Term Paper Writing Help

Term Paper Writing Help Term Paper Writing Help Term Paper Writing Help As a college or university student, you have to complete writing assignments of numerous courses in economics, science, technology, management, etc.   Every tutor has his own rules and instructions for term paper writing.  However, if you are assigned to write a literary term paper, for example, the first thing you should remember is that your paper should be focused on a specific text.   Your task is to conduct a research and find out what the critics say about the text you have chosen and the author of it.   The main purpose of term paper writing is to conduct a research and find out supporting information to prove your assumptions and ideas.   While writing a literary term paper, you should use approximately 10 sources in addition to primary text.   Nevertheless, the number of secondary sources depends on term paper topic and the requirements of your tutor.   Once you have collected all necessary sources, you need to write a literature review. While writing a term paper body, you should discuss and analyze the topic.   Keep in mind that analysis is not a summary of the main points.   You should include opinion of different authors and include information from relevant studies and experiments.   If you are writing a term paper on literary text, you should dissect the text and find interesting points for discussion.   Most of the tutors prefer usage of MLA writing and referencing style.   While writing a term paper, you should cite all of the sources used and cited for term paper writing.   Make sure to follow the required citation format.   Include works cited page at the end of the paper.   Works cited list should include all of the sources cited in term paper.   Do not forget that all of the sources should be arranged in alphabetical order. Term Paper Writing Help Some tips on term paper format: It should have one-inch margins on all sides. Paragraphs must be indented half an inch. Term paper should be double-spaced. It should include quotations, notes, and the list of works cited. The title page isn't necessary for academic term paper. Type your name, your instructor's name, the course name and number, and the date at the top of the first page. Term Paper Writing Service If you are not sure how to start writing your term paper, you may ask our writers for assistance and we will write an impressive term paper for you.   to write a good term paper on any topic and of any academic level.   Do not hesitate to place an order and you will be very impressed with the high quality of our writing services!

The red convertible Essays

The red convertible Essays The red convertible Paper The red convertible Paper Essay Topic: Love Medicine Louise Erdrich was born in 1954 in Little Falls, Minnesota. Her father was German American and her mother was a Chippewa Indian. Her early schooling was in a Bureau of Indian Affairs which was a boarding school. She wrote throughout her childhood and majored in creative writing in college. She earned a masters degree in creative writing at Johns Hopkins University in 1979 and then she went to Dartmouth as a writer-in-residence. She met her future husband at Dartmouth, Michael Dorris, who was the anthropology professor and of Native American descent. She married him in 1981. In 1982, she won the Nelson Algren fiction competition with the story The Worlds Greatest Fisherman. This story became the first chapter in her book Love Medicine, which is the first novel in a tetralogy that includes The Beet Queen (1986), Tracks (1988), and Bingo Palace (1994). Edrichs fiction has been noted for its lyrical prose and humor. Love Medicine won the National Book Critics Circle Award along with other awards. The book is a collection of interconnected stories focused on the lives of two Chippewa families. She is best known for her novels about the Chippewa. She also published two respected volumes of poetry, Jacklight (1984) and Baptism of Desire (1989). She had several stories in periodicals like the New Yorker, Harpers Magazine, Atlantic Monthly, and Paris Review. Her nonfiction book, The Blue Jays Dance: A Birth Year (1995), consists mainly of autobiographical recollections and meditations on nature and motherhood. The writing of Erdrich is based on reality situations but she doesnt write a biased opinion about the way the characters are living their lives. She doesnt judge them or make their lives out to be more than what they are. Critics have said that her writings reach out to others in very personal ways and throughout all cultures. Change is a major component in all of her writing. One critic, John Purdy, stated that her writings about change are synonymous with death and how it (change) can destroy a life and a person or people. Her writings tell how important our past is and what it can tell about our future. After her tetralogy came the addition of Tales of Burning Love. John Purdy, along with other critics, feel that by understanding her stories of how loss came about and what individuals did to deal with it, it is easier to understand current events, which may be as threatening of past events. It is also learned from the novels that loss doesnt always mean the end it may be the beginning. Another critic, William J. Scheick, had a different perspective than most critics on the four novels. He stated, Louise Erdrichs four novels are collections of loosely connected stories associated more by the generational interaction of the people they concern than by any substantial development of plot. These works lack a conventional structure comprised of a beginning, middle, and end. And instead of decidedly central protagonists, these works present many characters whose memories and identities are as loosely connected as are the stories in which they appear. Later in his critique it is learned that he does respect and appreciate her writing, he just doesnt care for the structure. As you read in her short story The Red Convertible you can clearly see that she wrote about the way that the Chippewa lived in a truthful manner. She includes nature, family and non-family relations in this story as she does in other writings. She uses symbolism in The Red Convertible that relates directly to the Chippewa culture. The title of the story uses the color red and it related to several parts of the story like the river, the car, Red Tomahawk and the Red Sticks. Henry wanted to give the car to Lymon but he didnt want it because he knew that it was a gift and gifts were given by the Chippewa in the event of a death. The represented a curative charm for the brothers. It was something that was supposed to represent Henry and his well being. Lymon thought that if he made sure that Henry did something with the car that he would get better even though he didnt. Henrys dance that is written about is another part of the Chippewa culture that Erdrich often writes about. Dancing is an important part of Native American culture. There seems to be a dance for everything. I think that Henrys dance had to do with the war and how he couldnt deal with being sent to it and now he wanted to die. It is hard to fight an American war when you dont consider yourself to be an American. It is not hard to understand why all cultures enjoy Erdrichs writing. She touches mothers with writings about pregnancy, childbirth, and early infancy. She gets parents to remember raising their own children and the experiences that they had. She focuses on life cycles, which is virtually everything around us because everything has a life cycle. In 1996 she published her first childrens book, Grandmothers Pigeon, a story a stubborn grandmother who leaves her family in the middle of the families vacation and she rides a porpoise back to Greenland. The book has received considerable recognition. Since 1984 she has written or co-authored ten major books, edited Best American Stories of 1993, won numerous literary prizes, and gained a substantial amount of scholarly attention. She did this while raising three adopted children learning disabilities, bearing three daughters, and dealing with the deaths of her oldest, adopted son and two grandparents. In 1996 she was separated from Dorris and on April 10th of 1997 he committed suicide. Today it is said that she and her children are doing well.

Gothic Era and Neo-Gothic Exhibit Essay Example | Topics and Well Written Essays - 2000 words

Gothic Era and Neo-Gothic Exhibit - Essay Example The display will be divided into two. The first is composed of the works of Gothic Art in Europe and the second is the Neo-Gothic or Gothic Revival works or architecture in United States. The reason why such artworks of Europe and America were showcased is because it was in Europe where the movement for Gothic Style started. The Americans, on the other hand, were traditionalists or conservatives and it took years before the Gothic style was adapted in the country. Gothic Art Gothic Art includes architecture, painting, sculpture and even music that started in France as a medieval movement. This movement from the Romanesque era to Gothic as well as Gothic to Renaissance was a stand point and marking of changes in periods in media. The Gothic era is considered a radical movement from the classical Roman Empire Culture. What is noted for this era is that it did not have any relation to the Goths. Gothic Art and Architecture Architecture during the Gothic era is considered one of the most significant and original art forms. An example of the earliest Gothic sculptures which is said to be a revolution in style is the Western (Royal) Portal at Chartres Cathedral (ca. 1145). Gothic style is characterized by verticality of structures or high buildings and light. This appearance includes the following features: grouped columns, flying buttresses and corrugated vaults. The Gothic architecture are mostly depicted in castles, town halls, fortresses and cathedrals. Gothic Works of Art EUROPE One of the finest Gothic Structure is the Chartres Cathedral. The Chartres Cathedral is almost perfectly preserved. Its architecture only went through minor changes since the 13th century. It is noted that majority of the original stained glass windows survive intact (www.touropia.com, 10 Gothic Cathedrals of Medieval Europe). It took 140 years for The Basilica di Santa Maria del Fiore to be completed. This church was built in Gothic style and known as one of Florence’s most beautiful cathedrals and symbol of the city. The external design of the church is made of polychrome marble panels in color green and pink surrounded by white. This very beautiful church is one of the largest in Italy and the dome is the largest in the world. The Basilica di Santa Maria del Fiore remains to be largest brick dome in the world (www.touropia.com, 10 Gothic Cathedrals of Medieval Europe). The Gothic Revival and the Conservative America Years after the Gothic period rose the era characterized by Victorian style on which details from Gothic Cathedrals and other medieval architecture were revived. In early twentieth century, Gothic Revival ideas were applied to skyscrapers. These twentieth Century Gothic Revival buildings are most commonly called Neo-Gothic. It was in early 1800’s when the recognition Gothic Architectural Revival surge. All throughout the entire United States, New York’s second Trinity Church was only one major building constructed that used Gothic Style. America remained relatively conservative in architecture thus any new styles have hard time gaining a hold. Gothic architecture took years to reach popularity of which it was capable of. If not because of the growing relationship of the United States with England, Gothic would not have gained a foothold in America. The Americans accepted the style because of the symbolisms behind it (Powell 1995). The United States is considered to have always been a melting pot of different cultures due to migration of people

Death with Dignity and the Law Essay Example | Topics and Well Written Essays - 2500 words

Death with Dignity and the Law - Essay Example It is noticeable that Virginia had been suffering from this condition since 1969, and George had been taking care of her ever since. One way George’s act can be interpreted, assuming that he has tried to manipulate the legal authorities, is that he too wanted to put an end to this lifelong service of taking care of Virginia, since according to the deputies, George himself came up with the thought that Virginia did not want any medical care at all, as he has been reported saying that she, â€Å"She didn't want to go to that hospital ... start cutting her toes of† (Skoloff). George and Virginia discussed that being admitted to the hospital is like getting a death sentence, so this was not a favorable option for them. Most probably, George was in a position to have Virginia change her mind even if she did not want to be hospitalized. The details of the incident do not speak of a single moment where George tried to convince Virginia to seek medical care for the treatment of her condition. All he did was cooperate with Virginia in putting an end to her life first by refusing to have her hospitalized and then by fulfilling her wish to be killed. ... Challenges associated with euthanasia Neither George nor Virginia thought about the challenges lying ahead for George in case of having him kill her that could be totally avoided if Virginia put an end to her life herself. Apparently, one cannot sense love in the act of a husband killing his wife especially when the wife was fully equipped to kill herself if she was that serious about it. Even before George shot her, Virginia asked him if this would cause pain, and George convinced her that she would not feel anything. This is strange because firstly, George had never experienced the sensation of being shot in his own entire life so he was not competent to tell her whether this would hurt or not, and secondly, it takes little common sense to tell that shooting somebody hurts. According to George, he and Virginia understood the medical procedure as comprising cutting the dead body tissue after which, Virginia would be taken to a nursing home where she would have to stay until her deat h. Choice of method for euthanasia The most controversial part of the incident is the use of .22 caliber revolver by George to commit the premeditated murder and later called over the part-time caregiver of Virginia to make the confession. George and the caregiver called 911 separately. Meanwhile, Virginia had not died. When George was found on the front porch by the deputies, Virginia was placed in the wheelchair and was alive, still breathing. George did an incomplete job leaving Virginia alive even after shooting her.  

Effects of Technology on the Hr Function Essay Example for Free

Effects of Technology on the Hr Function Essay Critically analyse the ways in which the increasing application of technology at work have an effect upon the HR function. The use of technology within HRM has grown considerably within recent years with the majority of large organisations now using technology of some form within their HR function (CIPD, 2005). As HR becomes increasingly reliant on technology it is important to assess its effect upon the HR function. Firstly, consideration will be given to definition of terms along with a description of the uses of technology within the HR function. Next the change in the structure of the HR profession that has developed alongside the emerging and growing use of technology will be addressed. The goals of the use of technology which have been afforded a significant amount of attention within the literature will then be outlined along with consideration of the realisation of these goals. In addition, the effect of shared service centres, which make significant use of technology, upon the role of HR practitioners will be addressed in conjunction with the views of HR practitioners themselves. Whilst little attention has been given to the situating of the use of technology in HR within a wider sociological perspective in the academic literature, an attempt will be made to consider the effect of technology upon HR within such a debate. Finally, conclusions will be drawn as to the impact of the use of technology upon the HR function. It is firstly important to consider what is meant by the use of technology within the HR function. The term e-HRM is frequently used to refer to the use of technology within the HR function. The use of e-HRM varies enormously within organisations and may be used for different purposes (Parry et al. 2007). The term Human Resource Information System (HRIS) is also used to refer to any system that helps an organisation to â€Å"acquire, store, manipulate, analyse, retrieve and distribute information about an organisation’s human resources† (Tannenbaum, 1990, p.28). However, the use of technology within HR is broader than the use of HRIS and may encompass manager and employee self-service, the use of staff intranets and e-enabled processes such and recruitment and performance management amongst others (Reilly, 2012). It is acknowledged that some current research focuses on the more recent developments in web-based technology, collectively referred to as social media technologies or Web 2.0 (see Reddington, 2012). However, the use of Web 2.0 is outwith the focus of this discussion. HRIS was originally used for standardising the gathering of information about and for employees (Kovach et al. 2002). However, the use of HRIS has subsequently developed and is now used more broadly for purposes such as recruitment and selection, learning and development, administration of flexible benefits and performance appraisal (Grensing-Pophal, 2001) or to manage HR and employee information across the whole employment cycle (Parry et al. 2007). Technology has also been increasingly associated with supporting integrated call centres, shared service centres and the use of manager and employee self-service (CIPD, 2007). There is a great emphasis in the literature about the potential goals of e-HRM (Marler, 2009; Ruel, Bondarouk and Looise, 2004). However, there has been less emphasis on whether these goals have been realised in reality (Parry and Tyson, 2011; Strohmeier, 2007). Alongside the development and increasing use of technology is the development and changing role of the HR function itself. Traditionally the HR function has been seen as being a largely administrative function, focussed on administrative processes such as the maintenance of employee and payroll records (CIPD, 2007). It would appear that in its search for identity and the resulting proposed need for transformation of the function (Ulrich, 1997), HR has made use of technology to attempt to facilitate this transformation (Shirvastava and Shaw, 2003). Ulrich (1997) has argued that HRM should become a strategic business partner, in addition to performing roles as administrative expert, change agent and employee champion. It has been suggested that the use of technology within the HR function may create the opportunity for HR to become more strategic by freeing up time through the automation of many administrative tasks (Parry et al. 2007). The provision of accurate and detailed information available through the use of HRIS could also enable HR practitioners to engage in a more strategic role as such data could be used to inform managerial decisions. The move to new service delivery models of HR and the development of technology can be seen as interdependent as without increasingly sophisticated technology the various elements of HR service delivery may not be as effective (Reddington, 2012). Drivers for introduction of technology can be described as being operational, relational or transformational (Kettley and O’ Reilly, 2003; Snell, Stueber and Lepak, 2002) Operational goals can be described as having a focus on reducing the administrative burden of HR and cost effectiveness, whilst enhancing the accuracy of data; relational goals relate to improving services for internal customers due to reported low levels of satisfaction with the HR function (Kyprianou, 2008) and transformational goals address the strategic aims of the business (Lepak and Snell, 1998; Martin et al. 2008). These drivers of e-HRM can be seen as addressing either transactional or transformational goals (Martin et al. 2008). Transactional goals relate to operational efficiencies or improved service delivery. There is talk of liberating HR through technology (Shirvastava and Shaw 2003) although this strong statement is qualified by the requirement that it informates as opposed to automates HR proc esses. The distinction between automating and informating is made by Zuboff (1988) whereby automating relates to increasing efficiency through computerising work processes and procedures with decreasing dependence on human skills. In contrast, informating refers to increasing effectiveness through acquiring information by using information technology and using that information to create new knowledge. Automating could be seen as relating to addressing operational goals whereas informating could potentially address the relational and transformational goals through provision of information to inform decisions and strategy. Despite the attention to the promise of technology in transforming the HR function, much less attention has been given to the impact of technology on the HR function and whether or not the highly prized strategic orientation of HR has been achieved (Lepak and Snell, 1998, Shrivastava and Shaw, 2003). Studies that relate to whether e-HRM is achieving its operational goals provide some mixed results (Strohmeier, 2007). In practice it would appear that HRIS is having a slightly better (but not statistically significant) impact in areas of information processing, for example improving the speed that information is available and the quality of the information available than in economic terms, such as reducing headcount, lowering operational costs and improving productivity and profitability (CIPD, 2005). However, within this survey, in a third of cases the reduction in administrative burden was less than was to be expected. Stronger support for the operational impact of e-HRM comes from analysis of 10 case studies by Parry et al. (2007) which showed that technology can lead to faster and more efficient processes, greater accuracy and consistency as well as a reduction in costs. A number of other studies also provide some evidence of the impact of technology on operational efficiency ( Marler, 2009; Ruel, Bondarouk and Looise, 2004; Ruta, 2005). However, it may be that some caution needs to be exercised in drawing conclusions on the impact of e-HRM in this area as it may be that the efficiencies achieved within the HR function are simply moved elsewhere within the organisation as the responsibility for some tasks is moved from HR to line managers or employees (Ruel, Bondarouk and Looise, 2004). There is some positive evidence for the relational impact of e-HRM, notably improvements in HR service delivery achieved through the increased accuracy of data or by simplification of processes (Gardener, Lepak and Bartol, 2003). However, the relational impact of e-HRM appears to have been granted little attention in the literature (Strohmeir, 2007). Whether technology has led to a transformational impact on the HR function appears even less clear than the impact it has had on transactional processes. Despite the identification by many organisations of transformational drivers being important in the adoption of e-HR (Watson Wyatt, 2002; Yeung and Brockbank, 1995) it would seem that the issue of whether e-HRM supports a transformation of the HR function into a strategic business partner is only â€Å"parenthetically addressed† (Strohmeir, 2007, p.28). Indeed, Bondarouk and Ruel (2009, p.508) state â€Å"organisations are definitely silent about whether their HR departments become more strategic with e-HRM†. Where evidence is presented it is contradictory in nature. It would seem that in some cases technology has not led to a more strategic orientation of the HR function and has been used mainly for automating operational processes (Burbach and Dundon, 2005; Dery, Grant and Wiblen, 2009; Kinnie and Arthurs, 1993; Tansley et al. 2001). Indeed, Broderick and Boudreau (1992) found that most organisations have only used technology to support a narrow range of administrativ e decisions, resulting in efficiencies in managing information but that the potential competitive advantage of technology has not been exploited. In contrast, other studies have offered some evidence that e-HRM has supported the strategic integration of HR with business strategy (Olivas-Lujan, Ramirez and Zapata-Cantu, 2007; Ruel, Bondarouk and Looise, 2004; Teo, Soon and Fedric, 2001) More recent research has provided some anecdotal evidence for a move towards a more strategic role (Parry and Tyson, 2011) although the evidence supporting the transformational impact compared with the operational and relational appeared to be the weakest. It would appear that there is far greater attention in the literature to the potential for e-HRM to have an impact in the three areas outlined above than there is accorded to the actual outcomes (Shrivastava and Shaw, 2003; Strohmeir, 2007). The reorganisation of the HR function and the introduction of shared service centres appears to have had an impact on numbers of on-site HR staff and a reduction in the number of HR staff to employees (Francis and Keegan, 2006). The operation of such shared service centres relies on technology that is characterised by formalisation, routinisation and centralisation resulting in an impact on staffing of such centres, which require specialised but generally low level HR administrators (Martin and Reddington, 2009). Research that addresses the issue of how HR practitioners have viewed the increasing use of technology appears to be limited to date. There is evidence that some practitioners may view the use of technology and an associated increase in the use of shared service centres cautiously because it has resulted in a reduction of face-to-face relationships, which is often the reason individuals cite for choosing a career in HR (Francis and Keegan, 2006). Martin and Reddington (2009) suggest that the significant role of technology within shared service centres will lead to a lowering of the status of those employed in such environments especially when compared to the status of HR business partners. It is arg ued that there is a risk of deskilling within the administrative function of HR and that staff may be confined to more routine tasks where they had previously had a wider role (Reilly, 2000). It is also suggested that within shared service centres different skills may be required and staff may be employed who have customer service skills but who do not necessarily have a background in HR as technical knowledge can be learned whereas the right attitudes may be harder to learn (Parry et al. 2007; Reilly, 2000). In addition to this, there is evidence that suggests that there a perception amongst HR practitioners of an increasing distance between those at the top and bottom of the career ladder and that people from outwith the HR function are â€Å"parachuting† into the top jobs (Francis and Keegan, 2006). This effect could possibly be explained by the requirement of new areas of expertise, such as technical, consultancy and project management skills (Parry and Tyson, 2011), which may require developing within HR practitioners and could possibly result in recruiting from outside the profession. Indeed a number of reports emphasise the skills of HR staff as a significant barrier to transformation of the HR function (see Reilly, 2012). The debate on the use of technology within HRM can also be situated within a wider sociological perspective. Whilst the sociological literature appears to focus mainly on the use of technology within manufacturing environments or of computerisation in general as opposed to within the HR function an attempt to situate the effect of technology upon HR could be made in terms of attempting to assess the effect upon the organisation of the function and the impact on the level of skills required. The attempts to understand the impact of technology upon the organisation of work have resulted in divergent views. The debate focuses mainly on two opposing views. The managerialist and essentially optimistic perspective associated with writers such as Blauner (1964) argues that the application of technology will render obsolete routine and more manual jobs and create more skilled and complex opportunities resulting in an overall effect of â€Å"upskilling†, along with organisations characterised by decentralised structures, reduction in hierarchy, increased worker autonomy and a prevalence of knowledge workers (for example, Attewell, 1992; Piore and Sabel, 1984) Such analysis suggests that in the earlier phases of industrialisation advances in technology tended to reduce skills and devalue work but that more recent technological developments have had the opposite effect. Examination of the increasing use of technology and its impact on skills levels has provided some evidence for a raising of skills levels (Daniel, 1987, Gaillie, 1991) In contrast, labour process theorists have argued that technological changes have a degrading effect on work and result in â€Å"deskilling† of the labour process and reduced worker autonomy, with a centralised, neo-Taylorist form of organisation, with separation of conception from execution (for example, Braverman, 1974; Zimbalist, 1979). The issues of the expansion of non-manual work and the apparent rising skills levels as suggested by formal skills gradings are not inconsistent with the labour process perspective (Gaillie, 1991) who argues that non-manual work has undergone a major transformation, r esulting in work that is increasingly routinized and mechanised (supported by the increase in office automation). From such a perspective non-manual workers are no longer accorded their relatively privileged position and are now accorded a similar level of skills as manual workers. Support for the process of deskilling can be found in many analyses of the effects of computerised technology (Meiksins, 1994) Analysis of the experience of employees within the call centre environment emphasises the process of deskilling (Desai, 2010) which is described by Taylor and Bain (1999, p.109) as a situation of â€Å"an assembly-line in the head†. The impacts of such call centre roles are often high turnover rates and high levels of absence (Ackroyd, Gordon-Dseagu and Fairhurst, 2006) and the effect on employees is outlined by Rose and Wright (2005, pp.156-157): â€Å"low skilled call centre jobs allied with high levels of technological and management controls do not contribute towards employee well-being and satisfaction† This account of the impact of technology resonates with the description above of shared service centres whose result has been the deskilling of the administrative function of HR and the recruitment of those who do not have a background in HR (Martin and Reddington, 2009; Reilly, 2000). However, whilst it could be argued that a labour process perspective accounts for the effects of technology on some aspects of the HR function, it does not address the effect on the function as a whole as it does not appear to account for the strategic end of the spectrum, where it seems that business partner roles are accorded status and prestige along with substantially increased salaries (Francis and Reddington, 2006). The role of business partners cannot easily be reconciled with the notion of deskilling. There has been a tendency to view the classification of either upskilling or deskilling as too simplistic and some writers have moved away from this conceptualisation of work by postulating that instead there is an increasing polarisation of the workforce in terms of skill level with at one end, highly skilled workers with high levels of autonomy and at the other end a lower skilled sector characterised by an intensification of work through deskilling and management control (Edw ards, 1979), who can be dispensed if surplus to requirements (Berger and Piore, 1981). This polarisation of the workplace appears to be a better reflection of the changing HR function with the autonomous business partner role, with the accompanying perception of a high level of skill and status at one end of the spectrum and at the opposite end, the shared service centre roles characterised by routine and deskilling. In relation to professional work, there is some argument that professionals have not been adversely affected by computerisation and continue to be accorded high status and prestige (Friedson, 1984, 1986). In contrast, it is argued that technology may have differing effects on professionals, depending on the relative status of the profession and on the status of individuals within the profession (Burris, 1998). It is argued that alongside polarisation of the workplace, there tends to be poorer career prospects for non-expert workers (Baran, 1987; Hodson, 1988) with higher level posts being filled from outwith the organisation (Hodson, 1988; Burris 1983,a,b) This issue within HR is highlighted by Reilly (2000) who suggests that there may be less opportunity for career development if lower level staff do not build the experience that they would gain in more generalist roles in traditional HR functions. As stated earlier, there also appears to be a perception that the higher status business partner roles are at least sometimes being filled not just from outwith the organisation but from outwith the HR profession (Francis and Reddington, 2006). Whilst the issue of the impact of technology upon the HR function appears to have been given little attention within research (Lepak and Snell, 1998; Shrivastava and Shaw, 2003) it would seem that what discussion there has been relates mainly to the promise of technology in transforming the HR function and facilitating a more strategic orientation. The reality of the impact of technology in achieving an impact in operational, relational and transformational areas is much less clear although evidence would suggest that the greatest impact is in achieving operational efficiencies. Alongside the development of the use of technology has been the reorganisation of the HR function. Although there has been little attempt to consider the impact of technology from a sociological perspective, it can be argued that the increasing use of technology, which has been used to support the shared service centre model may be resulting in a deskilling of an element of the HR profession and reducing career development paths for some practitioners. In addition, there appears to be a change in skills viewed as necessary within this function, with a focus on customer service skills as opposed to specialist HR knowledge. In contrast, although the evidence for a transformational impact of technology upon HR is weaker and more contradictory, there would appear to be a perception of a higher status role in the business partner, with accordingly higher remuneration, thus demonstrating a polarisation of the HR function in terms of both skills and status. However, this reorganisation of the HR function and the development of a more strategic orientation, which it is argued can be facilitated by the increasing use of technology, although being seen as having an upskilling effect on those in a more strategic role could be argued as achieving the opposite effect if the result is recruiting from outwith the profession. This could leave HR professionals in a precarious position in terms of career and skill development, which could at least in part be attributed to the effect of technology as without increasingly sophisticated technology the new models of service delivery may not be possible or at least may not be as effective. Whilst, a lack of academic attention to the actual impact of technology on the HR function requires that caution is exercised in drawing conclusions, the tendency to focus on the potential impact of technology could be followed in suggesting that the potential of technology in facilitating the move to a transformation of the HR function may be to tend towards a degradation of the HR profession, with low skilled staff employed in shared service centres and more highly skilled and valued business partners being recruited from outwith the HR profession. However, without significant further research in the area, in particular on the impact of technology and the accompanying change in service delivery models upon the career paths and development opportunities for HR practitioners, this conclusion remains just a potential. References Ackroyd, K., Gordon-Dseagu, V. and Fairhurst, P. (2006) â€Å"Well-being and call centres†, Institute of Employment Studies, Brighton [online]. Available at: http://www.employment-studies.co.uk/pdflibrary/mp69.pdf (Accessed 21st November 2012) Attewell, P. (1992) â€Å"Skill and occupational changes in U.S. manufacturing† in Technology and the future of work, P.S. Adler, New York, Oxford University Press. Baran, B. (1987) â€Å"The technological transformation of white collar work†, in Computer chips and paper clips, vol 2, H. Hartmaan, ed., Washington DC, National Academy Press. Berger, S. and Piore, M. (1981) Dualism and discontinuity in industrial societies, Cambridge, Cambridge University Press. Blauner, R. (1964) Alienation and freedom, Chicago, IL, University Chicago Press Bondarouk, T.V. and Ruel, H.J.M. (2009) â€Å"Electronic human resource management: challenges in the digital era†, The International Journal of Human Resource Management, 20 (3), pp. 505-514. [online]. Available at: http://ezproxy.napier.ac.uk:2343/doi/pdf/10.1080/09585190802707235 (Accessed 10th November 2012) Braverman, H. (1974) Labor and Monopoly Capital, New York, Monthly Review Press Broderick, R. and Boudreau, J.W. (1992) â€Å"Human resource management, information technology and the competitive edge†, Academy of Management Perspectives, 6 (2), pp. 7-17. [online]. Available at: http://ezproxy.napier.ac.uk:2334/docview/210521060/fulltext PDF/13A99A5CA0029773271/6?accountid=16607 (Accessed 21st November 2012) Burbach, R. and Dundon, T. (2005) â€Å"The strategic potential of human resource information systems: Evidence from the Republic of Ireland†, International Employment Relations Review, 11 (1/2), pp. 97-117. [online]. Available at: http://search.informit.com.au/documentSummary;dn=164472644509297;res=IELBUS (Accessed 21st November 2012) Burris, B.H. (1983a) No room at the top, New York, Praeger Burris, B.H. (1998) â€Å"Computerisation of the workplace†, Annual Review of Sociology, 24, pp. 141-157. [online]. Available at: http://ezproxy.napier.ac.uk:2334/docview/199730349/fulltextPDF/13A94B0278177DBCD7E/8?accountid=16607 (Accessed 10th November 2012) CIPD (2005) People management and technology: progress and potential, London, CIPD. CIPD (2007) HR and Technology: beyond delivery, London, CIPD Daniel, W.W. (1987) Workplace industrial relations and technological change, London, Frances Pinter. Dery, K., Grant, D. and Wiblen, S. (2009) Human resource information systems (HRIS): replacing or enhancing HRM, Paper presented at the 15th World Congress of the International Industrial Relations Association. [online] Available at:http://sydney.edu.au/business/__data/assets/pdf_file/0003/72273/IIRA_Dery_et_al_HRIS_Replacing_or_enhancing_HRM_final.pdf (accessed 10th November 2012)

Low Fat Diets, Aerobic Exercise, and Weight Loss: How Does It All Fit? :: Dieting Eating Papers

Low Fat Diets, Aerobic Exercise, and Weight Loss: How Does It All Fit? Introduction: These days it seems that almost everywhere in the media there are claims about the effectiveness of low fat diets and aerobic exercise on weight loss. From billboards, to magazines, to TV, everyone seems to know exactly how to lose weight by eating a low fat diet and /or by exercising on a regular basis. Sample menus and hypothetical exercise routines that are designed to help people lose weight consistently appear in the media, and most come with some type of guarantee that weight loss will follow the "correct and continued use" of the plan. These claims and examples vary from seemingly practical to downright outrageous, with a multitude in between. The problem is that all of these claims and examples are so different from one another the consumer has no way to know which, if any, is the most effective way to lose weight. Is eating less that 15 grams of fat, and exercising 30 minutes each day the most effective way to lose weight? Is eating anything you want, and exercising 90 minut es each day that is the most effective weight loss strategy? Or, is it something completely different? Medical research shows that exercising regularly and eating a well-balance diet that is low in fat can assist in weight loss, as well as provide for better overall health. Finding the best combination of the two is the difficult part. The weight loss business. The weight loss business is booming. The idea of a company developing their own strategy for weight loss, and selling it has been a successful one. Companies such as, Weight Watchers (http://www.weight-watchers.com), and Jenny Craig, have become very well known and very economically successful. Each of these companies has its own theories about losing weight, however, the majority of these companies use a combination of a low fat diet and a regular exercise program to promote weight loss. Many also use a support mechanism such as weekly, or monthly group, or individual meetings to help their clients maintain the program. (http://www.yahoo.com/Business_and_Economy/Companies/Health/Weight_Loss/Diets_and_Programs/) For example, Jenny Craig offers a program that includes daily menus of selected foods, which they package and provide to the client, and weekly counseling sessions with an employee of Jenny Craig. The daily meals are designed to provide a specific number of calories, which is predetermined by the client’s weight and self-assessed activity level.

Negotiations: Methodologies for Unilateral and Collaborative Situations

Negotiation is the preferred method of communication instead because conflict creates unwanted effects to a working relationship. The articles outlined three essential uses and/or strategies of three different authors whom approach to negotiation fit their industries as well as their creative abilities. In Resolving Real Estate Issues, Gerald M. Levy (1999) addresses four primary steps of negotiation: pre-negotiation, presentation and negotiation, intense, agreement and closing phrase (p. 2). The outline is understandable and workable in any industry in which negotiation is relied upon for optimal results. Meadow discussed the basis of negotiation being an art and science that mixes a party’s ability to bargain with their opponents. The issues stated within the article addressed the basic needs of any individual involved; for instance, â€Å"skilled negotiators can separate the conceptual part of negotiation (the â€Å"science†) from the behavioral aspects of negotiation (the â€Å"art†) to solve the underlying problem that a lawsuit represents (Meadow 1).† This act of negotiation is very intriguing because you are approaching the aspect of negotiation in a law setting in which rules are outlined by the court, but your use of tactics are up to you and your opponents. In The Art and Science of Problem-Solving Negotiation, Meadow (1999) uses detailed examples to corner a creative negotiator’s ability to overthrow sessions (p.2). These tactics fit their personality and the structure increases negotiator’s chances of success in negotiations. Shaping perceptions of alternatives sets in the pre-negotiation phase of negotiation can lower the limits of acceptable agreements. For example, a web design company needs a copywriter with writing skills to boost their profits. The market price for a freelance writer is roughly $20/article, but they are offering a per project basis. In this negotiation, a copywriter will pull for the market price or higher due to years of professional experience. This is an example of Meadow’s (1999) belief in shaping the competition’s objectives to fit that of one’s intentions (p. 5). Without the proper game plan, the art and science of negotiation goes out of the window once more problems arise. As with my example, a negotiator can make commitments, threats, and focal points stick all irrelevant issues aside for a reasonable bargaining set to continue its process within a negotiation. This follows from their previous example. Their ability to highlight this point will make the company re-arrange their current ideal of what a copywriter should be paid per article. Not that it is a threat, but it is a reasonable explanation of why they need to pay the amount instead of losing the writer. In Resolving Real Estate Issues, Gerald Levy (1999) practices influencing aspirations are higher suggestions in return for a need can generate better results (p.2). Once I understand the dynamics and true market price of a copywriter, I may want more for their work. The web design company is trying to use their talents at a cheap price so I will leave them alone for a set period of time to see if their position changes. By contacting their competition about copywriter salaries, I can gain leverage by addressing it in our next meeting. I am boosting their aspirations to receive the payment I deserve and ‘more’ for their services. After I receive this information, I can develop a stronger position in what I deserve. Meadow (1999) and Levy (1999) believe that taking a position will cause an opponent to withdraw from their first perspective of the situation (p. 1 and 3). If one chooses to use strong positions, they must stand firm within decision making so opponents will understand and not budge from previous arguments. For example, if I were asked to accept a lower salary, I will not agree with the web design company and leave the negotiations. This puts my services as a valuable mean for a company’s success in their market. It is very important to keep this in mind while developing a stronger argument for future negotiations. I believe I must remain strong during these steps into a negotiation because companies try to manipulate prospects. These authors were correct in establishing a strong position for unilateral and collaborative situations. In order to create a better outcome on each end, it should remain essential to practice the art of negotiation without budging to the intense negotiation strategies thrown within the conflict. The preferred methods of Meadow (1999) and Levy (1999) can be implemented in numerous settings; one’s flexibility to establish rapport with an opponent without harming or burning bridges is very important (p.3). Meadow’s (1999) objectives can act as repetitive methodology to instruct new negotiators in the law scene. Many other methods can be helpful, but the ideal argumentation comes from the negotiator’s overall motivations. References Cited Menkel-Meadow, Carrie (June 1999). â€Å"The art and science of problem-solving negotiation.† Trial. Washington, p. 1- 7. Levy, Gerald M. (Fall 1999). Resolving Real Estate Issues. Real Estate Issues. Chicago.   Vol. 24, p.1-8.   

Integrating Facebook In Teaching And Learning Education Essay

In this information age people are interacting with a assortment of new engineerings that people in different places try to utilize them to ease their occupations and come up with good consequences. Educators are besides be givening to utilize those engineering tools for more effectual instruction and acquisition by prosecuting and actuating scholars in the acquisition procedure. One of those technological tools is societal networking web sites. Among societal networking web sites facebook is the most popular one which has sucked a immense sum of young person to utilize it for communicating and practical societal interaction. As a effect, many instructors are trying to do a usage of facebook to better the larning out comes and do the acquisition more interesting to the scholars sing to the young person battle in the facebook use and the monolithic sum of clip which they spend in this practical environment. On the other manus, it is important for the pedagogues to cognize which type o f larning manner can profit more from utilizing this sort of engineering or whether there is a large difference in willingness of different acquisition manners for disbursement clip in facebook or non. Facebook is the most used societal web by worldwide active users which was founded by Mark Zuckerberg in February 2004 as Harvard-only societal web site. This societal web web site was able to pull a immense sum of users specially youth in a short period of clip. Right now it has more than 500 million active users around the universe. Actually, Facebook is defined as â€Å" a societal public-service corporation that helps people portion information and communicate more expeditiously with their friends, household, and coworkers † ( facebook.com ) . Although at first facebook was launched as Harvard societal web but developed to affect and prosecute other high school pupils, professionals inside corporate webs, and finally everyone who have entree to the on-line universe ( Cassidy, 2006 ) . Facebook allows users to make a personal profile while leting for information sharing, communicating, exposure albums, making a friends list, organizing or using to societal involvement groups, and different sorts of on-line games. In drumhead, Facebook members can portion their exposures, send messages, chat, tag themselves or others on exposures, write on friends ‘ walls, articulation groups, create new groups, portion thoughts in group treatments, add sorts of applications, and play games in Facebook. Facebook has been accessed by 1000000s of users in a short clip while going a portion of users ‘ day-to-day lives ( Ellison, Steinfield, & A ; Lampe, 2007 ; Selwyn, 2007a ) . Some maps and capablenesss of facebook such as enabling equal feedback, goodness of tantrum with societal context, and interaction tools make facebook an educational tool ( Mason, 2006 ) . Learning Manners The impression of larning manners is all about the ways which a scholar prefers to utilize when he/she is larning and retrieving new cognition ( Funda Dag & A ; Aynur Gecer, 2009 ) . Furthermore, Simsek ( 2001 ) stated that larning manner is a group of factors which determines how the pupils psychologically perceive, interact and response to larning environments. Harmonizing to Felder ( 1996 ) , every scholar prefers to larn otherwise. Some scholars can larn in an synergistic relationship with their friends and instructors and sing things by themselves, the others learn with a ocular presence of stuffs and information, and some scholars prefer to do usage of written stuffs and they agree that verbal accounts are more helpful to them. Therefore cognizing about the acquisition manners of the scholars is of import either for pedagogues or scholars. It could be utile for instructors because they will acquire a clear thought about how to learn persons with different larning penchants and besides it would be effectual for scholars to cognize how they learn better and easier. Indeed, there are some popular theoretical accounts to categorise larning manners such as ; David kolb ‘s theoretical account, Honey and mumford ‘s theoretical account, Anthony Gregorc ‘s theoretical account, Sudbury theoretical account of democratic instruction, and Fleming ‘s VAK/VARK theoretical account of larning manners. For the purpose of this survey Fleming ‘s VAK/VARK study was used to research different larning manners of research participants and see how different acquisition manners spend clip in facebook. VARK study tool was created in 1998 to research persons ‘ different acquisition manners. Alkhasawneh, Mrayyan, Docherty, Alashram, Yousef, ( 2007 ) , described ; â€Å" aˆÂ ¦VARK is based upon cognitive development work by Bruner ( 1967 ) and Piaget ( 1990 ) who argued that worlds assimilate environmental cognition through four centripetal modes: ocular, aural, reading and composing, and kinaesthetic ( utilizing tactile centripetal abilities such as a odor and touch ) . VARK is an acronym for Visual, Aural, Read/Write, and Kinesthetic ( Fleming, 2004 ) . VARK is an instrument that is speedy and easy for pupils to utilize and understand. It creates an consciousness of larning manners and provides motive to seek betterments in their acquisition penchant. †MethodInstrument Data is collected by administrating an online and manual study. The study is consists of two subdivisions, the first subdivision leads participants to an on-line VARK questionnaire ( http: //vark-learn.com/english/page.asp? p=quetionnaire ) . Students are required to describe their tonss in an online VARK acquisition manners questionnaire in the manual questionnaire. The 2nd portion of the manual questionnaire consists of two parts. In the first portion, participants were required to reply five demographic inquiries include of their name, age, electronic mail reference, gender, facebook ID. Furthermore, the topographic point where they have normally entree to the Internet, length of clip spent online in facebook, and their rank in any academic group were collected. The 2nd portion, 5-point Likert graduated table with 6 inquiries, was measured participants ‘ clip spent for different activities in facebook. These six inquiries were developed by research worker based on different maps exist in facebook and different activities that a facebook user is able to make. Participants Data was collected from 36 signifier four Malayan Chinese pupils ( 14 Male and22 female ) from SMJK Kwang Hua School in province of Selangor, Kelang. The whole of participants are at the age of 16 old ages old. Two pupils of these 36 are non facebook users. The questionnaires were distributed among pupils and they were expected to make full up them at place sing to their entree to the Internet at place to make full up larning manners questionnaire.Date analysis and consequencesLearning manners:Learning MannersOcularAuralRead/WriteKinestheticEntireMaleFemaleFrequency88614361422Table1: Frequency of each learning manner among participants Harmonizing to pupils ‘ studies on their acquisition manners tonss, among 36 signifier 4 pupils, there are 14 kinaesthetic ( 39 % ) , six read/write ( 17 % ) , eight aural ( 22 % ) , and eight visual ( 22 % ) . The consequences validated this statement from Suffolk County Council ( 2002 ) , â€Å" It has been estimated that up to 37 % of the population are kinaesthetic scholars†¦ . †Different acquisition manners and clip spent in facebookData was collected shows that there are some differences among different larning manners on clip spent in facebook and different activity penchants. The holla tabular array showsQ1: E-PQ2: CHAQ3: ObQ4: ActQ5: W-VQ6: SHAfb/Internetnorm of clip devouring in fbOcular1.252.253.52.52153 %8.1Aural0.752.53.753.252.751.553.5 %5.5Read/Write0.81.62.42.42272 %6.5Kinesthetic0.613.3843.382.921.2364 %8.2Mean0.852.433.412.882.411.43South dakota0.27 0.730.70.50.480.42Table 2: Average of clip spent for each activity in facebook by different acquisition manners scholars Indeed, this tabular array shows ocular and kinaesthetic scholars spend the highest clip ( 8.1 & A ; 8.2hour/week ) among other scholars in facebook whereas, aural scholars spend the lowest clip in facebook ( 5.5hour/week ) among other scholars. Another consequence which is interesting is that read/write scholars spend about 72 per centum of their clip online in facebook. Chart 1: Different activities in facebook ; Q1: E-P: Educational Purposes Q2: CHA: Chatting Online With Friends Q3: Ob: Reading or Detecting What Others Do Q4: Act: Doing Activities in Facebook Q5: W-V: Watching Videos Q6: SHA: Sharing News and Information about School Harmonizing to the above tabular array and chart ocular, aural, and kinaesthetic scholars spend the highest clip in facebook â€Å" lurking † or reading others ‘ stations while read/write scholars spend an equal clip in facebook lurking and besides to make activities such as composing a position or uploading a image. In fact, pupils with different sorts of tilting manners spend the highest clip in facebook to detect and read whatever their friends do or skulking. On the other manus, pupils with any acquisition manners spend the lowest clip in facebook for educational intents. In fact, ocular scholars spend the highest clip ( 1.25 hour/week ) for educational intents among other larning manners where as kinaesthetic scholars spend the lowest clip ( 0.61 hour/week ) for educational intents. Kinesthetic scholars spend the highest clip ( 3.38 hours/week ) to chew the fat with their friends while read/write scholars spend the lowest clip ( 1.6 hours/week ) to chew the fat with their friends among other larning manners. Kinesthetic scholars spend the highest clip ( 4 hours/week ) to detect and read others ‘ activities while read/write learning manner scholars spend the lowest clip ( 2.4 hours/week ) . Kinesthetic scholars spend highest clip to make activities in facebook ( 3.38 hours/week ) while read/write learning manner scholars spend the lowest clip ( 2.4 hours/week ) . Kinesthetic scholars spend the highest clip to watch picture in facebook ( 2.93 hours/week ) , while ocular and read/write scholars spend the lowest clip ( 2 hours/week ) . Read/write scholars manner spend highest clip ( 2 hours/week ) to portion intelligence and information about school and classs while ocular scholars spend the lowest clip ( 1 hour/week ) . Students with read/write larning penchant spend 72 % of their clip online in facebook which it shows although they are non on-line every bit much as others but they spend most of their clip in facebook.Findingss and Discussi onThis survey aimed to calculate out the sum of clip spent in facebook for pupils with different larning manners and besides to happen out activity penchants of facebook users with different larning manners. Sing to the consequences there are some differences in clip spent in facebook for different acquisition manners. For case, the consequences show that ocular and kinaesthetic scholars claimed more clip spent in facebook so it can be concluded that this environment is more interesting and prosecuting to these types of scholars but it does n't intend that this environment is non suited for the other types of scholars with different larning manners like aural or read/write scholars. So any type of larning manners can profit from this environment and instructors can do a smart usage of this societal web web site to prosecute pupils in larning procedure and besides to enrich their acquisition. Furthermore, consequences show that each type of larning manners is interested in skulking o r reading and detecting whatever others do. In this respect, instructors should take into see this sort of pupils ‘ involvement in their instruction schemes and teaching methods. Actually, this is the teacher function to plan, construction, and program in a manner to do the facebook an educational environment. It can be done when a instructor uses facebook in a manner it is and in a manner that it engages pupils to remain in it for a long clip. Teachers should look at the nature of facebook and inquire themselves what has made the facebook popular like this. What is the facebook power that keeps people interested about it? To reply these inquiries some researches should be done. Harmonizing to some surveies that have been done, societal presence and interaction among people could be a ground for this attraction. People enjoy of societal interactivities and showing their sentiments in societal environment. They like to talk out to show themselves and they have wonder to cognize about others. Many instructors tend to utilize facebook for educational purposes because they know most of pupils are interested in utilizing facebook but they face some challenges in the manner of utilizing it because they want to utilize it in a similar manner that they use any other online tools like wikis, moodle, or educational web sites whereas, facebook has a different nature. Teachers can believe about facebook in a different manner. In a manner to reenforce face to confront schoolroom larning. They should inquire pupils to come to the facebook and portion their perceptual experiences, believes, thoughts, sentiments, and definitions about different constructs and topics to acquire more familiar with each other ‘s perceptual experiences, acquire more thoughts about different educational affairs and open up their heads about different affairs. For case, a mathematics instructor begins learning fractions in schoolroom and so asks pupils to take part in their class facebo ok group and reply the instructor ‘s inquiry. The inquiry could be why do we hold to larn fraction? Why it is of import to larn about fraction and it can be used in our life? To reply these inquiries pupils have to believe, hunt, and explore and so come up with different replies and discuss with their schoolmates about their findings. Right now, the instructor can do certain that they are more interested in larning fraction because they know how of import is the acquisition of this subject and furthermore they will be more curiose to see is their sentiments and thoughts about fraction comes true or non. Actually this survey has some restrictions. First, because the information was collected from merely 36 Chinese race pupils, it could non be generalized. In add-on, it has been limited to a study method. The consequences could be more accurate if there were some qualitative methods of informations aggregation.DecisionSocial webs, particularly facebook are used by a immense sum of pupils anyplace in the universe. As a consequence, most of instructors are interested in utilizing this societal environment to prosecute pupils in larning procedure. It is important for instructors to cognize whether facebook is suited for all pupils with any type of larning penchants or non. This survey showed that ocular and kinaesthetic scholars spend more clip in facebook but it does n't intend that the other types of acquisition manners do n't utilize facebook. Indeed, it depends more on instructors to take the best scheme to suit the demands of any type of larning penchants. Teachers should reply this inquiry ; â€Å" How to prosecute my pupils in an academic facebook group? † or â€Å" what makes the facebook so popular among young person and how to do a usage of this characteristic to prosecute pupils in larning activities? † This survey has been done on a little group of participants ( 36, 16 twelvemonth old pupils ) . Further surveies should be done on mo re sums of samples. Furthermore, some surveies should be conducted to happen out in which manner educational usage of facebook can be more interesting for scholars.

Check Order Instruction And Attachment Example

Check Order Instruction And Attachment Example Check Order Instruction And Attachment – Article Example The Things to Do and Responsible Sports Program This things to do article is a very touching article. However, leaving emotions aside for abit. In a game every team aims to win. It is why the teams practice hard and sacrifice their time to practice, so as to win. It is, therefore, disappointing that after all that, to just throw the game like that.First, clearly coach Rohland was not a responsible coach. Quoting an excerpt from the responsible sports program article†¦Ã¢â‚¬  A responsible coach is not soft, a source of empty, unearned praises and satisfied with everyone just having fun.† If it were my verdict, I would not have passed up those free throws. Coach Rohland in this instance clearly forgot to respect the sports ROOTS which according to the responsible sports program article mean Rules, Opponents, Officials, Teammates and Self. He disrespected the rules and the official by at first trying to refuse to accept the free throws awarded to his team and then asking the senior captain to miss them.In addition, this was an opportunity to beat the big city team and he just let the opportunity pass him. Coach Rohland clearly does not have the drive to aim for winning and not settle for anything less. To prove this, and I quote from the things to do article†¦Ã¢â‚¬ Didn’t matter that the game was, or that this was a chance to beat the big city team.† According to the writer’s view, it was better to accept the technical fouls and hopefully go ahead and win the game. However, the team would still have after the game gone ahead and shown their support for the Milwaukee captain by applauding for him after the game and passing their condolences.On the other hand, the Milwaukee team made all the right choices especially Franklin by urging the coach not to cancel the game and to quote from the things to do article†¦ â€Å"Womack was going to cancel the game but Franklin told him he wanted the team to play.† Putting myself in Womack’s shoes, the Milwaukee coach, I would have made the same decisions. He placed education and character development before wins by allowing Franklin to play, even though it meant their opponents being awarded free throws. In addition, he allowed Franklin to fill his â€Å"emotional tanks† to improve performance and instill a love of the sport. This sentiment is felt when Franklin says and quoting from the things to do article†¦Ã¢â‚¬ I got kind of emotional, but it helped a lot to play. I felt like I had a lot of support out there.†In conclusion, I do not agree with the writer’s opinion, quoting from the things to do article†¦Ã¢â‚¬ None so good, though, as the moment a team and a player decided there were more important things than winning and having good stats.† It’s because, the two teams in the end were able to show how sports can be the ideal virtual classroom for teaching life lessons. This experience in the end helped the players especially the Milwaukee team, to be of high character, overcome adversity and function as productive team members.Work cited "Responsible Sports." Liberty Mutual Insurance. N.p., n.d. Web. 18 May 2014.

Predicate Complements

Predicate Complements Predicate Complements Predicate Complements By Maeve Maddox The term complement comes from the verb to complete. The predicate nominative and predicate adjective complete the meaning of a state-of-being or linking verb. The most common linking verb is to be, with its forms am, is, are, was, were, being, been. Other verbs, like seem and appear, also function in this way. The predicate nominative (abbreviated PN) completes the verb and renames the subject of the verb. The predicate adjective (abbreviated PA) completes the verb and describes the subject. The predicate complement is also called the subject complement because it restates or describes the subject. Predicate Nominative The predicate nominative is a noun or pronoun that completes the meaning of a linking verb. Sometimes students confuse direct objects and predicate complements. One way to tell them apart is to reverse the sentence. If the sentence still makes sense after being reversed, the word that answers â€Å"What?† after the verb is a complement. Compare: Baxter is an excellent typist. An excellent typist is Baxter. The reversed sentence still makes sense; â€Å"an excellent typist† is a complement. Baxter typed the report. The report typed Baxter. The reversed sentence is nonsense; â€Å"the report† is a direct object. When the predicate nominative is a pronoun, traditional grammar says it should be in the nominative (subject) case. That’s logical because the complement restates the subject. English idiom and logic, however, are not always on the best of terms. Consider: Is Dr. Singh the man at the dais? Yes, that’s he. Because he is a predicate nominative in this sentence, the subject form he is correct. However, most native speakers would probably say â€Å"Yes, that’s him.† Predicate Adjective The predicate adjective follows a linking verb and describes its subject: You seem sad. (predicate adjective) In certain light, the fish appears transparent. (predicate adjective) Other verbs commonly used to express a state of being are: feel make taste look smell grow remain stay turn sound become prove Note: some of these verbs can also be used as action verbs. If the verb conveys an action, the word that follows is a direct object (DO). If the word that follows the verb describes the subject, it’s a predicate adjective (PA): I feel sad. (PA) I feel the wall. (DO) He made me mad. (PA) I made cookies. (DO) That smells bad. (PA) Wake up and smell the roses. (DO) Every day you grow older. (PA) The farmer grows strawberries. (DO) The angry dictator turned blue. (PA) The ox turned the wheel. (DO) That music sounds discordant. (PA) The bugler sounded the alarm. (DO) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar 101 category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryWriting the Century55 "House" Idioms

Classroom Management Assignment Example | Topics and Well Written Essays - 2250 words

Classroom Management - Assignment Example If the teachers will allow too many disruptions, then it's very difficult to implement better discipline and classroom management techniques.(Beykont, 2002, pp-37) Different students have different sense and judgment of what's right and what's wrong. If a teacher wants to be respected then it's important for them to treat all the students fairly, and if the teachers fail to treat all students equitably then they will be labeled as unfair and no student will bother to follow their rules. (Barrow, 2004, pp-94) Teachers should also punish the best student of the class, if he or she does something wrong, this will win the hearts of all the other students of the classroom. Teachers must learn the techniques of dealing with disruption with little interruption as much as possible. Because if there is any kind of disruption in the classroom then teachers should imperatively and immediately deal with it taking care that the momentum of the classroom should not be interrupted. (Campbell-Rush, 2001, pp-117) During classroom discussion if a teacher observe that the students are taking to each other and not paying attention to what the teacher is teaching. Then teacher should use the technique of asking a sudden question from any student to help them to get back on track. If the teachers will stop the flow of their lesson in order to deal with classroom disruptions, then this clearly means that you are robbing those students who really want to learn their lessons during the precious in-class time. (Campbell-Rush, 2001, pp-138) Avoid Confrontations in Front of Students Most of the primary school teachers agree on a point that whenever there is confrontation in classroom is a loser and a winner. (Dean, 2003, pp-46) Teachers at all costs have to take care of maintaining discipline in their classroom. If teacher have disciplinary issues with any student then the teacher should deal with that student privately so that the will not lose face in front of other students and especially his or her friends. Those teachers who deal disciplinary issues in the classroom can cause some student to deviate from the path. (Dean, 2003, pp-54) Stop Disruptions with a Little Humor Primary school teachers should also learn the technique of stopping classroom disruption with the help of litter humor. It will allow the student to be more comfortable in the classroom. The use of humor technique will also create a friendly environment for learning. If something goes wrong in the classroom then the teachers should have a good laugh to help all the students to get back on track. Teacher should not confuse sarcasm with good humor. (Cangelosi, 2004, pp-63) The basic difference between a good humor and sarcasm is that humor can immediately disperse a situation, while sarcasm can actually harm the relationship between students and their teacher. Teachers must have a good judgment in this regard because what's funny for someone, others find it to be quite offensive. (Cangelosi, 2004, pp-77) Keep High Expectations in Your Class In order to maintain successful classroom management and discipline, teachers should h

GlobShops Management of Outsourcing to Date Case Study

GlobShops Management of Outsourcing to Date - Case Study Example The paper tells that in this age, globalization and introduction of internet facilities enhanced the pace of outsourcing. In order to amplify the productivity and profitability of an organization, the concept of outsourcing of information technology are recognized as one of the most important business strategies so as to improve the position and ranking of the organizations in the market among many other rival players. The prime aim behind such type of outsourcing or offshore mergers is to reduce the amount of cost that may amplify the total revenue and operating income of the organization. Keeping this aspect in mind, the global travel retail organization, Globshop also decided to outsource, the activities of information technology. Such a tactical and strategic decision is taken by the CEO of the organization, Mr. Roger Deen in order to mitigate the challenges aroused due to terrorist attract in the year 2001 in 11th September. In addition to this, Mr. Deen implemented such type of decisions, in order to amplify the competitive advantage and reliability of the business by outsourcing, informational technology activities to Indian firms at a quite cheap cost and easy shipping facilities. The prime aim of this paper is to evaluate the perspective of management of Globshop in regard to the process of outsourcing varied services of information technology. Along with this, it also highlights, the benefits and risks associated with such type of corporate strategies, rather than cost savings. Along with this, the pros and cons of the concept of outsourcing are also described with the help of various theories so as to analyze its effectiveness as a corporate strategy.