Collaborative networks Research Paper Example | Topics and Well Written Essays - 1000 words

Collaborative networks - Research Paper Example A major characteristic of having a distributed structure is that even though communications of the team may occur from face to face at times, most part of the work is accomplished when the members are usually geographical separated (Johansen, 1999). Using computer databases resources of papers in Information Technology, Communication and Geography, we will be able to construct collaboration networks among the globally distributed team engaged in airport construction in the third world countries. The reason for selecting these papers is because they will give a variety of the properties that are required in developing a model for an effective global network. The papers will also provide apparent differences that are involved in collaboration networks. The aim of this research paper is to come up with a model that will support globally distributed teams that are engaged in airport construction in the third world countries. Third world countries are known to have low stock based on their infrastructure capability especially in transportation and energy as well as the potential of information technology which have not yet been harnessed fully. The importance that is brought by air transport in countries cannot be measured as it is highly satisfactory. Airport construction in these regions that are not well exploited should be enhanced in order to improve the connectivity as well as the global reach. The need for airport facilities in the third world countries has to be enhanced not only by the quality and amount of physical infrastructure but also by the way in which the distributed team engaged in the construction of the airports are managed. It is necessary for communications and control to be steered up between the distributed te am in the regions for better results. In order to curb the gap that exists in the third world countries with regards to the infrastructure the proposed approach of building

AirAsia Berhad (AirAsia) | Analysis

AirAsia Berhad (AirAsia) | Analysis Introduction AirAsia Berhad (AirAsia) is one of the leading low cost airlines in South East Asia which has expanded rapidly since 2001. The company is based in Kuala Lumpur, Malaysia and has successfully positioned itself in customers mind through the simple slogan Now Everyone Can Fly (AirAsia, 2009). The company is currently valued at approximately RM2.7 billion and has a total of 60 aircrafts that fly to over 50 domestic and international destinations with over 400 domestic and international flights daily (Euromonitor International, 2009). The operation for the short and long haul are handled by AirAsia and its sister company, AirAsia X Sdn Bhd (AirAsia X). AirAsia aims to establish itself as a leading low cost carrier in market by valuing its customers through cost advantages created by operational effectiveness and efficiency. More customers are able to fly taking into consideration the low fare charges as AirAsia capture segments of customers that previously could not afford the airlines fare. Whether the strategy exploits the companys key resources Each organisation is unique in terms of it resources and capabilities and the key to success merely depend on its ability to find or create a competence that is distinctive (Teece et.al.,1997). The Resource Based View (RBV) combines two perspectives, the internal analysis of phenomena within an organisation and an external analysis of the industry and its competitive environment (Collis and Montgomery, 1995). It goes beyond the Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis by integrating internal and external perspectives. The ability of an organisations resources to present competitive advantages could not be determine without taking into considerations the boarder competitive concept. Barney (1995) indicated that organisations resources and capabilities must be evaluated in terms of value, rarity, imitability or non-substitutability (VRINE model). The value of the resources and capabilities interacts with the market sources and will differ based on time and industry. The three fundamental market forces; scarcity, demand and appropriability determines the value of a resources and capabilities (Collis and Montgomery, 1995). In order to answer the question of value, organisation could identify whether the resources and capabilities are able to meet market demand. As for AirAsia, the organisation relies on its human resources and management capabilities wherein these two components have satisfied the value requirement as it has been able to meet the demand for the Low Cost Carrier (LCC) market. The resources and capabilities own by AirAsia are homogenous in the market however aspect such as work culture and innovative routes differs it from the competitors. In applying the RBV concept, AirAsia has a competitive parity based on its valuable and not rare resources and capabilities. Immitability is something generic in the airline in dustry as aircraft, fast turnarounds time and others are easily duplicate. One of AirAsias imitable characteristics is path dependency wherein a characteristics of resources is developed and/or accumulated through a unique series of time. AirAsias work culture of openness between employees as well as the leadership from its Chief Executive Officer is something have been built up over a period of time which is difficult to duplicate. Moreover, the high capital requirement for market entry is another factor that leads to difficulty to imitate the resources and capabilities. It is undeniable that the said resources and capability be imitated as competitors will identify the same however it will take time and meanwhile, AirAsia gain the competitive advantages. Having a control and exploiting the resources and capabilities provides competitive advantages to the organizations (Carpenter and Sanders, 2009). AirAsia has exploited it resources and capabilities which is shown in the financial performance. AirAsia has gradually increased its performance throughout the years. AirAsias s net profit for the 3rd quarter of 2009 totalled RM130 million ($38.4 million) which is sustained by rising passenger numbers and income from add-on services. The profit achieved was a turnaround from a RM466 million ($137 million) net loss in the same period last year (www.airasia.com). The fit of the strategy to current industry conditions The competitive environment consists of many factors that are particularly relevant to an organisations strategy. Analysing the external environment particularly the industry is a starting point for firms to develop a strategy. Porters five forces include the overall structure rather than focusing to any one element. However the forces are not stagnant which tendency to change may occur. AirAsia operates within the airline industry and forces that are driven in the industry would identify the strength and weaknesses of the organisation. There is potential market in the Asia for LCC due to the rapid economic and disposable incomes growth. Infrastructure such as high speed trains and highways has yet to meet the high standard level and therefore customers tend to choose the air as mode of transportation. Hence, threats of substitutes are low as the geographical structure of Asia has made air travel the viable, efficient and convenient mode of transportation. Looking into this scenario, AirAsia entered the airline industry concentrating on the LCC and noted that at the initial stage there were less rivalry but as the industry grows, the rivalry among established firms become higher partly due to price issues. AirAsias main competitors are Firefly, Tiger Airways and Jetstar Asia. Knowing the said changes, AirAsia applied the adaptation process (Hanan Freeman, 1984) by expanding its operation to long haul services to various destinations. Moreover, AirAsia realise the price is destructive and try to avoid direct price c ompetition and try to create a friendly competition environment. As there is positive growth in the airline industry, full service airline carriers have refocused its operation related to costs and yields as it is seen as a requirement to maintain profitability (Graham and Vowles, 2006). There is possibility of new entrance by other LCC which creates further competition in the industry. For example, Firefly set up by Malaysia Airline System Berhad is a part of LCC industry in Malaysia that has adapted AirAsias low cost concept. However, it would not be a threat to AirAsia as Hanan Freeman (1984) highlighted it is difficult to imitate as tacit amount of knowledge is required on the targeted firm. The high capital requirement and government barriers air service agreement can act as barriers to entry. Due to significant growth within the industry, demand for additional aircraft has increased and suppliers will be in a powerful position. It was reported that Asia accounts for 40% of new aircraft orders for Boeing and Airbus and seat capacity on LCC worldwide has more than doubled in the past four years (Shameem, 2006). Due to few players, Boeing and Airbus and lack of competition in the market, the bargaining power of suppliers are low. Consequently there is not much competition in terms of pricing occurring between the two companies so an airline carrier will have to accept an offer from one of the suppliers. The bargaining power for buyers is low as there is no room to bargain for cheaper tickets as AirAsia provides the lowest price compared to other carriers. The biggest threats for AirAsia are the rivalry and risk of entry with the existing and potential competitors. LCC business is viable and there is healthy profitability provided AirAsia continuously improves itself and is flexible in the challenging market. The sustainability of the differentiators Porter (1996) indicated that to outperform rivals, an organisation need to deliver greater value to customers or/and build comparative value at a lower cost. The airline industry is at the growing stage and therefore stiff competition from existing and new LCC is expected in the future. In order to sustain its competitive advantage, AirAsia needs to leverage its competency in creating cost advantages. At present, AirAsia differentiates by providing substantially low fares with no frills concept by offering innovative routes. Murray (1988) indicated that there is uncertainty for sustainable differentiation to be achieved through product innovation and suggested that the area that could be concentrated for the said differentiation is quality and service. While, Porter (1996) highlighted that positioning are successful based on activity system and simple consistency between each activity aligning with the organisation strategy. AirAsia builds it brand name by providing a good quality service at a low price. During inception, AirAsia focused on internal destinations and have further entered the international destinations. AirAsia X is differentiated by its long haul LCC as customers would not need to look at different carriers to reach different destinations at a lowest price. It is based on the same no frills service model wherein the price is 80% lower than its competitor together with additional services that requires customer to pay additional payment such as food, entertainment and others. AirAsia also seek to create excitement amongst their customers with the range of innovative and personalized service such as self check-in. Due to AirAsias success in the industry, competition might one to adapt the companys business model. However, AirAsia had some advantages over its competitors by the advantage of experience and its brand enjoyed good recognition. AirAsia gain from the first mover advantage which allows it to establish itself before competition perceive further in this low cost segment, apart from competition that already exists across segments (low cost vs full service carriers). AirAsia has the strength to lay down the rules and framework in the industry for business and operational suitability. Through AirAsia philosophy of Now Everyone Can Fly, AirAsia has embarked a revolution in air travel with more and more people around the region choosing AirAsia as their preferred choice of transport. As Air Asia continuously strives to promote air travel, AirAsia also seek to create excitement amongst their guests with they range of innovative and personalized service. Moreover customer loyalty is build by the differentiation which could act as a defense against rivalry (Eng, 1994). Whether the elements of the strategy are consistent and aligned with the strategic position Strategy works as a driver in a firm in achieving goals and objectives (Carpenter and Sanders, 2009). AirAsias five strategy elements are as follows: Porter (1996) presented three generic strategies that an organisation could use to overcome the five forces and achieve competitive advantage. However, there were studies resulting that adapting one or more forms of competitive advantage will outperform better (Murray, 1988). In the LCC segment, cost is the competitive priority and it determines market position. In lieu of this, Airasia has applied the focused cost leadership strategy wherein it targets on specific markets; price sensitive customers as well as lowering its overall costs (Flouris and Walker, 2005). With the positive growth in the LCC, it will create opportunity to others to enter the market. Competition between carriers using the same business model will inevitably be intense. One of the major pitfall against attempting to differentiate is by trying to combine low cost and differentiation strategy by starting to add frills in its business model. However, by applying the said strategy, carriers have lost their source of competitive advantage by narrowing the strategic cost gap. Every frill or service adds to cost and reduced the strategic cost gap, thus curbing the flexibility to offer innovative price deals. Murray (1988) disagrees that cost structure is vital in relation to the output performance compared to the price sensitivity. Factors such as economy of scale and quality of management teams within the organization could be the benchmark for cost leadership. Under the cost leadership strategy, level of operation efficiency is vital as it assist in achieving cost advantages than the rivals by searching continuous areas for cost reduction along its value chain that leads to economies of scale (Eng, 1993). AirAsia increases its efficiency through increased route network and its operating activities by adapting cost optimising techniques such as quick turnaround times and maximizing of flight utilisation for its aircrafts (Shari, 2003). As the result from efficient operation, it minimizes the cost that is then passed on to customers so that affordable air travel can become a reality. In 2005, the cost per available seat mile (ASK) for Airasia was only 0.3 compared to the next lowest valu e from 0.6 being Firefly (www.airasia.com). AirAsia took advantage from the existence of e-commerce which is cheaper and easier technique in providing information about products and services. Furthermore, it gives a better and more convenient way of promoting the companys product and services. The cost related to web is very low compared to other methods like advertisement on television. AirAsia has taken advantage from this method to reduce the cost of operations that leads to operating on a low rate. Malaysia government has supported AirAsia through the opening of the LCC terminal in Kuala Lumpur International Airport which enhanced its competitive edge by reducing costs and better logistic planning (Euromonitor International, 2009). Competitors tend to know how big the market is and how good the opportunity is in Asia. Therefore, there is threat by competitors which could imitate AirAsias low cost base. Most of the competitors have the same concept of no frills and low price strategy and will continuously try to reduce its costs than AirAsia in order to gain sustainability in the market. The challenge for AirAsia is to reduce cost effectively which it is difficult for the competitors to copy. Possible issues associated with implementation Strategy formulation and implementation are interdependent with the objectives being a coherent set of strategy elements and implement levers (Carpenter and Sanders, 2009). In order to succeed in the LCC segment, AirAsia will need to maintain its low cost elements in their business design as it is critical to the long term success. The main reason is because the more gap between arises between the competiting airlines, the more flexibility will be available to offer lower price and gain market share. An extended route system will most certainly be a key differentiator and to sustain its competitive advantages, resources and capabilities need to be analysed further. Around the world, it has been observed that low cost airlines pursuing a generic business design have emerged as the most successful. Conclusion AA actual main strength was based in its innovative ways to keep the cost low which was hard to imitate. AirAsia has indicated that synergies between the internal and external factors could develop a competitive advantage. This has allowed AirAsia to positioned and be the market leader in the LCC. The brand name brand equity is a major strength that AirAsia must successfully capitalize. Bibliography Barney J.B. Looking Inside for Competitive Advantage (1995) Academy of Management Executive. 9(4) pp. 49-61 Carpenter, M.A., Sanders W.G. Strategic Management: A Dynamic Perspective Concepts and Cases (2009) Pearson International Edition. Collis, D. J.,Montgomery, C. A. Competing on Resources (1995) Harvard Business Review. pp. 118-128 Graham B., Vowles T.M. Carriers within Carriers: A Strategic Response to Low-Cost Airline Competition(2006) Transport Reviews, pp. 105-126 Porter M.E., What is Strategy (1996) Harvard Business School, pp. 61-78 Shameen A. AirAsia Takes Flights on Low Cost Carriers (September 26, 2006), Business Week Teece, D.J., Pisano G., Shuen, Amy. Dyanmic Capabilities and Strategic Management (1997) Strategic Management Journal. 18(7), pp. 509-533

classroom management plan for grades 7-12 :: essays research papers

Classroom Management Plan for Day one of class (for grades 7-12) Classroom Procedures Entering the Classroom Students will come into the classroom quietly and in an orderly fashion without running. They will unload their backpacks as quickly and quietly as possible and begin to prepare for the day. End of Class Dismissal Students will be allowed to leave the classroom only when the teacher says so. The students will leave the classroom quietly and in an orderly fashion without running or shoving. Bell Work Bell work will be utilized every day. When each student enters the classroom and gets settled into their seat, they will pull out their â€Å"bell work† folder and begin the assignment that is written on the board under the title â€Å"bell work†. Quieting the Class When the teacher wants to quiet the class she will clap once. The first clap will be the â€Å"warning† clap that will signal to the students that it is time to settle down. The teacher will then clap twice. By the time the second clap is done, the students should be completely quiet. Taking Class Roll Roll will be taken at the beginning of each class period after the bell signaling the beginning of class has sounded. A student will be assigned to do this each week. Class Motto The class motto, â€Å"Failure is not an option†, will be posted at the top of the chalkboard and never erased. The motto will be referred to at the discretion of the teacher. Collecting Seat Work Seat work will be collected according to the configuration of the desks. The â€Å"U shaped† seating arrangement will be used in the classroom. All papers will be sent to the ends of the U and then collected there by the teacher. Turning in Work All other work that is not designated as seat work such as tests, worksheets, or essays will be turned in on the teachers desk where there will be a basket for each class period. Notes from Home Students should gives their notes from home directly to the teacher who will then read the note and place it into her file folder labeled, â€Å"notes from home† Restroom Breaks Restroom breaks will be allowed only when extreme circumstances warrant them such as vomiting, a pen bursting and creating a mess, or a note form a parent specifying that their child needs to use the restroom due to some illness. Going to Lunch Students will go to the cafeteria in a straight line, quietly, while keeping their hands to themselves.

Description of Greece by Pausanias Essay

If there was a book that I would recommend to cultural adventurers and artsy-fartsy people, Description of Greece by Pausanias is the perfect book. Aside from Greek mythology books mass distributed in bookshops, this book has, more or less, everything you have to know about the world’s earliest empire. Ancient History Source book says, â€Å" Pausanias was a Greek traveler from Lydia during the height of the Roman rule†. This book boasts of many highlights and is considered one of the single most important books written about the historic country. It may contain many â€Å"big words† and terminologies but it only goes to show that Pausanias has actual been to Greece and not just some bogus geographer who even has a hard time finding the place on the World Map. He tells stories of mythical and human beings existing together through love, war and hunger for more power and supremacy. The book contains details that would open the eyes of any middling tourist exploring Greece. One potent example for Greece’s grandeur through Pausanias’ book is the story of Ptolemy, who had on several occasions, been a target of rumors because of his lineage as well as the narrative about the bronze statue of Hermes. Description of Greece is a searing outlet of all things Greek from its primitive formation up to modern period. You’ll surely appreciate it, albeit the length, for all the data you’ll be getting. The possibility of the specifics on this book are endless so you can never go wrong. And who knows, you might be enticed to go there and take a look at the famous ruins yourself. Happy traveling! Reference http://www.fordham.edu/Halsall/ancient/pausanias-bk1.html

Womens Life

WOMEN’S LIFE WORLD CIVIALIZATIONS HIS 103 OCTOBER 9,2012 The life of a women has changed in way of improvement. Back in the days women couldn’t really do much but stay home and take care of the kids. In the 1800 Elizabethan era times most people's rights were fairly limited. There was no democracy, and most people had very little say in national politics, though on the parochial level, men and women could be elected to parish councils. What you did with your life was as much influenced by your social class, degree of wealth, etc, as it was by your gender.For instance, few children get a chance of more than a very basic education,and most boys and girls would go to work at an early age. it was taken for granted that people defered to those of a higher social class, and the young were expected to defer to the old. For women specifically, there were married women's property acts which were passed in the 1860s and 1880s. The divroce laws were changed so that a woman could o btain a divorce from an adulterous or abusive spouse, and the Infant Custody Act gave women who were innocent parties in divorce the right to have custody of young children.In Elizabethan times, the role of the midwife in society was an important one, since childbirth was regarded as an exclusively female affair. The midwife had to be a woman of good character, and was licenced by the local bishop, since she was authorised to baptise newborn babies who she thought were unlikely to live long enough to have a proper baptissm. However, in the 18th century, the rise of the male obstetrician meant that the midwife became a marginal figure in the childbirthing process,instead of being at the centre of it.In elizabethan times,when most people lived in the country and were at least partially self-sufficient, being a housewife was a demanding role that involved many specialist skills. A housewife had to be able to brew and bake, spin and weave, preserve food, make home remedies for illness, make other household items like soap and candles, many women even made their own cosmetics and perfume. And they would be in charge of the poultry and the dairy, make their own butter and cheese, and sell their urplus produce at market. Women in the Victorian era . A wife's proper role was to love, honour and obey her husband, as her marriage vows stated. A wife's place in the family hierarchy was secondary to her husband, but far from being considered unimportant, a wife's duties to tend to her husband and properly raise her children were considered crucial cornerstones of social stability by the Victorians. Women seen as falling short of society's expectations were believed to be deserving of harsh criticism.In divorce great changes in the situation of women took place in the 19th century, especially concerning marriage laws and the legal rights of women to divorce and/or gain custody of children. The situation that fathers always received custody of their children, leaving the mo ther without any rights, slowly started to change. husband only had to prove his wife's adultery, a woman had to prove her husband had not only committed adultery but also incest, bigamy, cruelty or desertion. Women could secure a separation on the grounds of cruelty and claim custody of their children.Magistrates even authorised protection orders to wives whose husbands have been convicted of aggravated assault. Victorian morality and sexuality Women were expected to have sex with only one man, their husband. However, it was acceptable for men to have multiple partners in their life. If women did have sexual contact with another man, they were seen as ruined or fallen. In education women were not freely offered the opportunity to study subjects of an extended, classical, and commercial nature. This made it difficult for a woman to break free from the societal constraints to achieve independent economical status.Education was specialised by gender. Women were provided with the oppor tunity to study refined subjects such as history, geography and general literature which would provide them with interesting but noncontroversial topics for discussion. Despite the restrictions and stigmatisation, some women did excel in â€Å"male† subjects such as law, physics, engineering, science and art. These women pioneered the path for the much improved gender equality in modern education in the UK. Women were rarely given the opportunity to attend university. It was even said that studying was against their nature and could make them ill.They were to stay more or less an â€Å"ornament of society. An Egyptian woman could acquire possessions in many ways. She could receive it as gifts or as an inheritance from her parents or husband. Or she could receive it from purchases with goods which she earned either through employment, or which she borrowed. A woman had claims to up to one-third of all the community property in her marriage. For example, the property which acc rued to her husband and her only after they were married. When a woman brought her own private property to a marriage, ( dowry), it remained hers, even though the husband often had the free use of it.In the event of a divorce her property had to be returned to her, in addition to any divorce settlement that might be stipulated in the original marriage contract. A woman was free to bequeath property from her husband to her children or even to her own brothers and sisters (unless there was some stipulation against such in her husband's will). A woman could also freely disinherit children of her private property, i. e. , the property she brought to her marriage or her share of the community property. She could selectively bequeath that property to certain children and not to others.Marrige was a very important part of ancient Egyptian society. Some people say it was almost a duty to get married. Compared to today's world, Egyptian marriages were very different; husbands could marry mor e than one wife, and people of close relations (first cousins, brothers and sisters, ect. ) could also wed one another. As you read you can see that women’s life has changed to better a women’s life. The women now have lots of rights and are very successful in many ways. Reference , Ph. D / Role Of Women In Ancient Egypt The Natural women’s museum

Marxism and Economic Theory essays

Marxism and Economic Theory essays Human relationships have always been dynamic. Change and adaptability have gone hand in hand with the passage of time for human society. Systems have been developed to regulate, direct and control the resources of this society. The systems are referred to as governments and the resources as the populace or inhabitants and forces of production. A government must be dynamic in its nature reflecting the change in society. At times these systems have resisted the necessity to adapt with its components (Society) creating a deficit between the system and those it regulates. As the deficits develop, they cause instability, and could lead to revolution.1 Theories have been developed to explain the systemic phenomenon called revolution. This paper will discuss three modern theories and apply them to the English revolution of 1640. The first theory, developed by Carl Marx (Marxism), will address the economic evolution in English society. This theory will emphasize and explain how the shift from a feudal/mercantile system to capitalism affected English society. The second, called the Resource Mobilization Theory (RMT) developed by Charles Tilly, will explain how the English organizations (the Crown and the Parliament) effectively obtained, amassed and managed resources. Samuel Huntington's, "Institutional Theory", will argue that the existing government at that time was unable to incorporate the demands and personnel that the socio-economic changes created. Marxism was formulated in the 19th century. Carl Marx and his associate Frederick Engels observed the socio-economic changes that were transpiring in Britain. England was the dominant world power and had the largest industrialized economy during the 1800's. The development of the factory and the institution of the assembly line created a large demand for workers. This demand was satiated by migrating peasant from the rural areas in England and Ireland to developing urban cent...

Medical Ethics in Television Episodes essays

Medical Ethics in Television Episodes essays Medical ethics is one of the most hotly debated topics within modern ethical and moral discussions because it centers on the debate of the preservation of life. No where else is this more evident than in the surgery field, because ethical considerations and hard decisions have to be made on a daily basis. Greys Anatomy, an Emmy Award winning television show surrounding the drama of a surgical ward in Seattle, Washington attempts to accurately capture the ethical and moral dilemmas faced by surgeons on a daily level. The value conflict that this show attempts to exhibit the most within its episodes is the conflict between catering to patients desires and sticking to established professional protocol. The reason that this value debate is embedded in every episode is because it is a real situation that many surgeons face. Through the actions of Meredith Grey and her associates it is evident that the creators of this show value the welfare of patients over the adherence to professio nal standards and protocol. Patient desires and professional protocol is something that consistently overlaps. This occurs in primarily two categories; in the first scenario patients do not understand the full implications of medical decisions and as a result make personal decisions without fully understanding the circumstances. In the second scenario patients understand the implications of the medical decision, but make personal decisions that are exceptions to the existing protocol. These two scenarios exist in abundance within Greys Anatomy. The most poignant scene where this is evidenced is in the episode McVet is the New George. Dr. Addison faces an ethical dilemma, a pregnant woman who is going through her seventh birth asks her to secretly tie her tubes so that she cannot have anymore children. This woman is part of an extremely religious family in which her husband does not believe in the use of contraceptives...

Aqueous Solution Definition

Aqueous Solution Definition Aqueous Definition Aqueous is a term used to describe a system which involves water. The word aqueous is also applied to describe a solution or mixture in which water is the solvent. When a chemical species has been dissolved in water, this is denoted by writing (aq) after the chemical name. Hydrophilic (waters of nonelectrolytes include sugar, glycerol, urea, and methylsulfonylmethane (MSM). Properties of Aqueous Solutions Aqueous solutions often conduct electricity. Solutions that contain strong electrolytes tend to be good electrical conductors (e.g., seawater), while solutions that contain weak electrolytes tend to be poor conductors (e.g., tap water). The reason is that strong electrolytes completely dissociate into ions in water, while weak electrolytes incompletely dissociate. When chemical reactions occur between species in an aqueous solution, the reactions are usually double displacement (also called metathesis or double replacement) reactions. In this type of reaction, the cation from one reactant takes the place for the cation in the other reactant, typically forming an ionic bond. Another way to think of it is that the reactant ions switch partners. Reactions in aqueous solution may result in products that are soluble in water or they may produce a precipitate. A precipitate is a compound with a low solubility that often falls out of solution as a solid. The terms acid, base, and pH only apply to aqueous solutions. For example, you can measure the pH of lemon juice or vinegar (two aqueous solutions) and they are weak acids, but you cant obtain any meaningful information from testing vegetable oil with pH paper. Will It Dissolve? Whether or not a substance forms an aqueous solution depends on the nature of its chemical bonds and how attracted the parts of the molecule are to the hydrogen or oxygen atoms in water. Most organic molecules wont dissolve, but there are solubility rules that can help identify whether or not an inorganic compound will produce an aqueous solution. In order for a compound to dissolve, the attractive force between a part of the molecule and hydrogen or oxygen has to be greater than the attractive force between water molecules. In other words, dissolution requires forces greater than those of hydrogen bonding. By applying the solubility rules, its possible to write a chemical equation for a reaction in aqueous solution. Soluble compounds are denoted using the (aq), while insoluble compounds form precipitates. Precipitates are indicated using (s) for solid. Remember, a precipitate does not always form! Also, keep in mind precipitation is not 100%. Small amounts of compounds with low solubility (considered insoluble) actually do dissolve in water.

Essay Example | Topics and Well Written Essays - 1000 words - 127

Essay Example mself, the particular case that would ostensibly be his most vital and characterize the heading of his future work, was that of drawing a line between the announcements, or frameworks of proclamations, of the observational sciences, and all different articulations (Keuth 2005). Popper wasnt the first researcher to consider this issue and, as we will see, his proposals contradicted what the acknowledged perspectives were encompassing the issue at the time. Here, we try to find simply why Poppers boundary was so essential. The essential system for division that Popper proposes, then, is that a hypothesis may be considered to be exploratory in the event that it can be misrepresented (Allday 2009). That is to say that a hypothesis must contain a characteristic testability; it must have the capacity to make expectations that can be gotten to through experimentation. Poppers strategy for boundary does not oblige that a hypothesis can ever be indicated, unequivocally, to be genuine, however it does oblige that through experimental testing a hypothesis can be demonstrated to be false (Popper 1974). Different theories have been formulated in explaining certain phenomenon in the world. There are distinctive perspectives of what executed the dinosaurs and different organic entities. Contention has encompassed the point and it has gotten to be troublesome for people in general (and the investigative world everywhere) to comprehend the issue because of the tangled array of information which appears to point in various bearings. Fortunately, the discussion has not hurt the investigation of mass termination causation, but instead has made it a dynamic and fascinating region. Each momentous new theory stands out as truly newsworthy in the media, and energizes scientists to dive further into the riddle. As per researcher, numerous living beings; both marine and physical, vertebrate and invertebrate; went wiped out. The purpose behind this elimination was most likely this

Therapeutic approaches within multicultural cmmunities Essay

Therapeutic approaches within multicultural cmmunities - Essay Example These are knowledge of oneself i.e. self-awareness, knowledge of other, and the therapeutic practice. We are basically concerned here with Therapeutic approaches within Multicultural Communities (Swanson, 2010). Most of the mental health issues pertain to historical and social issues linked with colonialism. These concerns had have a disastrous intergenerational effect on the communities of First Nations, even though modern Western focused service delivery is the prime focus. Inappropriately, many of the people of First Nations idealize mental health care to be culturally insensitive and inaccessible. The Nations clients are not as prone to come back after first session of counseling as compared to Caucasian clients (Swanson, 2010). In this paper, we extend the historical and socio-political rationale for been the reason to basic cultural differences. This approach to comprehending and working with cultural differences is based on the three sub ideas of multicultural capability. In w hat trails, we will discuss the practice and theory of these domains of multicultural capability as they pertain to counseling the clients of First Nations (McGilloway, 2010). ... The multicultural counseling should endorse client-related other than cultural-related involvements. Giving a distinct treatment for each different group is not a sound decision. Many people of the First Nations are identified with multiple cultures, thus making the matters more intricate at hand. Human centered commonly focuses approaches might be the best approach to balance the scale of modern verses conventional involvements (Gallardo, 2012). Western approaches are still relevant when it comes to counseling of the people of First Nations. The First Nations client usually seems to reject the modern counseling practices but it is dealt with. Certain perspectives of the Western theory are agreeable to be deconstructed and being use for healing processes. For instance, the procedures involved in conventional practices f sharing and healing have certain types of main group therapy. The Western methods of counseling can easily be replaced is not the idea here. However, both contemporar y and conventional methods can be compared and utilized alike. One should keep in touch with multicultural aspect that respects and values the diversity in all arenas. No assumption should be made to predominating the validity or correctness or effectiveness of one aspect of healing over other one. Certainly, when it relates to effectiveness, the therapeutic consequence research immensely relates to rank of a collaborative balance between the model of counselor in counseling and client global view. The balance is needed to determine an optimistic counseling result (Swanson, 2010). Accumulation strategies should be attended to as well. There is a big difference between First Nations people and the main health service providers which outcomes in varying views relating

Impact of Hub Airports on a Community or City Research Paper

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Management Concepts Essay Example | Topics and Well Written Essays - 1750 words

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Thinking and Managing Ethically Essay Example | Topics and Well Written Essays - 3500 words

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Swahili Morphology A Comparison English Language Essay

Swahili Morphology A Comparison English Language Essay Introduction Swahili is an example of a Bantu language. Bantu languages belong to the South Central subgroup of the Niger-Congo language family. These languages are closely related to languages used in central, east-central and southern Africa (Sands, 2009). Due to the colonial history of the countries in this area, Swahili contains many loanwords from English, Arabian, Persian Indian languages, Portuguese, German and other Bantu languages. Their origins are often hardly recognisable. The reason for this is that the structure remains Bantu. In this structure, the derivational system has an important role (Mohammed, 2001). This paper contains a description of this system and other underlying processes of Swahili morphology. In this description, we draw parallels between Swahili and English. As mentioned earlier, we know that Swahili is connected to English by its loanwords. But do the two languages have anything in common concerning morphological structure and processes? 2 Typology English is an inflectional language: words are modified to express their grammatical function. Swahili is a polysynthetic language: complicated sentences are expressed using a single word (Fromkin, 2000). Swahili is a Subject-Verb-Object language in which the object and the subject can be null; this may lead to insertion of a zero morpheme. In a phrase, grammatical relations like subject and object are determined by the positions they are in. This makes Swahili a position language instead of a case language. In a case language (like German) the form of the noun or pronoun changes to show the grammatical relation. The following expression illustrates the use of SVO order in Swahili (Vitale, 1981) (Note: a gloss can be found in the appendix): (1) Juma a-li-wa-piga watoto Juma-he-P-them-hit-children Juma hit the children S V O 3 Word and morpheme classes Many Swahili words are built up by using roots and affixes. Affixes may be described in terms of the class or category of the word they combine with, and the category of word found by the root and affix combination. Whereas roots do not change, many affixes do. Swahili morphology is summarily described under the main headings: pronouns and pronominal prefixes, verbs and noun classes (Safari Akida, 1991). 3.1 Free and bound morphemes Whether a morpheme is bound or free, can be defined by considering their occurrence. Morphemes that can occur on their own are said to be free. Bound morphemes need to be attached to other morphemes. In English, for instance, nouns are free- and determiners are bound morphemes (Fromkin, 2000). Both bound and free morphemes occur in Swahili, but there are more bound morphemes than free morphemes. In English, certain word classes are always bound (like nouns); in Swahili one word class can contain both bound and free morphemes: (2) baba father samaki fish (3) m-toto child wa-toto children ki-su knife vi-su knives The nouns in example (2) (Mohammed, 2001) are free morphemes. The nouns in example (3) are bound morphemes. The word stems -toto and -su require a prefix that gives the word a certain number and class (Givon, 2001). Adjectives, like -dogo, meaning small, also need a number- and class prefix (m-, wa-, ki-, vi-, etc.). This leads to clauses like m-dogo, which can be used to express that it is small for a child (ibid.). 3.2 Pronouns and pronominal prefixes Pronouns in Swahili are divided into personal, possessive, demonstrative, generalising and interrogative pronouns (Myachina, 1981). Personal pronouns have a morphemic structure built out of roots plus the appropriate marker. These independent pronouns can stand on their own and function as an object or a subject. But they are only used in selective contexts: for instance the word ni am as in I am an African Mimi ni Africano. Next to that, they can also emphasize the subject of the sentence. In (2i) and (2ii), mimi underlines the subject (Benjamin, 1998): (4) (i) Ninataka watoto I want children (i) Mimi ninataka watoto I (really) want children (ii) Nitapita posta I will pass by the post office (ii) Mimi nitapita posta I will pass by the post office A pronoun can never replace a pronominal prefix, if a construction requires a pronominal prefix. A pronominal prefix must be included whether or not an independent pronoun is used. *Mimi tapita posta is an ill formed Swahili sentence. Pronominal prefix Person ni- 1st person singular u- 2nd person singular a- 3rd person singular tu- 1st person plural m-/mw- 2nd person plural w-/wa- 3rd person plural Not only does the pronominal prefix marks the person, it also marks the subject or object position. This is determined by the place of the pronoun within the verb: (5) Wao wanaamka They are waking up (subject) Mimi nitawaamsha I will wake them up (object) 3.3 Verbs Besides subject and object markers, tense markers can be attached to Swahili verbs as prefixes. The essential component of any finite verb is (in the following order): subject prefix tense marker verb root. If an object prefix is inserted, the verb root always follows. A negation marker of the verb always precedes the subject prefix (Safari Akida, 1991). The following template illustrates how Swahili verbs are built (Deen, 2001): (6) Subject Agreement- Tense- Object Agreement- Verb-suffixes Mood (SA) (T) (OA) (V) (M) The object agreement is an optional item. If there is a specific direct object, the object agreement is obligatory; if the direct object isnt specific, the object agreement can be deleted (ibid.). Mood is always the final suffix. It can either be indicative -a, subjunctive -e, or negative -i. When the suffix is indicative, the word describes ongoing actions or states, habitual actions of the present, actions and states in the past or future and imperatives. The subjunctive mainly expresses desires, possibility, necessity and requests (ibid.). In Swahili clauses, the infinitive (a prefix) is rarely used; other inflectional prefixes are used to modify the clause. We can conclude that Swahili is a bare verb language. In English, bare stems are also used without the infinitive to like in I can sing (Deen, 2003).This puts the two languages in the same class: they are both bare verb languages instead of root infinitive languages. 3.4 Nouns In Swahili, every noun is assigned to a specific noun class. The noun classes are generally marked by a class prefix. Swahili nouns are inflected for gender and number by a characteristically Bantu prefix system (Vitale, 1981). Gender is grammatical and affixes mark a noun for membership in a noun class. These are, for the most part, not definable on semantic grounds. There is a certain amount of discrepancy as to which of several numbering systems should be used in the classification of the gender system. The original Swahili classes 12 and 13 have no reflexes in present-day Swahili. In modern Swahili, nouns are categorised in far less noun classes as shown below: Table 5: Modern Swahili noun classes (Mohammed, 2001) Note that classes 15, 16, 17 and 18 have not been illustrated above because they do not have plural forms Nouns in classes 1/2 denote only humans (but not all humans are in class 1/2). Class 14 refers to abstract characteristics. Class 15 has verbal infinitives and classes 16 18 are locatives. For the remaining classes the semantic base is less obvious. For example: class 3/4 contains words denoting plants and trees, class 9/10 contains names of animals, and class 6 contains liquids (Brown Ogilvie, 2009). 3.5 Compounding Like in English, words in Swahili compound to make a new word or give a specific definition to a word. This process of compounding mainly occurs in Swahili by conjoining two nouns (N+N), a noun and a verb (N+V), a noun and an adjective (N+A) and a verb and a noun (V+N). In some cases, compounding can also occur with a verb and a verb (V+V) or a verb and an adjective (V+A) (Nshubemuki, 1999). Table 6 shows a number of compounded terms in Swahili. Sometimes a word or term can get a whole new definition or can function in a whole new word class: Table 6: Compounded Swahili words (ibid.) Elements Swahili terms (English equivalent) derived Swahili term (English equivalent) N+N msumeno (saw) + juu (top) msumenoju (top saw) N+V kemikali (chemical) + amsha (stimulate) amshakikemilkali (chemical stimulation) N+A tumba (bud) + bwete (dormant) tumbabwete (dormant bud) V+N tegemea (depend(ent)) + kimelea (parasite) kimeleategemezi (hyperparasite) V+V fanya (make) + tendana (to do with) mfanyikotendani (process) V+A pasua (saw in two) + nyofu (straight) upasuajimnyofu (to break down timber) 4 Inflection and derivation in Swahili verbs The template of verbs in (6) makes it clear that inflection and derivation are morphological processes occurring in Swahili. Because of the importance of these processes, we will take a closer look at prefixation, suffixation, infixion and incorporation. 4.1 Prefixation Swahili is a prefix language where the verb stem or root is usually preceded by derivational prefixes. In turn, these derivational prefixes are preceded by inflectional prefixes (Prikola, 2001). The verbal morphology of Swahili involves many productive inflectional and derivational morphemes. The verbal prefixes are mainly inflectional. The main prefixes indicate the subject and object agreement markers and the tense markers (Seidl Dimitriadis, 2003). To specify this, we will give an example. Look at the Swahili sentences in (7) and their proposed translation in English, shown in between apostrophes (Fromkin, 2000): (7) Ninasoma Tunasoma Ni-na-soma Tu-na-soma 1S-Pres-read 1Pl-Pres-read I am reading We are reading First of all, lets have a look at what the two sentences above have in common. There is the verbs head, -soma, translated in English as (to) read. In (7) -soma works as the head of the sentence, the verb root. The morpheme -soma is bound. This verb root needs affixes, so that it can be used as a word (ibid.). The affixes in (7) are indicators of tense and person. Apparently, the prefix na- is a tense marker, which, combined with the verb root -soma, means something like present tense read, here translated as is and are. The remaining prefixes Ni- and Tu- provide information whether the person who is reading is first person singular (I) or first person plural (We). Looking at these examples, we can say that inflected Swahili verbs give information about tense and person. These sentences are complex verbs, because a complete sentence can be expressed by forming one word (ibid.). We can therefore say that Swahilis subject-verb-agreement morphology takes place through prefixes. 4.2 Suffixation In Swahili, the verbal suffixes show derivation which can be very productive. Derivational morphemes increase the vocabulary, but their occurrence is not related to sentence structure (ibid.). The most productive and frequently used derivational morphemes are the causative, passive, stative, applicative and reciprocal ones. They function as an extension of the verb. Swahili verbs can carry some derivational suffixes, but are bound to a specific order after the verb root. Some derivational suffixes (such as the causative and applicative) add an argument, some absorb an argument and some leave the number of arguments unchanged (SD, 2003). 4.3 Infixion and incorporation In the passive form, we see that infixes can occur in Swahili verbs (Buell, 2002): (8) kitabu hakitasomwa kitabu ha- ki- ta- som- w- a 7.book neg- 7.subj- Fut- read- Pass- default.vowel the book wont be read In (8) we see that the -w- functions as an infix for the passive. As shown above, incorporation of pronouns occurs in Swahili. The pronouns are incorporated within the verb. Infixion in negating infinitival nouns can occur as well. Here the infinitival noun shows an act of doing (and is derived from a verb) and therefore shows no number. Infixion of the grammatical particle -to- gives a negation to the infinitival noun. To make this clear, we will give an example (Mohammed, 2001): (9) kutokuja failure 5 Heads and hierarchy The head of a word is the element that contains the category and other properties of the word itself (Lieber, 1981). There are different theories concerning head and hierarchy. Williams theory assumes that the category of the items and their composition are attached to syntactic features (Williams, 1981). In other words, the prefixes give information about number and class and syntactically modify the mother node. An example (Droste, 1989): (10) shind root shind-a to conquer (verbal) shind-i / shind-aji / shind-e the conqueror (person) m-shind-I / m-shind-aji / m-shind-e who is conquered wa-shind-I / wa-shind-aji plural (11) M-tu person Wa-tu persons Ji-tu giant Ma-ji-tu giants Ki-tu thing vi-tu things In English we see the same phenomenon: (11) play Inf + -(e)d P played Dog Sg + -s Pl dogs Ugly Adj + -er Com uglier The fact that the suffix here functions as the head leads to a contradiction in the analysis of the right head rule in the word shind. According to Selkirk, prefixes are markers for plural, tense and person. In m-shind-i, the suffix -i is the head and the nominalizer, the root -shind- is an unmarked non-head and the non-head m- is marked for class and number to be percolated. In m-tu the root -tu percolates its inherent nominal category, whereas the prefix again stands for number and class (Selkirk, 1984). According to Selkirk, suffixes in Swahili are responsible for the category of a word: (12) A-li-vi-chom-a Sg sub. P-Pl-root-V A-li-vi = non heads (but they show SA, TA and OA) chom= root -a = head In English, the head always comes at the right most end of a word and determines the category or word class of the word. As mentioned above, we can conclude that in Swahili grammar membership of a word category is always determined by the right-hand morpheme. Williams noticed that the category of the items and the compositions are attached to syntactic features. Williams formulation of the right head rule therefore can be maintained. 6 Variation in morphology In Swahili, there can be variation in morphology. In the following, we will take a closer look at the occurrence of allomorphy, free variation and portmanteau in Swahili. 6.1 Allomorphy and free variation Allomorphs are morphemes that can be realized in different ways, while maintaining their meaning (Fromkin, 2000). In English, we see this in the word pills, which is pronounced as /pillz/, while the plural is usually formed by adding an consonant /-s/. Swahili also has allomorphs. For instance, the past tense markers -li and -ku. They are both used to express past tense, but differ in form. In passive verbs, the following allomorphs are used: -w, -liw, -iw and -w. For the causative verb, the allomorphs -sh, -esh, -sh, -z, -ez and -z (Mohammed, 2001). We see the same phenomenon with nouns. A word from noun class 1 takes mu- as a prefix, but when a class 1 noun starts with a vowel, the prefix changes to m- or mw- (Zawawi, 1979). (13) muuguzi nurses (14) mwezi thieves Because there is an underlying rule to this change, this is conditioned allomorphy. As we have seen, Swahili nouns take various class prefixes according to the class they belong. The noun class system is not as strict as implied. There are many words that do not fit in one of these classes based on a semantic characterization. There is variation which is illustrated in atypical, flexible, irregular, and un-prefixed nouns. A variation for the use of the noun classes is nominal derivation, by shifting nouns from one class to the other. For example, shifting nouns into class 7/8 denotes diminutive -kitoto a small child- while class 6 can be used to express a group of individuals, and not only the plural form: fisi (class 10) hyenas, mafisi (class 6) a pack of hyenas . But not only the classification of the noun class can vary. There is also variation in the noun prefixes. Sometimes two noun classes share the same prefix, but do not share the same noun class. For example, the regular prefix in classes 1 and 3 is m- . Some agreements are the same for both classes, and some are not. This can depend on the phonological form of the prefix rather than the syntactic-semantic characteristics of the noun class (Alcock Ngorosho, 2002). 6.2 Portmanteau A morpheme that contains multiple meaningful elements, is called a portmanteau. These different elements of meaning cannot be segmented within the morpheme (Fromkin, 2000). For instance, in English, the verb is represents third person, singular, present tense and the lexeme be. Portmanteaus also occur in Swahili. In the expression tu-li-wa-lim-ish-a, meaning We made them cultivate, the morpheme tu represents second person, plural and subject. In the same example, the morpheme wa represents first person, plural, object (Katamba, 1994). It is clear that in both cases, different phi-features are expressed in one morpheme. Therefore, we can conclude that they are portmanteaus. 7 Reduplication Swahili contains morphological reduplication. This means that all or a part of a word is copied (completely or partial) to show a change in meaning or usage. An example of reduplication is monosyllabic reduplication (Akinlabi, 1995). In this case the reduplicated morpheme is phonologically similar in order to produce disyllabic words. This is total reduplication: (15) ba-ba father bu-bu dumb person lu-lu pearl kwi-kwi hiccup A native consonant (C) plus a vowel (V) can be reduplicated, therefore this CV-structure is reduplicated. In some cases there is also a prefix involved. This prefix is responsible for the class of the word: (16) m-dudu an insect Neither monosyllabic stems such as ba or bu, nor trisyllabic stems such as bababa or bububu has the meaning of a disyllabic form like baba or bubu (ibid.). Monosyllabic reduplication is also found in six personal independent pronouns, as shown in table 1 and in (17) below: (17) Mimi I Sisi We Wewe You (Sg) Nyinyi You (Pl) Yeye S/he These pronouns are only meaningful when they are combined with another morpheme. Trisyllabic reduplication of a monosyllabic word like in (18) shows us partial reduplication (Akinlabi, 1995). (18) -eupe white Nyeupe pepepe very (snow) white -eusi black Nyeusi tititi very (pitch) black -fa die Kufa fofofo die completely Different meanings can occur when (parts of) words are reduplicated as shown in the monosyllabic, disyllabic and trisyllabic words in (19): (19) Kaka brother Kakaka variety of vegetable Kakakaka hastily In English, reduplication is not a regular process of word formation. It can occur though: Exact reduplication; papa, mama, goody-goody, never-never Ablaut reduplication; zig-zag, ping-pong, flip-flop Rhyme reduplication; razzle-dazzle, boogie-woogie, hodge-podge 8 Problems in morphological analysis While making this paper, we found some problems in analyzing Swahili morphology. In the following paragraphs we will look at some of these difficulties. 8.1 Zero morphemes While analyzing Swahili expressions difficulties may occur because of the existence of zero morphemes (Ø). Zero morphemes are morphemes that are neither pronounced, nor written, but do have a certain function. They can be applied in different ways. In Swahili, Ø can occur in verbs, nouns and subjects. 8.1.1 Zero morphemes: verbs When a verb is negated, the subject prefix is preceded by a negation marker si-, which replaces the pronominal subject prefix ni- and ha-. For instance, I didnt eat is sikukula in Swahili. Besides the pronominal subject prefix, the tense marker also changes, when the verb is negated. Some tense markers become null (Ø). These are the affirmative tense markers -a- (present simple), -na- (present continuous) and -hu- (present habitual) (Safari Akida, 2003). An example (Lot Publications, 2010): (20) ha-wa-Ã ¸-imb-i Neg-SA2-Pres-SAs-Neg.Pres.Ind They do not sing 8.1.2 Zero morphemes: nouns Looking at the noun classes in table 4, we see that nouns like fruits or produce of plants take the affix ma- in plural, but there is no affix to express the singular form. Therefore, the singular form takes a zero morpheme, as illustrated in (20) (Mohammed, 2001): (21) Ø chungwa an orange machungwa oranges Ø ua a flower mauwa flowers The zero morpheme indicates that the word is singular. Besides the class that is shown in the example, there are many more classes that take a zero morpheme to differentiate between plural and singular. When we compare this to English, we see that in English, a singular noun is most likely to be preceded by a determiner and the plural form is often locked into the word (an apple apples). But there are some nouns that carry a zero morpheme. For instance: the word fish remains the same when the plural form is derived from the singular noun. In the plural form, a zero morpheme is the most right morpheme. This silent morpheme is placed here to distinguish between plural and singular nouns. 8.1.3 Zero morphemes: null subject and null objects In some Swahili clauses, the subject or object is marked by a zero morpheme: the morpheme that marks the person and number of the subject or object is not written nor pronounced. The subject can be absent (22), as well as the object (23) (Deen, 2002): (22) a na m pend a Mariam SA3s Pres- OA3s like- Ind Mariam He likes Mariam (23) a na m pend a SA3s- Pres OA3s like Ind He likes her We can recognise the phi features of subject and object, looking at the subject- and object agreement within the verb. Swahili is a null subject language, whereas in English, subject dropping is less common (ibid.). In English, the subject can be dropped in informal communication (24). However, there are many restrictions: the subject can not be dropped in questions (25); stressed subjects can not be omitted (26); subject pronoun drop is not permitted in embedded clauses (27) (Weir, 2009): (24) Dont think I can make it tonight. (25) *Are Ø going to the party? (26) A: Who runs this place? B: * Run this place. (27) *Ø Dont think Ø should go. 8.2 Stem marker -ku- An other difficulty in analyzing Swahili morphology is the infinitival marker ku. As mentioned in the infinitival noun example in (9), some verbs in Swahili require the insertion of the morpheme -ku-. In negative infinitives, this would mean that there are two infinitival markers: (28) ku-to-ku-j-a ku-Neg-ku-come-FV not to come In his article A lexical treatment for stem markers in Swahili, Marten claims that the general analysis of the second -ku- in example (28) as a stem marker. A stem marker should be inserted when the tense markers cannot carry stress. The analysis of -ku- as a stem marker in example (28), implies unjustly that there are two infinitival markers in negative infinitives (Marten, 2002). It is clear that there is more than one way to analyze the morpheme -ku-. 8.3 Word boundaries In Swahili, it is difficult to determine word boundaries. We can detect a boundary by looking at the verb template as given earlier in paragraph 3.3. Another important element in determining word boundaries, is stress (Zwart, 1997). 9 Conclusion In this paper we gave a description of Swahili morphology and where possible, drew parallels between Swahili and English. There are some broad similarities between the two languages. Swahili and English share the same (bare verb-) language class. Both languages are right headed languages, even though in Swahili a finite vowel can be placed after the head. Many of the morphological processes that occur in Swahili, occur in English as well. However, the degree to which these processes occur, differs. In Swahili, inflection and derivation have a more decisive role than in English. The fact that Swahili nouns (which can be placed in different noun classes) are often bound and need a prefix, unlike in English, where most nouns are free, illustrates this. Reduplication is another phenomenon that occurs more often in Swahili than in English. In Swahili, even personal pronouns are reduplications. The use of zero morphemes, portmanteaus and allomorphs is also more common in Swahili than in En glish. Swahili has some characteristics that cannot be related to English, like the problem of analyzing the stem marker -ku- and the determining of word boundaries. Another example is the way verbs are built. The verb template in Swahili differs from the verb template in English. The underlying cause of many of the differences between the languages is their typology: Swahili is a polysynthetic language, English is an inflectional language. The difference in typology is an important explanation for the difference in the occurrence of many of the morphological processes.

Adolf Hitler :: essays research papers

EARLY YEARS Adolf Hitler was born in Austria, on the 20th of April 1889. His father was a customs officer and his mother a peasant girl, he was a poor student who never completed high school. He lived in Vienna until 1913 and lived off his orphans pension and money from pictures he drew. He read a lot of books and began to develop anti-Jewish and antidemocratic beliefs, a like to outstanding individuals and a dislike for ordinary working people. In World War I Hitler, who was in Munich, volunteered in the *Bavarian army. He proved to be a dedicated and courageous soldier but he was never promoted beyond private first class. After Germany’s defeat in 1918 he returned to Munich staying in the army till 1920. His commander then made him an educational officer with the permission to justify his charges against pacifist and democratic ideas. In September 1919 he joined the nationalist German Workers party and in April 1920 he went on to work full time for the party that had changed its name to the National German Workers (nazi) party. In 1921 he was elected party chairman with very dominating powers. RISE TO POWER Hitler after organizing many meetings, terrorizing political rivals spread his racial hatred and soon became an important part in Bavarian Politics, and was assisted by his high officials and businessmen. In November 1923 he led an uprising against the Weimar Republic but without military support his rebellion failed and as the organizer he was sentenced to five years in prison, of which he served 8 months and was then released as the result of a general amnesty. He then rebuilt his party without interference from the government in December 1924. When the Great Depression struck in 1929 his theory of it as a Jewish plot to make Germany a communist country was accepted by many Germans, he then promised a stronger country with many jobs and national glory, he attracted millions of voters and Nazi representation in Germanys parliament rose from 12 seats to 107 in just 2 years. During the next two years the nazi party kept expanding and benefiting from the growing unemployment, fear of e veryone becoming an equal (communism) and the shyness of his political rivals. GERMANY’S DICTATOR When Hitler established himself as a dictator thousands of anti-Nazis were hauled off to concentration camps and all public knowledge was kept quiet. An Enabling Act passed by a passive legislature allowed him to modify the government system and judiciary, replace all labour unions with one Nazi controlled German Labour Front, and ban all political parties except his own.

Sweden’s Position on Personal Privacy in Cyberspace Essay -- Swedish S

Sweden’s Position on Personal Privacy in Cyberspace The Internet and computer age has enabled people to work faster and more efficiently, with practically unlimited access to information. As much as the technology boom has made our lives easier, as with most good inventions, there is some negativity that must be dealt with. The dissemination of information on the global network has put personal privacy at risk. Obviously, we are not going to give up new technologies that enrich human life for the sake of maintaining our privacy; however, measures must be taken to keep the public, or government, from abusing the Internet and computer databases for malevolent reasons. Every country in the world has its own policies on human rights to personal privacy and will deal with the threat the Internet has presented. In this paper, we will explore Swedish laws and regulations and its viewpoint on safekeeping privacy in this Internet age. A recent survey called â€Å"Digital Life Index†, which is conducted year by the Jupiter Research group, concluded that Swedes were the most digital-savvy people amongst 17 Western European countries. This title essentially means that Swedes are more prone to trying out new technologies when they first come out on the market. Swedish households are more likely than their Western European counterparts to own digital handheld gadgets, satellite dishes, mobile phones, and high-speed Internet connections.[1] We can assume that this translates into more time spent using the Internet and transferring information across databases, which requires Sweden to be considerably more conscious of preserving its people privacy. Sweden, historically, has held personal privacy in very high regard compared to other cou... ...Data Directive", <http://dsv.su.se/jpalme/society/eu-data-directive-revision.html> [15] Palme, J.; â€Å"Swedish Attempts to Regulate the Internet†, <http:/dsv.su.se/jpalme/society/swedish-attempts.html> [16] Privacy Exchange, â€Å"Summary of the New Personal Data Protection Act for Sweden†, <http:/www.privacyexchange.org/legal/nat/omni/swedensum.html> [17] Palme, J.; â€Å"Critical Review of the Swedish Data Act†, <http:/dsv.su.se/jpalme/society/data-act-analysis.html> [18] Palme, J.;â€Å"Swedish Law on Responsibilities for Internet Information Providers†, <http:/dsv.su.se/jpalme/society/swedish-bbs-act.html> [19] Swedish Data Inspection Board, <http:/www.datainspektionen.se/pdf/arsredovisningar/eng_1999.pdf> [20] Arrision, S., 23 Oct 2003,"Perspective: Privacy Lessons from Europe", CNet News, < http://news.com.com/2010-1069-962993.html?tag=lh>

Cache Level Essay

Describe the purpose of ONE (1) setting that is statutory provision for each age range. A statutory provision for under 5’s could be a nursery as it is fully funded by the government. The government dictates that education must be provided for all children under 5 although it is the parents’ wishes to send children to nursery. The intention of a nursery is so that they educate the children before they start school, also they can help develop their social and their motor skills so that they are nearly fully developed ready for starting school. The role of the school is to support parent’s wishes and access children’s educational needs. â€Å"The Foundation Phase is a statutory framework for children aged 3-7 in Wales. At our school we are committed to the holistic development of each child, looking at where they are in their stage of development and teaching them the skills they need to reach their full potential†-(http://www. cogannursery. co. uk/#/curriculum/4540401886)-10/10/12 A primary school is a statutory provision for ages between five and seven. This setting provides full time education by following the national curriculum â€Å"The National Curriculum, taught to all pupils in state or maintained schools, is made up of blocks of years, known as key stages† – All local authorities in England and Wales must provide a choice of schools for children to attend. D2: Describe the purpose of ONE (1) setting that is a different type of provision for each age range. A different provision for under 5’s could be a private nanny, a private nanny works in the home of the children and lives in or out of the home depending on the parent’s decision. A nanny looks after children from birth onwards although this depends on the parents’ wishes. Nanny’s work in a private working agreement, so the parents of the children pay the nanny directly and also pay their taxes and national insurance. A purpose of a nanny is so that in out of school hours the children are looked after and cared for; a nanny is purposed for busy working class parents. â€Å"Nanny is responsible for the entire care of the children of their employers. This includes anything from washing the children’s clothes and tidying the children’s rooms, to supervising homework and preparing children’s meals, as well as taking children to and from school and activities. A nanny is available 24 hours a day, unless their employment contract states otherwise. †- (http://en. wikipedia. org/wiki/Nanny)-10/10/12 A different provision for children between five and seven could be an out of school club. An out of school club doesn’t educate children although they do offer a range of activities. It is the parent’s choice to use the school club as it is fully paid by the parents. All out of school clubs follow health and safety rules. â€Å"Our aim is to provide quality accessible  out of school childcare offering a range of play activities in a friendly and  welcoming atmosphere. †- (http://www. debsoutofschoolclubs. co. uk/ )- 15/10/12 D3: Describe the work of a professional or an agency working with children. A professional role which would work with children would be a children’s nurse. A nurses’ role is varied and sometimes challenging. Support is a major factor for the role of a nurse; children’s nurses will work as part of a team including doctors, hospital play staff, radiographers, healthcare assistants, new-born hearing screeners, psychologists and social workers. â€Å"This branch involves everything from nursing a sick new-born to an adolescent road accident victim. The challenges are very varied, with family care and support a key element. †- (http://www. nhscareers. nhs. uk/explore-by-career/nursing/careers-in-nursing/childrens-nursing/ ) A Children’s nurse helps and supports children by evaluating patient needs to provide the best possible care. Nurses also support families of the patients they educate and advise children about treatments and implications also to provide support and training to help deliver follow-up care at home. â€Å"It is a privileged position which allows you to help families when they can be at their most vulnerable†- (http://www. dayinthelife. org. uk/Default. aspx? pageid=322) D4: Describe how to keep information about children and families confidential. It is important to be confidential as it is a legal requirement in some cases. The policy for confidentiality means that information about children or families should not be shared amongst others. Everyone who works in a childcare setting must know about the confidentiality policy and follow the rules. The policy also states that all information and facts about the child must be stored in an secure safe place, information and facts about each individual child should be stored and locked away and only to be used when needed by the teachers or staff when given permission. Contact details of each individual child should be stored away this includes their name, age, number, address etc. Also other paperwork of each child should be stored away too, such as school reports, grades/levels, medical notes, etc. â€Å"Anyone working with young children, whether in a nursery setting, a school or in a family home, will need to practice confidentiality. Confidentiality is respect for the privacy of any information about a child and his or her family†- An Introduction to Childcare and Education, Carolyn MeggItt, Jessica Stevens, Tina Bruce, – ISBN 0-340-78007-X, – 215pg- Monday 8th October 2012 (Date Found), Year 2000 Published. D5: Explain how to prepare to work in a placement with children. To prepare for work placement with children always be prepared, call placement at least two days before you start to confirm what time you are due in and finish and what you are supposed to wear and bring to placement. When meeting you supervisor for the first time always make sure you look neat and tidy, by tying your hair back, make sure nails are short and well cared-for, wear natural make up or none if possible, take all excessive jewellery out e. . facial piercings, also dress appropriately e. g. smart pair of trousers/leggings, with a black or white t-shirt/polo shirt, jacket or cardigan and a sensible black pair of shoes. D6: Give TWO (2) different ways in which you can show that you understand the importance of valuing each child as an individual. There are many ways of treating children as individuals. As a practitioner you could meet the child’s needs by talking to a child one to one as this could stren gthen the child’s self-confidence and esteem. Every child learns differently a child could learn by auditory (Listening, being told things), kinaesthetic (doing practical activities), visual (being shown things or remembering information by drawing) or read/writing learning (prefer to read instructions than being told what to do), as a practitioner you need to be aware of this. Going down to a child level could make it easier for them to understand the task being asked as they will feel more comfortable and also the teacher can understand what they find difficult. Listen to the child and treat them accordingly to their wishes and needs. All children should be treated equally and activities set differently according to their abilities. When planning an activity at the setting I must make sure that each child participates in the activity like making â€Å"Christmas â€Å"cards, some children do not celebrate Christmas so find another sort of celebration card or activity for them to do. Diversity could be shown within children nurseries creches, day-cares and schools. Every child had different religions and beliefs to follow so encouraging children to understand the different religions and beliefs to understand why other children celebrate these other celebrations. Practitioners and teachers should do certain activates with the children which involve different religions so the children have more of an understanding of the religions around them e. g. do painting activities including different symbols of religions, playing games from religions, reading books of religions etc. C1: Give TWO (1) examples of when you should refer information about children and families to professionals in the setting. You should only share information about a child and their family if you are concerned that the child is in harm, this could be through abuse, neglect or violence. If you have concerns that a child may be in this situation you should inform a higher member of staff who then can contact the police and social services. Social services and police work together as a multi-agency which is where two or more agencies work together to make an impact. If a professional in a childcare setting may be concerned that a child is in danger, or has seen any bruises of physical abuse he/she should report it to a higher member of staff. A professional may also reveal confidential information to other staff/professionals if it may put other people/children in harm or it may affect the child’s behaviour and emotions such as stress within the family. Another example of when a professional might share personal information is when a Childs routine may be changed e. g. changes have been made to picking up or dropping off a child. Staff would need to know this information as so they are able to let the child go at a differ time or with another guardian or the child. B1: Explain why the first impressions that you make in the setting are important. The first impressions when starting placement first time is important because this is what you are remembered by and what people judge u on. You should wear appropriate comfortable smart clothing which is suitable for when doing activities with the children. Most nurseries/day cares expect their employers and practitioners to dress smartly e. . black trousers, white smart shirt. A good appropriate attitude is also important when making a first impression; you should be enthusiastic eager and always make sure you look like you’re enjoying yourself whatever you’re doing. Making a good impression shows that you value the job/placement. Team work is needed through of life it’s a needed life skill it is important especially when working with children. B2: Explain suitable ways in which you can show positive attitudes when working in a childcare setting. Within a childcare setting you can show a positive attitude by involving yourself with the children. You should wear suitable comfortable clothing for working with children, this might be a pair of stretchy smart trousers and a white polo top and a pair of black smart shoes. A: Explain the importance of keeping information about children and families confidential. It’s important to keep information about children and families confidential at all times. As practitioners you are never to discuss matters or concerns about children and their families outside the working environment. It important to maintain confidentiality about children and their families secure and safe as it is your responsibility as a professional. When sharing information about a child or their family you’re not just breaking the rules and policies of you working placement you are also putting a child at risk and harm. A*: Reflect on the importance of recognising your own learning style and using this knowledge effectively in your studies. After learning about learning styles I found out that my learning style is visual, this mean that I would prefer to learn through seeing e. g. eing shown things through pictures, slide shows and diagrams. Recognising your own learning style will help you by finding out the best way for you to learn and understand things. There are three different types of learning styles such as visual, auditory and kinaesthetic. Visual learning style mean that you learn better by recognising things e. g. pictures, posters, watching a programme. Auditory leaning st yle means that you learn better and understand more by listening to other people. A kinaesthetic learner learns by practical learning for example moving around and doing the activity not just writing notes about it. Bibliography http://www. cogannursery. co. uk/#/curriculum/4540401886 – 10/10/12 http://en. wikipedia. org/wiki/Nanny -10/10/12 http://www. debsoutofschoolclubs. co. uk/ 15/10/12 http://www. nhscareers. nhs. uk/explore-by-career/nursing/careers-in-nursing/childrens-nursing/ 15/10/12 http://www. dayinthelife. org. uk/Default. aspx? pageid=322 23/10/12 An Introduction to Childcare and Education Carolyn MeggItt, Jessica Stevens, Tina Bruce, ISBN 0-340-78007-X, 215pg- Monday 8th October 2012 (Date Found), Year 2000 Published. Word Count 1,497

Mandating Writing Courses Essay

Writing is slowly becoming a lost art.   With modern technology, the writing process has become simpler; sometimes words are even completed and corrected by word processing programs for the writer.   Gone are the days of looking through dictionaries to find spellings and meanings of words. Writing is becoming shorter and more abbreviated, and many feel that since technology is cheapening our language, that college writing courses are not necessary.   They are mistaken.   College writing courses such as English 103 and 104 provide an opportunity to learn the skills that are taught through writing.   These very valuable, transferrable, and necessary skills for life and career are organization, research, and persuasion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Organization is a skill that is reinforced through writing courses, specifically courses like English 103 and 104 that force the writer to think critically about the timing of his or her argument and placement of fact.   Organization is a valuable skill to grasp for both life and career.   Organization aids in the ability to provide directions or information to other people. It also is essential when speaking in front of people in order that they can follow what is being said. An organized speaker or writer can communicate more effectively, and communication is paramount in both life and career in order to be successful.   Writing classes force students to practice being prepared and to put time and effort into their work.   These are skills students cannot succeed in other classes without.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English 103 and 104 offer also opportunities to learn to research correctly and effectively.   Research is a necessary skill for college as well as in life and career.   It enhances learning and teaches students where to look for information.   It also teaches students how to be responsible for their own learning, which will carry over into their careers as they become responsible for their own jobs. In life, researching skills allow people to take control of their own spending habits and have more consumer power through the ability to have product knowledge and healthy living information available to them.   Research also teaches time management skills and enhances reading exposure to different media.   Research is an essential tool not only in school, but in life and career.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the most valuable skill taught in writing classes such as English 103 and 104 is that of persuasion.   Once a student can organize and research effectively, he or she can present a credible and believable argument or persuasive talk or work not only in school, but in real life.   Persuasion is what is used to get a job initially and then to be promoted.   Even relationships require persuasion.   The art of the argument will never die; writing classes are essential in teaching this skill.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is sad that as time goes by the English language, a beautiful and complex set of rules and symbols, becomes less important to society.   Colleges and universities should keep the requirements of writing courses such as English 103 and 104 for every student.  Ã‚  Ã‚   Educated people should know how to read and write well as well as posses great organizational skills, researching strategies and effective argumentation abilities.   Writing courses teach these skills.