How Has Architecture Developed Essay Example | Topics and Well Written Essays - 250 words

How Has Architecture Developed - Essay Example Studies have, however, revealed that the first structures that incorporated architectural designs with respect to beauty and outlook were the worshipping places (Watkin, 2005; 43). The prevailing cultures and religion greatly influenced the type of structures which were constructed in a particular region or place (Ching, 2006; 89). Geography also dictated the type of buildings designed and put up. Today, architecture is no less than science. It is due to the development skills of those in the field of architecture that some huge structures are seen today. The tall and strong buildings, huge bridges and complex structures are attributed to the creativity architectural experts (Hugh, 2000; 20). Architecture was an important discipline in the ancient times and its importance continues to be seen today. All the existing designs are a proof that the field has been developing. The growth and development is still ongoing albeit being influenced by some factors like geography, religion and societal

Company profit calculation Assignment Example | Topics and Well Written Essays - 1250 words

Company profit calculation - Assignment Example Q = (accepted), (rejected) At Q = , ATC’’ becomes 9.61 while at Q = , ATC’’ becomes 0.381. Since Q > 0 and since ATC’’ > 0 at Q = , so it can be surmised that Q = when ATC is minimised. Part (g) Firms will neither exit nor enter in the longer run in an industry because already operating firms are creating normal profit. Since there are no incentives to either leave or enter the market in the longer run, so there will be no entry or exit in the longer run. Part (h) Question Two As market demand levels vary, the firm’s profits in any industry will tend to vary. As long as some form of economic profit is available, new firms will enter the market. Similarly, any kinds of economic loss will force firms to leave the market. When economic profit is available, the supply curve tends to shift to the right in order to reduce price. As price falls, so does economic profit and thus the incentive to enter the market. Conversely, if economic loss o ccurs, the supply curve shifts to the left in order to increase price. Bigger price tags tend to reduce the economic loss being faced. Market adjustments continue to occur until firms come to a point where the marginal revenue equals the marginal cost which in turn equals the price. Also, the short run average cost and the long term average cost meet the equilibrium levels to produce total market equilibrium in the longer run. Question Three A shock in demand leads to a sudden rise in demand. This in turn disrupts the market equilibrium and the supply curve tends to shift to the right while the demand curve tends to shift to the right as well. In addition, it is typical to find that the price for any product experiencing demand shock tends to increase as well. Larger quantities required are dealt with by firms operating under perfect competition. For constant cost industries, when the industry expands in reaction to demand shocks, there are no changes in the production costs or in t he prices of resources. The basic contention of the constant cost industry is that as new firms enter the market, the long run average cost curve does not get affected. Hence, as the efficiency of production does not change due to demand shocks, the supply curve in the longer run becomes horizontal. Question Four Certain industries require long term economic profits in order to survive in the market. These industries may require continuous new inputs in the form of research and development (R&D). The pharmaceutical industry for example requires that research be carried out into new medicine. This may become necessary for example as one generation of antibiotics are unable to deal with the next generation of germs. The R&D process in turn requires the investment of economic profit which in turn can be labelled as a cost. The reinvested economic profit from the operation of such industries can be seen as a cost although it is not necessary that the amount of such an investment would e quate to the economic profit generated. For example, the pharmaceutical industry invests in the development of a medicine that it will continue to produce constantly for decades which indicates that the economic prof

The Decision-Making Process at Toyota

The Decision-Making Process at Toyota â€Å"The minor assessment is centred around Toyota’s annual report. Each student is expected to submit a case report, based also on the analysis of relevant background readings in addition to the case study itself, addressing the following issues:  · Explain what is meant by the term â€Å"decision-making† and analyse it in connection with the concepts of risk and uncertainty.  · Discuss the decision-making process at Toyota.  · Briefly analyse the automotive industry and explain how its dynamics influence Toyota’s managers in making decisions.  · Apply forecasting models to Toyota case study (e.g. provide a 2-year moving average graph using sales data).† Table of contents Introduction: The decision-making process 1 Risks and uncertainties in decision-making process 2 Case study: Decision-making process at Toyota 3 Automotive industry analysis 4 Influence of automotive industry in Toyota’s decision making process 5 Financial analysis 6 Forecasting model: 2-year moving average graph 7 Forecasting model: weighted moving average and exponential smoothing 8 Conclusion: Toyota heading towards Sustainable Growth 9 References and Sources 10 Introduction: The decision-making process We can define decision-making, as a conscious and human process, involving both individual and social phenomena, an ongoing process of evaluating alternatives for meeting an objective. A particular course of action to select that course of action most likely to result in attaining the objective. The decision-making process allow us to raise our vision beyond our immediate concerns and, in turn, allow us to evaluate our existing beliefs an actions in a new light in order to make an important and useful decision. Achieving an objective requires action leading to a desired outcome. In theory, how one proceeds should inevitably affect what one achieves, and in turn this should affect future actions. Risks and uncertainties in decision-making process The ability of a firm to absorb, transfer, and manage risk is critical in managements decision-making process when risky outcomes are involved. This will often define managements risk appetite and help to determine, once risks are identified and quantified, whether risky outcomes may be tolerated. For example, many financial risks can be absorbed or transferred through the use of a hedge, while legal risks might be mitigated through unique contract language. If managers believe that the firm is suited to absorb potential losses in the event the negative outcome occurs, they will have a larger appetite for risk given their capabilities to manage it. Managing uncertainty in decision-making relies on identifying, quantifying, and analyzing the factors that can affect outcomes. This enables managers to identify likely risks and their potential impact. Decision makers are used to assessing risk because decision-making is usually associated with some degree of risk taking, but not all outcomes are easily assessed. Some unknown outcomes may not previously have been seen or experienced and so they are uncertain. In theory the outcome may have a low probability to occur but if so would happen it could be troublesome. So it is important for every company, especially in ever changing and competitive markets to deal with risks using a ever-better decision-making process. All of the decisions anyhow are taken by individuals so the strategy for risk avoidance is tied in with a personal reference point. Of course it’s fundamental nowadays, for big corporations, to have extremely good employees in this department. The skills and needs of the decision-maker and the role of the decision within an organization, the importance of the risk analysis will depend on the objectives of the decision. A wise approach to decision-making might seek contributions from different angles. The importance placed on data analysis, management skills, organizational awareness, and custom and practice in the assessment of risk would be vital. In this field of course with any doubt Toyota is one of the finest players in the market, with a top notch decision-making process. Case study: Decision-making process at Toyota Automotive industry analysis The worldwide automotive market is highly competitive. Toyota faces intense competition from automotive manufacturers in the markets in which it operates. Although the global economy continues to recover gradually, competition in the automotive industry has further intensified among difficult overall market conditions. In addition, competition is likely to further intensify due to continuing globalization in the worldwide automotive industry, possibly resulting in further industry reorganization. Factors affecting competition include product quality and features, safety, reliability, fuel economy, the amount of time required for innovation and development, pricing, customer service and financing. Increased competition may lead to lower vehicle unit sales, which may result in a further downward price pressure and adversely affect Toyota’s financial condition and results of operations. Toyota’s ability to adequately respond to the recent rapid changes in the automotive ma rket and to maintain its competitiveness will be fundamental to its future success in existing and new markets and to maintain its market share. There can be no assurances that Toyota will be able to compete successfully in the future. That’s the risk connected with every business activity. Through this uncertainties Toyota has to deal with a top-notch management. Each of the markets in which Toyota competes has been subject to considerable volatility in demand, so the risk is becoming even higher year after year affecting all business decisions. Demand for vehicles depends on social, political and economic conditions in a given market and the introduction of new vehicles and technologies. As Toyota’s revenues are derived from sales in markets worldwide, economic conditions in such markets are particularly important to Toyota. In Japan, the economy gradually recovered due to increasing personal consumption and last-minute demand encouraged by the increase of the consumption tax. In the United States, the economy has seen constant gradual retrieval mainly due to increasing personal consumption and the European economy has shown signs of recovery too. In the meantime, growth in emerging markets slowed down due to weakening currencies of emerging markets, increases in interest rates of emerging markets to protect the local currencies, and political instability in some nations. The shifts in demand for automobiles is continuing, and it is unclear how this situation will transition in the future. Influence of automotive industry in Toyota’s decision making process Toyota’s future success depends on its ability to offer new innovative competitively products that meet customer demand on a timely basis. Their corporate DNA is headed to continuous innovation and ensure that tomorrow’s Toyota is even better than today’s. Toyota’s current management structure is based on the structure introduced in April 2011. In order to fulfill the Toyota Global Vision, Toyota reduced the Board of Directors and decision-making layers, changing the management process from the ground-up, facilitating rapid management decision-making. In April 2013, Toyota made organizational changes with the goal of additional increasing the speed of decision making by clarifying responsibilities for operations and earnings. In detail Toyota’s group divided the automotive business into the following four units —Lexus International (Lexus business); Toyota No. 1 (North America, Europe and Japan); Toyota No. 2 (China, Asia the Middle East, East Asia Oceania; Africa, Latin America the Caribbean); and Unit Center (engine, transmission, and other â€Å"unit†-related operations) Meeting customer demand by introducing attractive new vehicles and reducing the amount of time required for product development are critical to automotive producers. In particular, it is critical to meet customer demand with respect to quality, safety and reliability. The timely introduction of new vehicle models, at competitive prices, meeting rapidly changing customer preferences and demand is more fundamental to Toyota’s success than ever, as the automotive market is rapidly transforming in light of the changing global economy. Toyota has to be ready for every occasion to occur in this ever changing global economy. Toyota’s managers every year are taking under consideration every occasion to happen. Within a managerial decision-making context, a risk might be viewed as the chance of negative outcome for a decision which has a possible uncertainty element, usually on the downside. Financial Analysis In terms of finances, the carmaker boosted its profit forecast for the current fiscal year ending March, expecting net income to rise to 2.0 trillion yen ($16.97 billion, 14.7 billion euros). It also said revenue would come in at 26.5 trillion yen. Toyota Motor Corporation had revenues for the full year 2014 of 25.692tn. This was 16.44% above the prior years results. Regarding the competition between Toyota, Volkswagen and ford, top players in the market, Toyota is average a positive trend. Moreover Toyota has the highest income since the year 2009. Forecasting model: 2-year moving average graph Forecasting model: weighted moving average and exponential smoothing We could use instead different methods. The moving average is a simple method that doesn’t take in in consideration the weight or real value that a number has. In fact to overcome this issue we can adopt the â€Å"weighted moving average method† and the â€Å"exponential smoothing method†. Using the â€Å"weighted moving average method† I take under considerations 3 years, which I consider the most important. The value of weights it is based on the percentage growth every year. Using weighted moving average, we can have a better forecast. However, it is more important for a better forecast to use the exponential smoothing method. Here I take in consideration all of the years moving from 2008. Found out that the smoothing factor is pretty high, 0.99. I took under consideration 0.9 as my alpha because in this particular case higher alpha means that the recent history will have more weightage in the forecast calculation. As we can see from page 26/68 I took under consideration Toyota’s Consolidated Performance (U.S. GAAP). I think that the last one is the most appropriate method to see a realest forecast for the next year. Of course the calculation has been made â€Å"ceteris paribus† so everything it is supposed to be the same next year, but as showed before this particular market is subject to constant changes. For this reason and other random errors the forecast could be higher or lower, but however we can obviously see a positive trend in Toyota’s business. Thanks to the tireless efforts of all concerned, today Toyota’s group can take pride in the strengths of its management practices and culture. Even its president is convinced that they are now in a position to take a definitive step forward toward sustainable growth. Conclusion: Toyota heading towards Sustainable Growth So is Toyota heading towards a sustainable growth? What is the engine for sustainable growth? Toyota has learned from experience that they can achieve sustainable growth only if they manage to create great cars that bring smiles and if they foster the human resources needed to make this a reality. At the same time, ever-better cars can be produced only through efforts made by employees on the front line. Individuals must take ownership of their work and place the utmost emphasis on local manufacturing, swift decision making, and immediate action. As it continues to grow however, tasks that were once routine may become increasingly difficult to perform. As I see it, Toyota’s current situation is particularly critical as we are now entering another expansion phase. This is a really important moment for Toyota. For this, because of the risks associated with the future Toyota should continue to seek perfection in his work of manufacturing, but especially in its management process where the decision-making process takes a fundamental part. References and sources For further readings†¦ Ken Segall, Insanely Simple, the obsession that drives Apple’s success, Published by Portfolio Trade, 2013 Robbins, De cenzo Coulter, Fundamentals of management, Global edition, 8th Edition, Pearson Higher Education, (2014 version) Burns and Stalker, The management of innovation, Tovistock Publications, London, 1961 Some internet sites†¦ ADAPT OR DIE, by John S. McCallum – Ivey Business Journal about management [accessed November 18, 2014] http://iveybusinessjournal.com/topics/strategy/adapt-or-die#.VGvDZDSG_ng 1

How Entrepreneurs Differ from Other Business Owners Essay -- business

There has been a large amount of attention paid to the subject of entrepreneurship in the last few years; mainly because most people have chosen to go from working for somebody else to be their own bosses and work for their dreams. Yet, many still wonder what is entrepreneurship and what is that sets entrepreneurs apart from other regular business owners? Free-lance writer and expert in economic issues Jeanne Holden suggest: â€Å"There is no one definitive profile of an entrepreneur. Successful entrepreneurs come in various ages, income levels, gender, and race. They differ in education and experience. But research indicates that most successful entrepreneurs share certain personal attributes, including: creativity, dedication, determination, flexibility, leadership, passion, self-confidence, and smarts." (Principles of Entrepreneurship) These attributes are what characterize entrepreneurs and set them apart from other business owners. The first one is creativity, which refers to the way entrepreneurs can come up with different and innovative business ideas; they create, develop and ...

Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.

Vbscript Network Shares Lab

VBScript Network Shares Lab Objectives In this lab, students will complete the following objectives. * Create a VBScript Program using NotePad++. * Use WScript. Shell object and its methods. * Use Scripting. FileSystemObject and its methods. * Use LanmanServer,FileService objects and its methods. * Use WScript. Network object and its methods. Element K Network Connections For this lab, we will need to connect to vlab-PC1 and vlab-PC2. The computer vlab-PC1 is the computer on the left side while vlab-PC2 is on the right.If you leave the cursor on the PC icon for a few seconds, a tool-tip message will appear indicating the hostname of the PC. Open vlab-PC1 and login as Administrator with the password password. Return to the network and open vlab-PC2 and login as Administrator with the password password. Note: All captures must be text only—DO NOT capture the NotePad++ application window or the command prompt window. Use copy and paste of text only. Task 1: NetShareServer. vbs Pr ogram on vlab-PC1 * On vlab-PC1, open NotePad++ and from the File menu, select New. Create a Programmer Header that includes the name of your VBScript file, your name, the date, the class, and the name of your professor. Each of these VBScript comment lines begin with a (‘) character. * From the File menu, select Save. Save your program as NetShareServer. vbs in the C:Scripts folder as shown below. * Define the Scripting. FileSystemObject fso that provides control of local folders and files. The â€Å"WinNT://hostname/LanmanServer,FileService object fileServ allows us to create and manage network shares similar to the NET SHARE commands we discussed last week.Note: When you create the fileServ object, the hostname value vlab-PC1 must match the hostname of the computer acting as the server. If you don’t know your Windows hostname, open a Windows CLI and execute the hostname command. Task 2: Create a Folder and Copy Files to the New Folder * Use the fso. CreateFolder( ) to create the folder C:Public. The path and name of the folder to be created is place inside the parentheses and delimited with double quotes. * Use the fso. CopyFile method to copy all files in the C:WindowsCursors folder that start with the letter w to the C:Public folder.There are no parentheses used for this method. The syntax for this method is Note: The first argument is the file/s to be copied and second argument (after the ,) is the destination folder. * Skip several lines and enter the following statements. The WScript. Echo statement simply outputs a new line and announces the end of the program. * Save your program (S). Press the function key and enter: cscript NetShareServer. vbs. Click OK to execute your program. * Below is the run of the program. It should run without errors although it does not produce any output.Check to see if the program successfully created the C:Public directory and copied the files from the C:Windows directory by clicking in the NotePad++ consol e window and entering the command: dir C:Public as shown below. You could also open the Windows CLI and execute the same command to test your script. * Go to the command line or Windows Explorer to verify that C:Public folder has been created and populated with some files. If you have any problems with the RUN, delete the C:Public folder if it exists in Windows Explorer and re-run the script from the Windows CLI using cscript.Check your VBScript program for errors, make the needed changes, delete the C:Public folder if it exists, and run the program again. Task 3: Display Current Network Shares and Create New Share * Skip a line after the fso. CopyFile line and enter the following program lines. * WScript. Echo displays a message to the console windows or desktop. The For Each Next loop is used to display all of the current network shares on the local computer. From the Windows CLI, the NET SHARE command would display the same information. Note: The For Each Next loop is a special F or loop used to access the elements or components in an array.The fileServ object contains an array name( ) that contains all the current network shares fileServ. name(0) .. fileServ. name(n) where n is the last index in the array. * Within a VBScript program, you need to use the â€Å"LanmanServer,FileService† object to create a new network share. Enter the following lines to share the â€Å"C:Public† folder with the share name PublicData. Note where the share name and folder path go in the following commands. MaxUserCount sets the maximum simultaneous connections allowed for this share. After we have created the new share, we want see if the new PublicData share has been added.Type the following code to view the current shares again. The WScript. Echo vbCrLf command displays a blank line. * Save your program (S). Press the function key and enter: cscript NetShareServer. vbs. Click OK to execute your program. You should get an error message as shown below because the folder you are trying to create now already exists. * * Add a new line just above the fso. CreateFolder( ) line with this statement: On Error Resume Next. This statement will ignore noncritical errors and allow the program to continue. * * Save your program (S) and press the function key and enter: cscript NetShareServer. vbs. Click OK to execute your program. You should get a run in the console windows similar to the one below. Verify that the new network share â€Å"PublicData† has been created. Note: If you have errors and need to re-run the program at this point in the development, you may see the PublicData share in both the Current and New Shares because the share may still be valid from your earlier run. Task 4: Add Time Delay, Delete PublicData Share, and Delete C:Public Just above the End of Program message, add the following code. The WScript. Sleep(60000) will pause the script for 60 seconds (or 60,000 milliseconds). The fileServ. Delete and fso. DeleteFolder metho ds will delete the Network Share and delete the C:Public folder and the files it contains. * Save your program (S) and press the function key and enter: cscript NetShareServer. vbs. Click OK to execute your program. You should get a run in the NotePad++ console window similar to the one shown on the next page. Wait until you see the End of Program after the 60-second delay.Copy and paste your NetworkShareServer program sourcecode from NotePad++ and your Run from the NotePad++ Console or the Windows CLI RUN into the spaces provided in your lab-report document. | Task 5: NetShareClient. vbs Program on vlab-PC2 * Leave vlab-PC1 open and return to the Network diagram and select vlab-PC2. If it isn’t labeled, it will be the computer on the right. * Once the vlab-PC2 computer opens, log in as Administrator with a password of password. Cascade the two computer windows, so you can go easier from one computer to the other as shown below. Open NotePad++ on vlab_PC2 and create a Program mer Header that includes the name of your VBScript file, your name, the date, the class, and the name of your professor. Each of these VBScript comment lines begin with a (‘) character. Save your program as NetShareClient. vbs. Task 6: Map the Shared Folder to X: and Display Files * You will need to create Scripting, FileSystemObject called fso to display the files in the mapped drive. The WScript. Network object networkObj actually does the mapping and unmapping of the network share to drive X:. The UNC notation network share we want to access is vlab-PC1PublicData. Keep in mind that the network share PublicData can be anywhere on the network and is not typically a local share. The networkObj. MapNetworkDrive method is used to map the network share on vlab-PC1 to X: drive on vlab-PC2. The Set folder = fso. GetFolder(â€Å"X:†) creates a folder object for the mapped X: drive. * The line Set files = folder. Files creates files collection object that contains all of the f iles in the X: folder. The For Each loop sequences through the items in the files collection object and displays those files.Type in the code shown on the next page. * Save your program (S) and complete the remaining VBScript code that will display the contents of the mapped drive X:, unmap the mapped drive X: and end the program with the message: End of Program. * Check your NetShareClient. vbs program for errors and save it using S. Task 7: Final Run of NetShareServer and NetShareClient * Return to vlab-PC1 and start the NetShareServer. vbs program running with . As soon as the vlab-PC1 NetShareServer. vbs program is running, quickly return to vlab-PC2 and start the NetShareClient. vbs program with .Remember, you only have 60 seconds after you have started the NetShareServer program to successfully run the NetShareClient program. * If you do not get the output shown above, for the NetShareClient. vbs program. Correct any errors and re-save your program. Run the NetShareServer prog ram again on vlab-PC1 and run the corrected NetShareClient program on vlab-PC2. Copy and paste your NetShareClient program sourcecode from NotePad++ and your NotePad++ console run (or Windows CLI run) into the spaces provided in your lab-report document. Submit your completed lab-report document to the iLab Dropbox for this week. |

Free Essays on The Concept Of Diversity

Diversity is the â€Å" differences and similarities in the experiences, needs, and beliefs of people. â€Å" (Lum, pg 3.) There are many ways to classify diversities yet all agree that diversities are not a choice. Diversities relates to age, race, gender, sexual orientation, and size to name a few. The experiences of diversity that a person has make up their life. â€Å" Finding out about these multiple identities which shape the critical consciousness of an individual is part of understanding the unique diversity of a person.â€Å"(Lum, pg40.) My Own Diversity What makes me diverse? I am a female, a mother, student, computer operator, 35, Caucasian, single, Irish, English, American Indian, a Veteran, and an actor. I was born in Michigan however, my dad was in the military so, we moved. Following in my father’s footsteps I also joined the military this exposed me to 45 different states and 7 different countries. With the exposure to different lifestyles nothing is as shocking as it was when I first joined the military. My morals have not changed, just the way I apply them to others. What I expect from myself in the next 5 years is to finish my MFA in Theater and to continue raising my children to the best of my ability. The Diversity of a Group Native Americans have 55 different tribes in North America. Even though it seems that this is a large number of tribes, it was not until the census in the 1990 that more people declared their ancestry. Native Americans were forced into assimilation in earlier years because of their heritage; however, in today’s society the Native Americans are protected by Constitutional amendments, which allow them to preserve their heritage. With the approval of the gaming laws on Native American Reservations, it provides Native Americans employment and a growth in income. Yet with all the progression that the Native American society has made a misconception of teepee’s and alcoholics still exists in... Free Essays on The Concept Of Diversity Free Essays on The Concept Of Diversity Diversity is the â€Å" differences and similarities in the experiences, needs, and beliefs of people. â€Å" (Lum, pg 3.) There are many ways to classify diversities yet all agree that diversities are not a choice. Diversities relates to age, race, gender, sexual orientation, and size to name a few. The experiences of diversity that a person has make up their life. â€Å" Finding out about these multiple identities which shape the critical consciousness of an individual is part of understanding the unique diversity of a person.â€Å"(Lum, pg40.) My Own Diversity What makes me diverse? I am a female, a mother, student, computer operator, 35, Caucasian, single, Irish, English, American Indian, a Veteran, and an actor. I was born in Michigan however, my dad was in the military so, we moved. Following in my father’s footsteps I also joined the military this exposed me to 45 different states and 7 different countries. With the exposure to different lifestyles nothing is as shocking as it was when I first joined the military. My morals have not changed, just the way I apply them to others. What I expect from myself in the next 5 years is to finish my MFA in Theater and to continue raising my children to the best of my ability. The Diversity of a Group Native Americans have 55 different tribes in North America. Even though it seems that this is a large number of tribes, it was not until the census in the 1990 that more people declared their ancestry. Native Americans were forced into assimilation in earlier years because of their heritage; however, in today’s society the Native Americans are protected by Constitutional amendments, which allow them to preserve their heritage. With the approval of the gaming laws on Native American Reservations, it provides Native Americans employment and a growth in income. Yet with all the progression that the Native American society has made a misconception of teepee’s and alcoholics still exists in...

Free Essays on The Hudson River And PCB Pollution

The Hudson River and PCB Pollution The Hudson River and PCB Pollution The Hudson River is a body of water that stretches for 315 miles from the Adirondack Mountains to the Battery in Manhattan, reaching its deepest point of 216 feet in the Highlands near Constitution Island and West Point and reaches its widest point of 3 miles across at Havestraw. This river is one of the most beautiful and scenic of the Tri-State area. Unfortunately, it happens to be New York’s most polluted river. The river has been influenced upon since the early 1600’s, when Englishman Henry Hudson commanded the Dutch ship Half Moon on an exploration of the river, certain that he had discovered a trade route to China. It soon dawned that this was no Atlantic-to-Pacific passage but an Edenlike place of awesome potential-a river valley teeming with prospect and spirit that was worth fighting for. In the centuries that followed, the fight for the river and its commerce never stopped, and still continues to the present. Then during the Industrial Revolution, with the advent of hulking manufacturing plants on the riverbanks, everything changed. The river became a sewer, cut off from the people around it by the electrification of the railroads. The 1825 completion of the Erie Canal instantly opened trade to the Midwest by linking Troy to Buffalo and established the Hudson River as the major commerce channel for New York City. Tycoons transformed the landscape in New York and across the country with the railroad, and the Hudson River valley became a hotbed for iron mining, limestone quarrying and clear-cutting. Toward the 19th century, when dynamite blasting was reducing the face of the Palisades to rubble, conservationists became alarmed that something was being lost to progress. In 1900, New York and New Jersey established the Palisades Interstate Park Commission to preserve the cliffs from further quarrying. Although conservation efforts continued into the 20th... Free Essays on The Hudson River And PCB Pollution Free Essays on The Hudson River And PCB Pollution The Hudson River and PCB Pollution The Hudson River and PCB Pollution The Hudson River is a body of water that stretches for 315 miles from the Adirondack Mountains to the Battery in Manhattan, reaching its deepest point of 216 feet in the Highlands near Constitution Island and West Point and reaches its widest point of 3 miles across at Havestraw. This river is one of the most beautiful and scenic of the Tri-State area. Unfortunately, it happens to be New York’s most polluted river. The river has been influenced upon since the early 1600’s, when Englishman Henry Hudson commanded the Dutch ship Half Moon on an exploration of the river, certain that he had discovered a trade route to China. It soon dawned that this was no Atlantic-to-Pacific passage but an Edenlike place of awesome potential-a river valley teeming with prospect and spirit that was worth fighting for. In the centuries that followed, the fight for the river and its commerce never stopped, and still continues to the present. Then during the Industrial Revolution, with the advent of hulking manufacturing plants on the riverbanks, everything changed. The river became a sewer, cut off from the people around it by the electrification of the railroads. The 1825 completion of the Erie Canal instantly opened trade to the Midwest by linking Troy to Buffalo and established the Hudson River as the major commerce channel for New York City. Tycoons transformed the landscape in New York and across the country with the railroad, and the Hudson River valley became a hotbed for iron mining, limestone quarrying and clear-cutting. Toward the 19th century, when dynamite blasting was reducing the face of the Palisades to rubble, conservationists became alarmed that something was being lost to progress. In 1900, New York and New Jersey established the Palisades Interstate Park Commission to preserve the cliffs from further quarrying. Although conservation efforts continued into the 20th...

Best Time to Send Email Backed By 14 Data-Driven Studies

Best Time to Send Email Backed By 14 Data-Driven Studies You probably  found this post  after looking through several others searching for a real answer to the question, When is the best time to send email? I say it that way because lots of sources out  there provide the same answer: It depends. And that answer isnt especially  helpful. So  read assured, youre going to find the information you need in this post. And youll also get a lot more. You see, the reason why you want to know the best times to send email- or the best days- is that you ultimately want more opens and more clickthroughs to get more traffic to your blog. And you want all of that because your email list is your most loyal audience wholl share your content once they read it, which creates the snowball effect of more traffic, more subscribers, and more customer conversions. Can you get  all of that by  sending your emails at the best time? Its a good place to start, so read this post to learn: The best day to send email. The best time to send email. How to  really know when your best time to send email is. How to get more opens with super compelling subject lines. How to get more clicks with even better messages and calls to action. Lets commence with the learnin. What 14 Studies Say About The Best Time To Send #EmailSnag Your Free Guide to Finding Email Sending Times + Email Calendar Bundle So, this post is packed with research findings on the best times. But, as with most things, what works best may vary between businesses and industries. With that in mind, how do you set the best schedule for your own newsletters? Start with the curated research in this post. Then, determine your own best times with this guide. When its time to start scheduling emails, use the bonus calendar template included, too. Download it now and youll be on your way to success. Schedule Every Email at the Best Time With The best way to schedule email is with a marketing platform built to get your team organized. Equipped with all-new email integrations, that platform is . With Email Marketing from , you can: Seamlessly integrate with your *favorite* email marketing platform. You already have a kick-a$$ email platform you know and love, so why give it up? With Email Marketing, you can easily connect your preferred email platform to with just a couple clicks. Write click-worthy email subject lines...every time.  With Email Marketing, you can use ’s *exclusive* Email Subject Line Tester to optimize and perfect every subject line to drive more  opens, more  clicks, and more conversions. Get full visibility into your ENTIRE  marketing strategy. Say â€Å"buh-bye† to disjointed marketing content (and constantly jumping from screen to screen). With Email Marketing, it’s easy to see how your email campaigns relate to the rest of your marketing strategy and quickly make adjustments if necessary. With Email Marketing, you can easily connect your preferred email platform (MailChimp, Campaign Monitor, Constant Contact, and ActiveCampaign) to with just a couple clicks. See how it works here. Or, if you're ready to try it yourself, snag a free trial. The Email Marketing Studies What's super cool about this sample of articles is that the research varies from studying billions (yes, seriously) of emails to more than 20 million, from case studies to  roundups. The data is diverse, but there are dots to connect that'll help you send emails  on the best days and at the best times. Here are the studies: MailChimp's insights for send time optimization. Customer.io's research on best day to send emails. GetResponse's research on the best day to send email. WordStream's research on the very best time to send email newsletters. GetResponse's research on the best days to send email newsletters. Experian's  email marketing benchmark. CampaignMonitor's research on the best time to send email campaigns. GetResponse's roundup of the best time and day to send email. HubSpot's best time to send a business email report. MailerMailer's report  on email marketing metrics. CNBC's findings from an interview with MailChimp's own John Foreman. SendInBlue's industry-specific research. General tips and advice from Constant Contact. Original findings from curated data by Propeller. And here's the analysis: 1. What Is The Best Day To Send Email? According to these studies, prioritize your send days in this order: Tuesday:  This is hands down the #1 best day to send emails  according to the majority of the data from these studies. Thursday: If you send two emails a week, choose Thursday for your second day. Wednesday: While no single study showed that Wednesday was the most popular, it came in second place several times. I'll note: Some of the studies mentioned high opens and clickthrough rates on Saturdays and Sundays. Well, those are also the days when the fewest emails are sent. So while the open rates may be higher in general, the actual number of emails opened is way lower. Not every study had visual representations of the data  in them, but you'll find it interesting to see the similarity among the graphs that were present. It's noteworthy  that most activity happens during the middle of the week with  only minor outliers. Here's that data: GetResponse found  the peak inbox activity happens on Thursdays. The second highest peak was on Wednesdays. MailChimp also found high open rates on Thursdays, with a second peak on Tuesdays. Further data from MailChimp and Wordstream suggests that  Thursday and Tuesday are the best days to send emails. Tuesdays get the most emails opened compared to any other day of the week though Saturdays may also be a good day to send email for its high open rate, according to data from Experian and analyzed by Customer.io. HubSpot found that Tuesday is the best day to send email, followed with a tie for Monday and Wednesday. MailerMailer found Tuesdays  win for opens, with Wednesday coming in at a close second. For clicks, Sundays win, with Tuesday coming in second place. Note that since Sunday has  lower  opens, it's likely easier to get that high of a clickthrough rate. Data from Dan Zarella and provided through GetResponse suggests sending emails on Saturday and Sunday and that it's best for both clicks and opens. 2. When Is The Best Time To Send Email? While many of the studies found varying results, here is how you can prioritize your send times based on data: 10 a.m.: While late-morning  send times were the most popular in general, several concluded that  the best time to send emails is at 10 a.m. Another  notable time  is  11 a.m. 8 p.m.-midnight: I bet you didn't expect that one. It looks like emails generally receive more opens and clicks later in the evening. As Campaign Monitor notes, this is likely  due to people checking their email before going to bed. 2 p.m.:  It looks like you might be successful by sending your emails later in the day as people are checking out of work mode or looking for distractions. 6 a.m.: I guess this makes sense since 50% of you begin your day by emailing in bed. Before you even stand up, you're opening emails. Good morning. Note: A lot of these articles mentioned time zones. The big takeaway is to choose the time zone for  the majority of your audience. If you're in the U.S., that's likely Eastern Time since  that time zone covers 50% of the population. If you're a local company,  send at these times in your own time zone. Take a look at the similarities in these graphs for a lot more detail on the analysis. Morning between 9–11 a.m. is definitely the best time to send email according to Campaign Monitor's research. It looks like there is a peak at 10 a.m. Campaign Monitor  sums it up by saying that 53% of emails are opened during the workday between 9 a.m.–5 p.m. MailChimp confirms with Campaign Monitor that sending emails  later in the morning between 10 a.m.–noon will get you the most opens.  It looks like the best time to send email is at 10 a.m. Surprisingly, different research from MailChimp and analyzed by Wordstream suggests there may also be a peak for opens in the afternoon. Wordstream says  2 p.m. is also a peak time to send email. Data from Experian and cited through Customer.io suggests  a similar approach to Wordstream's analysis to send emails later in the day. Customer.io found that email opens are highest from 8 p.m.–midnight, with a second peak between 4–8 p.m. Customer.io suggests that while it's a common practice to check  email in the mornings, most people are just beginning their day and may likely avoid email marketing in favor of productivity. HubSpot researched open times to find late morning tends to get the most opens. Send emails at 11 a.m. for the best results. Data from MailerMailer also suggests that sending emails in the late morning during work hours gets the best percentage of opens. Send your emails at 10 a.m. Dan Zarella's research, as analyzed by GetResponse, suggests 6 a.m. is a peak time to send emails, followed by late in the evening from 8 p.m.–midnight. 3. The Controversy Behind  What You Just Read Every one of the studies this post analyzes mentioned in some way that the best times  to send emails depends on  your own audience. Here's a memorable quote from Megan at Wordstream: That's the advice. Now ignore it. If that's true, then why do so many studies offer similar  information that suggests  sending emails on Tuesdays at 10 a.m.  will be the most successful? Furthermore, there may be differences between different businesses with different audiences. Here's a comparison chart of four different verticals from SendInBlue: Still, it does make sense to use these days and times to start a test for your own audience. As John from MailChimp notes: But keep in mind, the primary driver of engagement for your list is you: your content, your industry, the list you’ve uploaded. Both Megan and John  are right, though. And that's why you can use your own data and Google Analytics to help you send  email more effectively. Use these times as a starting point for sending #emails and then change where you need to. #blog4. Turn 'It Depends' Into A Real Answer Based On  Your Audience There are two phases to understand the best times to send email to your audience: Send emails at the best times as you just learned from this post. Analyze the data from your tests to see when you received the most traffic. It's really simple if you plan your work, then work your plan. Plan To Test The Best Days And Times With Your Audience Follow this outline to test  your days and times to send email. Regardless of how many emails you send during a week, you can walk through this process from first email to last email over the time frame that works best for you. It's like a checklist for the days and times you'll send your next 12 emails: Tuesday at 10 a.m. Thursday at 8 p.m. Wednesday at 2 p.m. Tuesday at 6 a.m. Thursday at 10 a.m. Wednesday  at 8 p.m. Tuesday at 2 p.m. Thursday at 6 a.m. Wednesday at 10 a.m. Tuesday at 8 p.m. Thursday at 2 p.m. Wednesday 6 a.m. That is now your plan for the next 12 emails you'll send to your subscribers. Keep in mind, research also shows that  23% of your subscribers will open emails within 60 minutes  after you send them. So It's fine to schedule your emails to send 30 minutes prior to the  peak time. Measure Your Email  Test's Success What you're really after is understanding how much traffic your emails are  contributing to your blog. After all, these are your most loyal readers who  read, share, and bring additional traffic to your site. So while you could go into your email service provider's dashboard to look at your open and clickthrough rates, an easier way to gauge the performance of your test is by using Google Analytics and reviewing your referral traffic from email. First, grab this free Google Analytics custom report to understand your  best days to send email available in your kit  that complements this blog post) When you first open this report, you'll simply set the start date and end date to the times when you ran the test. Then select Email. Once you click through to filter your data to show only referral traffic from email, you'll see the best days that are giving you the most traffic listed in order according to page views.  From there, you can click through again to see the best times by hour when you receive that traffic. This is probably the best place to start with your research. Something that has stuck with me from this analysis was a comment  from Mark Brownlow all the way back from 2009: Another trap is to think of "best day" and "best time of day" as two separate issues. The best time to send depends on the day you send it. And vice versa. That seems like good advice. But let's say you just want to know the general best time to send email by hour- without the day. Grab this  second Google Analytics custom report to measure your best time by hour only available in your kit that complements this blog post). Just like the first report, enter in the date range when you did your email test, then filter to see only referral traffic from Email. From there, you'll  see your best times to send email based on data from your own audience. It's that easy to set up your email test. But you  want even more traffic than you're already getting... so a good next step would be to get more opens. And the best  way to improve that is by writing even better email subject lines. Test your #email for the best times to send with free #GoogleAnalytics reports.5. How To Get More Opens From Your Email Subject Lines It's no secret that one of the primary drivers of opens is your email subject line. It's the part that usually stands out the most in your subscribers' inboxes right from the get-go, making your first impression for the content you're sending. So if opens lead to clickthroughs, and opens come from awesome email subject lines, let's explore a few data-driven ways to write those subject lines so they help you reach your goal to get more traffic. There is a lot of advice out there  to help you write better subject lines. Upon review, a lot of that advice has a lot in common. This analysis breaks down the best information I could find and compares it to some of 's open rates, too: HubSpot Digital Marketer Mequoda Constant Contact Let's get started. Use Your Headlines For Inspiration A while back, Garrett analyzed more than 1 million headlines and found that how to, list, and question headlines get more social shares than any other type of blog title. How to, list, and question headlines get more social shares than any other blog type. #bloggingNot surprisingly, the research for email subject lines suggests that these same three types of messaging tend to perform really well for getting opens. Examples: How To Make {Subject}  That Will  {Benefit} 21+ Ways To Grow Your  {Subject} Do You Think You Can {Benefit}? Recommended Reading:  Here Are The 101 Catchy Blog Title Formulas That Will Boost Traffic By 438% Your Subscribers Want To Know What's In It For Them There's an old adage  that helps marketers get into the heads of their audience: What's in it for me?  Judging from the data,  answering that question in your email subject line is an awesome way to increase your open rate. You could call  this a benefit, appealing to self-interest, or sharing your value proposition. The point is this: Make it clear what your audience will get if they just open your email to experience something they really desire. Examples: 5 Reasons Why You Should  {Subject} {Benefit}  While You Sleep [TEMPLATE] 10 Best  {Subject} Show Who They Could Be Like  After They Open Your Email Social proof helps your subscribers see themselves being successful- which works especially well  when they see others rocking your solution. So use your email subject line to appeal to the benefits of stories, case studies, examples, and testimonials scattered throughout your blog post. Examples: How {Name/Company}  does  {Subject} {Name/Company}  can afford any {Subject}, he uses  {Solution} How {Name/Company} Got {Number/Desirable Outcome} In {Number Of Days} Make It Unique To Stand Out In A Cluttered Inbox A lot of  successful email subject line examples suggest that uniqueness gets opens. Think of including jokes, humor, or something unexpected in your subject line- anything that arouses curiosity beyond the same-old, same-old. Examples: real {audience}  use  {solution} Discover the {solution} {Subject}, {subject}, and {unrelated subject}? Recommended Reading:  How To Build Your Brand With Humor So You’ll Feel Like A Human Make Them Move Fast The fear of missing out is a powerful motivator because it gets your subscribers thinking, "What do they know that I don't?" Showing a deadline, appealing to a sense of urgency, or even suggesting scarcity in your email subject line can help you increase your opens. Examples: Stop {Undesirable Current State} Now Copy and paste these {subject} [Last Chance] Discover the {solution} that will change your life today Make What You're Sending Sound Fresh It's true that blog posts that feel fresh or essentially reporting on the news in your niche get some of the most social shares of any type of content. In fact, news posts get the most social shares of any type of content (yes, seriously). When you write content that appeals to recent events in your industry, use those facts, subjects, and teasers in your email subject lines to spread the word quickly. Examples: {new subject}  (your first 3 steps) 5 Answers To The {New Subject} New {Subject}: What It Means For {Audience} Finally! {Company} releases {subject} Know The Mechanics Behind Successful  Email Subject Lines Length There is an old-school rule that email subject lines should be about 50 characters long. Since 54% of emails are opened on mobile devices, that seems like it's still a pretty good idea: The shorter your email subject line, the better. Case HubSpot calls it the "e.e. cummings subject line" and it's something copywriting master Joanna Wiebe  of CopyHackers does consistently: Write your email subject line in all lowercase. Joanna says this approach is more like how a friend or family member would email you, and she offers this advice for email subject line writing: So do yourself a favor and repeat after me: Nobody actually wants to hear from me. They only want to hear from their friends. Your task, then, is to sound as much like their trusted friends, colleagues and/or clients as you can†¦ without being tricky†¦ or gimmicky†¦ or lame. Follow that exercise for every subject line you write, and you'll get the opens you're shooting for. A Glimpse At Some Of 's Recent A/B Test For Email Subject Line Opens Nearly every email service provider lets you send A/B tests for your subject lines. You can do this same exercise for  your own subject lines to help you understand why your audience opens and improve all of your future subject lines. Simply write down your  winner and loser from the test, the difference in the results, and scrutinize the reason why your winner performed the best:Winner :D Loser :( Percent Difference Reason 8 Social Media Best Practices That Will Save You 25.5 Hours In A 2-Week Sprint You Can Save 25.5 Hours With These Social Media Best Practices 8% More specific, focused on the promise 101 Marketing Time Management Strategies That'll Help You Work Faster 101 Marketing Time Management Strategies That'll Boost Your Efficiency 6.6% Work faster is a term our actual audience uses to define their personal productivity goal 150+ Blog Ideas That Will Absolutely Kill Writers' Block 150+ Blog Ideas To Kill The Nightmare Of The Blinking Cursor 18% Writers' block is an undesirable state, while the winning subject line promises a solution How To Promote Your Blog With 105 Content Promotion Tactics 105 Ways To Promote Your Blog To Get More Traffic 17.6% Winner led with the subject How To Get More Followers With 21 Ways That Will Boost Your Social Media Traffic How To Get More Followers With 21 Unique Ways That Will Boost Your Reach 15.7% Traffic is a key word our audience uses to define success, not reachYou can see from these examples that we've been trying to strongly appeal to the benefits behind opening the email. Nearly all of these subject lines reuse the blog titles to test for the best-performing headlines. There is still room for improvement! Try Using the Email Subject Line Tester This free tool analyzes email subject lines and offers suggestions on how they can be improved. Try it here. Recommended Reading:  We A/B Tested Our Email Subject Lines For Months. Here’s What We Learned. 6. How To Get More Clickthroughs With Improved Email Writing Tips Once you get that email open, how can you get the most click-throughs from your subscribers to read your blog post? It's a good question that deserves a simple and data-driven answer. Plain Text Versus Visual Emails While your email subject line is one of the primary ways to get email opens, the design of your email can also impact your success. You might think that a designed email- or HTML-enhanced with a theme of some kind- would increase your opens and clickthroughs. But when HubSpot researched the idea of HTML versus plain text emails, they found that HTML emails actually decreased both their open and clickthrough rates. They  summarized their findings with a very bold statement: Aside from proper list segmentation, nothing boosts opens and clicks as well as an old school, plain-text email. Super surprising, right? Plain text emails perform better than an #email with a designed theme. #bloggingBut HubSpot  wasn't the only one to come to that conclusion. DIYthemes also testing a plain text version  of their e-newsletter which their subscribers absolutely loved. And when we at tested several HTML-enhanced  emails for the ones we use to announce new blog posts, we found that our plain text versions increased the amount of  opens by 3.5% while decreasing our clickthroughs by 2.12%. At first, you might think that data is a bit misleading, but that 3.5% increase in opens means that more overall subscribers are clicking through to read our content, despite the slight percentage drop in clickthroughs. So why is that? To bring up Joanna Wiebe's awesome point  from writing subject lines, it's because  plain text emails look more authentic and less spammy than HTML-enhanced emails. HubSpot came to the same conclusion in their research, hinting that email filters may be strong enough to weed out over-enhanced emails. If  Joanna  and HubSpot are right on those assumptions, then data backs it up. More of your subscribers see email as a 1-to-1  communication tool  that plain text messages seem to reflect while HTML-enhanced emails scream mass marketing. Takeaway: Send plain text emails rather than HTML-enhanced emails. Keep It Informal Another reason HTML-enhanced emails may perform slightly worse than plain text emails could be due to the fact that the message in the email itself often begins with gibberish. Let me explain. This is what HTML-enhanced emails look like before you open them: And this is what informal plain text emails look like before you open them: No one wants to feel like you're marketing to them, but rather, that they've opted in to receiving information that will help them. Email is a way for you to build trust with the audience that is the most likely to convert into real customers. So, how can you build that trust? Just write like you would to a friend.  It's just fine to start an email with Hey there. Let people into your lives a bit like this example of many from Noah Kagan: Now, I'm not saying you have to be super whimsical like Noah, but I know that he's built lists that have added up to seven figures of email subscribers (yes, that means more than  a million subscribers). So how does he  retain those email subscribers? By treating email as an avenue for a relationship. You read his emails and feel like you know the guy even if you've never met him. Takeaway: Write to your subscribers as if you were talking to your best friend.  Opt for you instead of one, forget yourself and focus entirely on your audience, and use contractions because that's probably just how you  talk anyway. Share The Reasons Why  Your Subscribers Should Click Through Focus your message  on explaining the value your subscribers will get when  they visit your blog post. Now, the value isn't the same as what your post covers, but answers the question,  what's in it for me? There are a few ways to do this: Appeal to your subscribers' biggest challenges: People avoid confronting their challenges because they're hard to deal with. Address the problem with an immediate solution (*ah hem* reading your post is the solution) to get more clickthroughs. Know how they measure success: Your subscribers have goals. When you share "How To Do  {Subject} To {Reach The Goal}" you'll immediately hook your subscribers. Use their own words to tell them what they wanna hear: Joanna Wiebe from Copyhackers  suggests that using the words your audience uses to define their problems and goals helps increase conversions. When we took that advice in building a landing page, we experienced a conversion rate of 27%. Yeah, that works. Now, if you don't know those things, chances are... you probably don't know your audience very well and that may reflect in your content. Here are three simple ways to get the information you need to write more effective emails: Survey:  This is hands down the #1 best way to understand your audience's goals, challenges, and the words they use to describe them. Use a free survey tool like Polldaddy to send your existing email subscribers  a survey with this one question: What is your biggest challenge as a {insert their role}? Blog comments: Monitor blog post comments to find common problems. You can continue the conversation by  probing with more questions to find out why those things are problems and what they're looking for as a solution. Social media: Listen to your followers when they participate in Facebook groups, Twitter chats, and LinkedIn groups. Spark up a conversation to dig deeper when necessary. Another  email writing tip involves a bit of simple psychology: Write your email in a way that helps your subscribers feel like they've already made the decision to click through to read your blog post. Write emails in a way that will make your readers feel like they decided to read your blog post.What does that mean? It means using  proven phrases like these... When you read this post... You'll learn... You will discover... ...because those phrases assume the subscriber will act on the advice you provide or they will feel the cognitive dissonance of knowing  they should have done something but they chose not to. That technique leads directly into a call to action your subscribers can envision themselves doing. For example, here's what that could look like for this post specifically: When you read this post, you'll grow your traffic by getting more email opens and more clickthroughs to your awesome content. When you read this post, you'll discover the best times and days to send your emails to grow your traffic. When you read this post, you'll also learn how to write better subject lines and messages that will get more clickthroughs. You see how each of those examples suggests that you will do the action, and that when you do, you'll solve a problem and get the benefits. And a final email writing tip: Keep 'em short. Some of our highest clickthrough rates come  from emails that are  three sentences long. Recommended Reading How To Write Cold Emails The Right Way The Ultimate Guide To Creating An Email Autoresponder Course Now You Know How To Get More Traffic From Email You just learned a ton of information that will help you get more traffic from email marketing. Here's a recap of the process: Send your emails on Tuesdays. Send them at 10 a.m. Test the best days and times to find out when your audience is most active with these two Google Analytics reports. Write compelling email subject lines that stand out. Use plain text emails and write messages that assume your subscribers have already clicked through to read your blog post. Where will you start?

Evidenced Based Practice Paper Essay Example | Topics and Well Written Essays - 7500 words

Evidenced Based Practice Paper - Essay Example The patient population affected the significance of the problem, when the problem became significant, and the current practice and probable proposed change in practice will also be discussed. Spirit of Inquiry The topic of coronary artery bypass graft versus percutaneous coronary stent insertion was an interesting topic to me because I have been doing coronary artery bypass surgery for the past twelve years. During these twelve years, a decline in open coronary bypass has decreased in numbers drastically. Invasive interventional radiology, a new trend in medicine to treat coronary disease without open surgery, has sent the open-heart surgery market down to non-existence. Stent placement has increased, but is it the best treatment? The populations involved in this treatment are adults having acute myocardial infarctions (MI) needing stent placement or open-heart surgery. The adult population being between the ages of 60-70 with an occasional patient in they’re fifties. One problem using stents, instead of opting for open surgery, is that a person could keep coming back for repeat stent placements due to reoccurring angina, thrombosis, and eventually ends up with open surgery after one year anyway (Cohen et al., 2011, p. 1016). Another problem with stent placement is the incidence of stroke or death and quality of life (Kajimoto, Miyauchi, Yamamoto, Daida, & Amano, 2012, p. 155). This population is targeted because there is a higher incidence of Obesity, Diabetes Mellitus, Hypertension, Hypothyroidism, and Hyperlipidemia that are leading causes of Coronary Artery Disease. This clinical problem became a significant problem when stent placement during a cardiac catheterization is easier to do than open-hear t surgery (Arjomand, McCormick, Turi, & et al., 2003, p. 790). It has decreased open bypass drastically as mentioned above. With the stent placement, patients are on Plavix, which is expensive, and with the open procedure they are not required to be on blood thinners as a rule. I am really not sure if there is preferred current practices per say, but I think it is left up to the Interventional cardiologist. He decides who gets a stent, how many and if they should be consulted out to a heart surgeon. A good clinical example is a patient that was forty-two years old went to the catheterization lab and received four stents, two to the right coronary artery, one to the circumflex, and one to diagonal. Two months later, the guy came back with angina and back pain. Another catheterization was done and his right coronary stent had a thrombosis and closed off. He then was consulted out to the heart surgeon. If the open procedure with arterial and vein grafts were done first this second cath eterization could have been averted. On the other hand, who plays God and makes these guidelines and choices. To understand each procedure, Percutaneous Coronary Intervention (PCI) and Open Coronary Artery Bypass Graft

Transfer Funds Business Miscommunication Case Study

Transfer Funds Business Miscommunication - Case Study Example This cae study researches the issue of miscommunication that may happen while transfering of the funds. The researcher provides the explanation of the situation as following. There was miscommunication in the transfer of funds. The manager forgot to indicate the U.S dollars currency as the right transfer funds currency. The organization clerk did not clarify from the manager the proper currency to be used in the funds transfer. The finance department moved to right the wrong transfer funds act. The message receiver should exert enough efforts to clarify any vague or confusing message by contacting the message sender. The finance department should ensure that the message is vividly transmitted from the message sender to the message receiver. The researcher tries to conclude the research presented in the case study and suggests that summarizing the important points of the discussion mentioned in the case study, communication incorporates message sending issues. It is analyzed that the wrong message sending can and should be prevented. Understanding the special business communication principles enhances message clarity for employees. The message sender and receiver must do their best to ensure that the message receiver accepts the message in the same way that the message sender aims to. Evidently, all these parties must contribute to the clear message sending process of business communication and ensuring the business communication messages are received in crystal clear manner.

The Act of Union Essay Example | Topics and Well Written Essays - 1000 words

The Act of Union - Essay Example In eastern and Central Europe, many new nations were formed during the twentieth century and they ended up disregarding requirements in the Union agreements based upon relinquishing territorial membership.1 In 1707, the Act of Union was created so as to bind Scotland with the other nations constituting the United Kingdom. A number of other amendments were made to the Union with the first one being in 1801. Other Acts were also created to further specify the issues in the Act of Union and these included the Parliament Act, the people's Acts, the Scotland Act etc. In the Act of Union., Scotland is still recognised as a legal and political entity on is own. This is the reason some elements of the Scottish legal system are distinct to this part of the world. Additionally, this is the reason why Scotland is allowed to posses its own maritime system. On the other hand, there are certain things that Scotland as a state cannot institute. First of all, the Act of Union requires that the United Kingdom Parliament be the main body that legislates for the constituent countries. Additionally, the constitution also stipulates that only ministers from the UK parliament have the right to hold executive powers. In other words, the constitution stipulates that Scotland should operate under territorial rather than state-wide powers. The Act of Union is instrumental in spelling out the accountability of parliament to its people in the entire UK region. It also specifies how the Cabinet, Prime ministers and junior cabinet are to be structured. 2 In the legal system, the Act of Union allows Scottish courts to operate somewhat independently; however, it specifies that appeals must be directed to the Privy Council, the House of Lords or the UK Supreme court. It can therefore be said that the Act of Union acts as a check on the Scottish judiciary system. Through these territorial mechanisms, the Scottish legal system is kept under check because they are held accountable to these regional systems. If the Act of Union were to be disregarded, then chances are that some cases or issues that have been subject to appeal in the UK judicial system would be left unguarded and this may impede certain rights of the Scottish people. As the country is currently, the Act of Union has ensured that the Scottish judiciary is highly accountable and has thus improved its performance. The UK Parliament has been granted the ability to scrutinise the goings on in the government and the country at large. If the Act of Union were to be eliminated, then this function may be undermined. Scotland is in a position where it would require intense restructuring and revision in order to be able to carry out scrutiny of its government through an independent Parliament. The Act of Union is also relevant in terms of describing some of the rights and duties of employees or companies that operate within other borders within the United Kingdom. This constitution clearly states that the UK government is the one with the powers to scrutinise or enhance accountability within corporate bodies operating in the UK. Consequently, the Act of Union is important in preserving these rights. It specifies issues such as terms and conditions of employment, pay or compensation,

Murder and Manslaughter Assignment Example | Topics and Well Written Essays - 250 words

Murder and Manslaughter - Assignment Example Murders are divided into first and second degree of murder. First-degree murder is when the accused planned and premeditated about the murder. It carries the highest penalties unlike second degree of murder that was not premeditated or planned (Great Britain, 2006). Manslaughter is illegal killing without malice though it disregards human life. Murder can be reduced to manslaughter in two ways. The first one is heat of passion and the second is imperfect defense of oneself or others. In order for a killing to qualify as caused by passion, the accused must have been provoked compelling him to act irrationally with intense emotion. Lastly, the provocation should be force an average person  to act recklessly. Murder can also be reduced to manslaughter if the accused killed to defend himself or another person. In a scenario where the victim posed a threat to another person’s life, and is killed because of the danger he posed, the accused should not be guilty. However, if the victim’s threat could not have injured the other person, the murder is reduced to manslaughter. The accused charged as per the laws of the country (Yeo & University of Sydney,

Final Essay Example | Topics and Well Written Essays - 750 words - 7

Final - Essay Example Berkeley looks critically at the notions of having to tell what an object is by looking at its physical appearance and sees it as a way in which we can variably state the existence of an object. Idealism is spread through notions of using common sense to distinguish between perceived objects and the apprehended ones. Thus, the best way to deal with notions of objectivity is by feeling the object either by touch or by the sense of comprehension. The fainter it is the more a person uses the senses of apprehension to get its full understand. The bigger it is, the more one uses touch to identify the nature of the object. He further talks about allusion that external ideas are composed of ideas that tend to show their impact on the way we deal with them. I agree with his idea since we either visualize or apprehend what is seen. There is a need to look at everything objectively in order to check on the possibility of having new ideas on objects we formed suggestions on and get them figured as they are supposed to be. Humes on the other hand brings about the idea of having a close relationship with what one is experiencing to prove that there is nothing as important as having the ability to use ones impressions, experience, ideas and sensations as away of identifying what is existent and what is non-existent. He relies on the use of criticism and reality on proving his critics wrong. He supports his notions using counter-criticisms as a means of winning souls and mind with the same thinking strategy as his. He uses metaphysics as a sign of explaining why he believes in one thing and detests the rest but does not fully explain what is meant by having him resolve the causes and their effects in the real world (Peter, 2006). He is similar to Berkeley and some earlier philosophers in the way he talks of relating what one sees with the impressions created by the mind.