world.

Team Dynamics for Managers

|[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers |Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. U niversity policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn & Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resourc e Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members' communication styles?Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group.What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two c ommunication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2)Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two -part assignment enables you to reflect on your individual strengths and | | | |Rough Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines.The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |t hey have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last day of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvemen t, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks every three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed . Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles and Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discu ssion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution.In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |R ead Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motiva tion Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives w ould help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of usin g presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team membe r identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | |Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Team |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations.Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5)Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in a ccordance with University of Phoenix ® editorial standards and practices.

Discuss the various ways which Robert Swindells presents life in ‘The streets of London’ Essay

â€Å"I’m invisible see? One of the invisible people.† Link, a young 16 year old boy from Bradford who is homeless, desperate to escape his Brutish stepfather feels that he has become an invisible outcast. Another quotation to support this is when Link says, â€Å"They don’t like reminding I exist.† Link says this to show the reader that he is worthless uses this type of language to make the reader more aware of how difficult it is to live on the streets of London. Link’s character in the book also emphasises a feeling of coldness. An example of this is shown when link says, â€Å"Also I kept seeing people I knew Neighbours. Guys I’d even been at school with. I even saw one of my teachers once. And if you have ever been caught begging by someone who you knew before, you can’t possibly know how low it makes you feel† This also makes the reader think that Link has a very lo self esteem and is very depressed. Another quotation to support this is when Link says, â€Å"I was one of them now – poised at the top of that downward spiral†. Kink says this making the reader understand how hard it is to be living on the streets. Shelter, the less predominant character in the novel, who is trying to rid the streets of homeless people uses subject specific Lexis to show the reader that he has a background in the army or has worked for the army. This is shown to the reader as Shelter always starts his chapters with, â€Å"Daily routine orders†. Link uses sarcasm to emphasise a point, for example, â€Å"Good old Vince†. After Describing Vince as a Brutish, evil stepfather who is a boozer and a bastard, Link says, â€Å"Good old Vince†. The author, Robert Swindells uses this to create an irony. At the beginning of page three Link mentions, â€Å"Born March 20th 1977†¦ to Mr & Mrs X†. Link says this to show the reader that he has forgotten the past and wants to get on with life. The main quotation to support and emphasise this is, â€Å"Mr & Mrs X†. Another statement to support this is when Link says, â€Å"I strode out of the station with my backpack and bedroll, and it felt like a new beginning†. This also shows the reader that link was positive life would improve from what it was with Vince. Another quotation to support this is â€Å"Nobody knows you. Where you’re from and what’s gone before. That’s you’re business†. One other quotation to support this is when Link chooses the name to give to Ginger he says, â€Å"‘Link’ I said. I’d seen it on this signpost earlier. Thames – Link. It’s a railway.† Robert Swindells also uses various techniques to make living on the streets look very hard and scary. The reader is informed of this when Link says, â€Å"Sad is what it is, Sad and scary. You’re leaving a place you know and heading into the unknown with nothing to protect you. This also informs the reader that this novel appears to be tragedy in many respects. Link feels very depressed after applying for many jobs in London and not getting any because he was homeless and was looking rough and scruffy, also looking like a tramp because of sleeping in the same clothes on the solid concrete floor. When Link started living on the streets of London he thought he was a hard boy who everyone would be terrified of after hitting an old bloke but his hopes were soon dashed after he was kicked out of his ‘bedroom’ by the streetwise, tough person he wanted to be. An example of this is shown to us when Link mentions, â€Å"this guy was what I was kidding myself I’d become†. Robert Swindells uses Shelters storyline as a very good way in which to present living on the streets of London. As Shelter goes around London looking for young and old people, whenever Shelter says, â€Å"Hostel† he always manages to get them to his house so that he can kill them. This shows the reader that homeless people are desperate for somewhere comfortable to sleep at. An example of this is when Shelter gets his first client, â€Å"That got him ‘hostel’†¦he fell for it hook line and sinker†. On page twenty-one Shelter also says, â€Å"I am not a murderer at all – I’m a Soldier out of uniform, killing for his country.† After killing a homeless person shelter mentions to the reader that he is not a murderer but a soldier killing for his country. This statement is not true as Shelter has murdered people who have done nothing to him and his country. Shelter thinks he is doing a good thing and is particularly careful about every step he takes. The author, Robert Swindells uses this to create an irony. As the reader gets deeper and deeper into the book, they start to grasp knowledge of Shelters storyline and start to know the feeling of how it is to be homeless and the different setbacks and failures it may have. The reader also learns not to stereotype homeless people.