Roman Fever Symbolism

Wharton’s â€Å"Roman Fever† In Edith Wharton’s â€Å"Roman Fever,† the setting takes place in the romantic city of Rome, on the balcony of a casual Roman restaurant. Two wealthy American widows, Mrs. Ansley and Mrs. Slade, are sitting together carrying on a conversation from afternoon to evening. From the restaurant, the two women are overseeing the ruins of the ancient city of Rome. Grace Ansley and Alida Slade’s conversation from afternoon to evening, the colosseum, the ancient ruins, and Grace Ansley’s knitting all have important meanings. The afternoon light is the last hours of friendship and kindness that the two ladies display for each other.When the two ladies finally start getting deeper into their conversation they begin to build an envious relationship that takes place at dawn. The evening darkness is Mrs. Slade and Mrs. Ansley’s entry to the dark secrets and rivalry that they have for each other. The colosseum is symbolic for the battlefield where Mrs. Ansley and Mrs. Slade fought for the man that they loved. Mrs. Slade and Mrs. Ansley continue the gladiatorial tradition. In this battle, Mrs. Slade and Mrs. Ansley use their life of lies, daughters and husbands as weapons to criticize on each other.The ruins of the romantic city of Rome are also significant. The ruins is like Mrs. Ansley and Mrs. Slade’s decaying relationship. In the end their friendship collapses. In â€Å"Roman Fever†, Grace Ansley is knitting with crimson silk throughout most of the story. There are many different ways in which knitting is used. Mrs. Ansley knitting is a way for her to cover up her agitation and the guilt of her past. The knitting represents the complicated, twisted relationship and life that these women have. The crimson silk is symbolic for passion and love.

Perrier Research

Perrier Synopsis Perrier, French mineral water, made apperance in a unique source with a long history. The Legend dates back to 218 B. C. , Hannibal and his army set up camp on the site now known as â€Å"Les Bouillens† (French for bubbling), while on their way to Rome after the Spanish campaign. The Romans came later and were also the first to build baths at the site of the spring. Towards the end of the 18th century, Dr. Perrier took over the estate of Les Bouillens, which the Granier family had equipped with a bottling plant for mineral water earlier that century.Perrier was a respected physician and he wrote countless articles about the benefits of this mineral water, which he also prescribed to many of his patients. Oddly enough, it was an Englishman called Harmsworth who made Perrier world famous. He was also responsible for the development of the new distinctive bottle in 1903, the design of which was inspired by the Indian exercise clubs he used to stay in shape. Becau se of his acute business sense and good connections, Harmsworth managed to become the supplier to the British army in the then colony of India. This enabled him to reach many British subjects in due course.This success was followed by similar successes in England where Perrier even became the preferred water at Buckingham Palace. The Perrier source is complicated from a geological point of view. The source is situated to the north of the small town of Vergeze on the way to Nimes and is surrounded by limestone. The carbon dioxide used in Perrier does not come from the same borehole as the Perrier water; the two are combined at a later stage of the process. Case Analysis Strengths †¢ Well-know and positive reputation. †¢ Reliability †¢ Competent Research and development †¢ Good-looking Image in consumer’s eyes. Weaknesses Higher price than other firms’ bottled water. †¢ Perrier’s bottles are not so handy to the buyers in a hurry. †¢ T oo many label for each bottled product could make consumer confused. Opportunities †¢ Constant growth of health-conscious consumers. †¢ Asian market is challenging to give a try. †¢ Advertising could play more role than ever if Perrier can be able to come up with new one. Threats †¢ Other companies with cheaper bottled water are main challenge. †¢ Local companies’ products would always be a first option for local buyers over Perrier. †¢ Loyalty of buyers could change anytime if other companies can offer better price and so on.The Five Force Framework The Threat of Potential Entrants Barriers to entry are relatively high since brand recognition is incredibly important. Additionally, larger firms experience significant benefits from economies of scope and scale, making it difficult for new entrants to match their operational efficiencies. Independent brands are able to find success in niche and local markets. Bargaining Power of Buyers Depending on their buyer, buyer power can range from low to medium. Perrier represent roughly 20% of sparkling bottled water segment. However, these relationships are contractual so few changes can be made.Beyond this, other buyers of other products have low power because they are in their own market and strong brand names grant them pricing power in most markets. Bargaining power of suppliers Supplier power for Perrier is medium. I believe that since there are several competitors in this market, suppliers can be persuaded by alluring proposition from other peer competitors. If the competitors can offer more interesting proposition than Perrier could, the situation could be changed dramatically. As a result, Perrier should has its own contract suppliers to supply products.Threat of  Substitutes The threat of substitutes is medium to high. If we consider solely on Perrier’s market , there are many competitive firms trying hard to be the market leader despite Perrier’s largest mar ket share. The competition in this market is filled with emerging companies every year, so we can conclude that if Perrier perishes, no one cares. Substitute products are all over the market as much as consumers grow. Threat of Competitive Rivals Apart from the main competitors of Perrier, Khisu has seized the market share in some cities in United States.Thus, There are many competitors powerful enough to challenge Perrier in this market. So Perrier should be aware and alert of any move from the other companies so as to be ready to take immediate action if the others start moving. Conclusion From the above analysis, Perrier has the very famed brand recognition in consumers’ eyes but nothing lasts long since there are still a lot of competitors ready to replace the number one rank in this market. With Kishu’s in effort to make a foothold in the market, it is not easy for Perrier to thrive greatly in the market.Thus, it is still a long way to go for Perrier on its way ah ead. Furthermore, its new advertisement, as we know it, would still need a lot of improvement in order to catch consumers’ eyes since it looks less unlikely to succeed. As a result, Perrier needs to be careful with everything it’s dealing with right now; advertisement, slight loss in market share and so on. Question Q. Should the advertising agency’s idea be accepted? As far as I’m concerned, the commercial idea from the agency have not impressed consumer to satisfactory degree since the tone and mood of the commercial did not match people lifestyle.The idea of beautiful sleeping woman being bitten by Dracula and the following line â€Å"†¦it’s good, but it’s not Perrier† do not convey much essence of why Perrier is better than blood. The idea is to be a metaphor that blood is as necessary for life as Perrier water, but the way people thinking about it would be a joke. Don’t forget that Perrier’s look is considered a high-end product, but the commercial give us a picture of fun thought rather than premium product. Q. How should Perrier be promoted at this stage in its life? Perrier should come up with something more incisive, majestic and premium look in terms of TV commercial.Additionally, Perrier can make use of other advertising approaches such as holding up luxurious events occasionally to remain a noble look in consumers’ eyes, but somehow tie in its story with the events. To sum up, In this life stage of Perrier, it does not need too many unimportant commercials since it does not need to get consumer out of its target, but what it needs to do is try to keep the brand as premium as possible and to keep old customer to remain loyal for long time. ———————– Potential Entrants Buyers Suppliers Substitutes Competitive Rival

Tense and Aspect in English and Arabic

Kingdom of Saudi Arabia Ministry of Higher Education King Abdual Al. Aziz University Faculty of art and humanities English department Tense and aspect in English and Arabic By Aziza Attia Al. Zharani . Supervised : Dr. Salha Al. Qarni . 2011 objective methodology: Title of research : Tense and aspect in English and Arabic . Need for the study : the reasons that make to interest about the tense and aspect such as explain to definition and types in a tense and aspect in English and Arabic and structure the verb phrase in sentences in English and Arabic . The research will be includes: * Verb phrase in English . *tense and aspect in English . * Verb phrase in Arabic . *tense and aspect in Arabic . *conclusion . * bibliography. statement of the problem : tense and aspect in English and Arabic and some suggestion to solve the problem . disguise the difference in Arabic and explain the similar between two language . efinition of terms : tense :a morphological category so aorist tense means a particular form of the verb . aspect: a category used in describing how the action of a verb is marked. Verb phrase: Verb phrase consists of a verb and all the words and words groups that belong the verb and cluster around it. Hypothesis : -the research gives the students a brief glimpse of the theory and practice . -to explain the mistakes that most people felt in it ,a particular in tense and aspect and generally in much grammar. In the research try to solve some common mistakes. to study the difference structure in English and Arabic also tense and aspect . -the problem in a grammar make a problem in pronunciation and spelling so we need to treatment this point. Review of the related literature : -Abdullah ,a . Breaking The Arabic Code (verbs). The middle east . Palmwe, F . Apelican Original Grammer . 1971 . England . -Stageberg , n . An Introduction English Grammar. 1977. United states of American. -Tipping, L. (1927). A higher English grammar. Machillan & Co : London. -Tregi dgo, P. S. (1974). English Tense Usage: A Bull's-Eye View. ELT, 28, 97-107. -WWW. Vegasociety.Com/Arabicpast-Future Html Research methodology : Theoretical methods. Outline I. INTRODUTION . A . What is grammar . B. why to study grammar. II. Tense and aspect in English . 1- Verb phrase in English . 2-defination and examples tense and aspect in English . 3- types and examples tense and aspect in English. III. Tense and aspect in Arabic 1- Verb phrase in Arabic. 2-Definition and examples tense and aspect in Arabic . 3-Types and examples tense and aspect in Arabic . IV. A. Conclusion . B. references. Dedication Personally, I'd like to thank all those who have helped with their advice and efforts †¦I'd like also to thank all the English staff, especially my instructor, Dr. Salhah Al . Qarni . for her valuable advice. For my parents, friends and everyone, I dedicate my research. 1. Introduction 1. 1 What is Grammar? Grammar is the system of a language. People sometimes describe gramm ar as the â€Å"rules† of a language; but in fact no language has rules. If we use the word â€Å"rules†, we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences.No commonly-spoken language is fixed. All languages change over time . What we call â€Å"grammar† is simply a reflection of a language at a particular time. we don’t need to study grammar became many people in the world speak their own, native language without having studied its grammar. Children as well start to speak before they even know the word â€Å"grammar† . grammar can be thought of as something that can help you, like a friend. When you understand the grammar (or system) of a language, you can understand many things yourself, without having to ask a teacher or look in a book . 1. 2 Why study grammar?If we learn ou r native language in the toddler years, then what's the point of learning about parts of speech and grammar in general? The answer to this question is simple . Firstly, it can help us in writing if we know how our language is correctly used. Conversation tends to be casual, but when we write letters, or job applications, or articles, it's important to know correct grammar if we are not to appear ignorant . Secondly, if you learn a foreign language when you're a teenager or adult, the grammar is likely to work differently. If you learn as a small child, you will understand this intuitively, as with a first language.But by the time we get to eight or nine, our brains have become somewhat hard-wired as far as language goes, and it's much more difficult to learn a new one. So it becomes important to see how the grammatical structure works – and unless we understand English grammar first, that's almost impossible. Thirdly, it's interesting to study grammar . 2. The Verb phrase in English : In linguistics, a verb phrase or VP is a syntactic structure composed of the predicative elements of a sentence and its function is to provide information about the subject of the sentence. stageberg1977 ) As with all phrases, a verb phrase consists of more than one word. In English, most verb phrases are phrasal verbs. Phrasal verbs consist of a verb plus one or two particles (a verb or adverb) which combine to form a meaning greater than the two words individually. They are divided into adverbial verbs (He is looking up') where the meanings are always literal and the expression could be replaced with the simple verb (to look) without losing any real meaning; prepositional verbs (he is picking on his friend) where there must always be an object and the particle cannot be separated from the verb (i. . *he is always picking him on, is not grammatically correct); true phrasal verbs (he is going out tonight with his friends) which may or may not have an object and where the o bject may go intbetween or after the preposition though object pronouns can only go before the pronoun) and prepositional phrasal verbs (I hope he doesn't run out of gas before he gets here) where the three elements cannot be separated and there is always an object. Most phrasal verbs are idiomatic . ( stageberg1977 ) Other verb phrases are phrases which do not behave like phrasal erbs and they Can consist of much more that two or three elements. Any verbal phrase is where the combined words take on a greater meaning than the implied significance of each individual word (idiomatic), though all elements behave as one verb would in a sentence. My friend's work is â€Å"crossing the line†. While crossing a line may have a literal sense in some contexts, such as an athlete crossing a line to win a race, in other contexts, â€Å"crossing the line† signifies â€Å"to do something which most people would not consider proper†. As with most such verbal phrases their mean ings are almost always idiomatic.In English as in other languages, verbal phrases can be colloquial and regional. Other examples of such verbal phrases (non phrasal verbs) are: * You are driving me bananas. * He always takes the high road. * Your friend is going to get whats coming to him. * It was shattered to pieces. Most such verbal phrases are the combination of a verb plus adverbial phrase, though not always. The Verb phrase in English also shows consist of tense and aspect . 3. Tense and Aspect 3. 1 definitions : In English, verbs have different forms to indicate continuousness, completeness, and time.Time can be expressed by tense whether present, past or future. On the other hand, continuousness can be expressed by the progressive aspect of the verb whereas completeness can be expressed by the perfective aspect of the verb. Tipping (1927) points out that the word tense is derived from the Latin word tempus which means time. The word tense is used in grammar books to indicate certain â€Å"inflections† of the verb (125). According to Tregidgo tense refers to the â€Å"correspondence† between the form of the verb and time. Aspect is related to ‘the manner' in which the verb is considered â€Å"complete† or â€Å"in progress. (130) According to his, English has two simple tenses: the present and the past, and two â€Å"marked† aspects: the progressive and the perfective (305, 306). Pullum define tense as † a system where the basic or characteristic meaning of the terms is to locate the situation, or part of it, at some point or period of time. † On the other hand, he define aspect as † a system where the basic meanings have to do with the internal temporal constituency of the situation. † In fact, the features of tense and aspect are interrelated. Sometimes, we cannot separate the present and past tenses from the progressive and perfective aspects.As we have noticed, many grammarians exclude the f uture from their analysis of tense because it is usually indicated by the modals shall and will. Palmer indicates that the present and past are † comparable within the analysis, in that they exemplify the formal category of tense as established in the primary pattern† (36). However, the forms I shall and I will belong to â€Å"the secondary patterns. † . 3. 2 makers of tense and aspect : There are two tenses in English: past and present. There is no obvious future tense corresponding to the time/tense relation for  Ã‚  present and past. The future is  denoted y  means of modal auxiliaries as in (a), by simple present forms as in (b) or  Ã‚  progressive forms as in (c) and (d): a. I  will  go  to  school. (madal  auxiliary) b. He  leaves  for  London  tomorrow . (simple  present  ) c. c. It  is  going  to  rain. d. d. The  train  is  leaving  tonight. English has the following aspects: progressive, and pefective. Aspect is shown by the use of suffixes {-ing} and {-ed} and/or  auxiliary words be and have as in: a. are  running. b. has  played. English tense and aspect are summarized below. 3. 2 . 1The Present In the Simple Present, only the third person singular is marked for tense by the  suffix – S3}, e. g. :  I play, we play,  you play,  they  play, he plays, she plays, it plays. The morpheme {-S3} has the same allomorphs in the same distribution as the plural suffix {-S1} and  possessive suffix -{S2} of the noun. (Tregidgo 1974) /-s/, /-z/, /-iz/,as in sleeps,  brushes, changes, raises. The majority of modal auxiliaries are said to have tense. The auxiliaries Can ,may, shall, will , must  are used  in the  present tense. They precede the main verb and give it special shades of meaning like futurity, volition,  possibility, probability, permission, and necessity.The auxiliaries can, may, shall, will ,and must   are not inflected for tense, e. g. I can, we can ; you can; they can, he can, she can, it can. The three quasi auxiliaries be, do, have often function as auxiliaries. The  present  form  of   Have and do are only inflected for  third person singular nouns, and words for which the third person singular pronouns will substitute and word groups. I have, we have,  you have, they have, he has, she has, it has; I do, we do, you do, they do, he  does, she does,  it does. Be has three suppletive forms in the  present tense as follows:I am, we are, you are, they are ,he is, she is, it is. Quasi auxiliaries may precede the verb stem, the present  participle, and the past participle, e. g. I do insist; They are playing;  He has eaten. The quasi auxiliary do is used in questions, negative sentences, and emphatic affirmations. Do you know the  answer? She didn't do it. I did see him. 3. 2. 2 The Past The Simple Past form takes on two forms: regular and irregular. The regular form ends  with the suffix {-ed}  as in  played, walked, closed. The past  tense suffix  -ed is pronounced [t]  after a voiceless consonant as in stopped, possessed, marked; it s  pronounced [d] after a voiced consonant as in believed, closed,  played, and it is pronounced 4676 after another /t/, /d/ as in started, landed. The irregular past tense  takes on numerous forms:  some verb sremain the same, some form their past by a suppletive form, somere place their entire stem by a wholly different stem as in go, went, e. g. , went, ran, taught, wrote, smelt, took, made, said,  left, sent, spoke, met, drew, began, set. The past tense form of the verb is not inflected(marked) for the  first, second or third  person nouns or pronouns. (Tregidgo 1974)The past tense form of the modal auxiliaries can, may, shall, will, must are could, might, should, would, ought. Must  and ought (to) do not have  parallel forms, like the others. To express  the past tense of  must  , in the the sense of necessity, o ne says had to, e. g. : You ought to take the medicine. You ought to /should have  taken the medicine. The past tense form of the quasi auxiliaries be, do and have are: had; was, were; did  . These  past forms  may precede the  verb stem , the present participle, and the past Participle . The quasi auxiliary Do is used in questions, negative sentences, and emphatic ffirmations. Did you know the  answer ? She didn't do it. I did see him. These past tense forms are not marked in accordance with the subject. 3. 2. 3 The Progressive The present and past progressive consist of   be + present   participle   the   {ing}   form . Seven   suppletive   forms   of be – am, is, are, was , were, be , been are used as the first member of the verb phrases. e. only the first member of the verbal phrase is inflected in accordance with the subject. The second member being does not change . the present participle suffix {-ing} does not change as well.When auxiliaries are employed in groups of two or three, the following obligatory sequence is followed: be + present participle. 3. 2. 4 perpective The past and the present perfect consist of   Have+ past  participle. The past participle is the {-ed} form of the verb. Three forms of have -have, has, had- serve as the first member of the verb  phrase. The first member  has changes  in accordance with  the subject; the second member which consists of the past participle of the main verb does not. When auxiliaries are used in groups of two or three, the following obligatory sequence is ollowed : have + past participle. ————— 4. The verb phrase in Arabic Learning the  Arabic Verbs  is very important, because their structure is used in every day conversation. The more you master it the more you get closer to mastering the Arabic language . But first we need to know what's the role of verbs in the structure of the grammar in Arabic. Arabic verbs are word s that convey action (bring, read, walk, run), or a state of being (exist, stand). In most languages a verb may agree with the person, gender, and/or number of some of its arguments, such as its subject, or objectArabic to has only 2 times, the perfect and the imperfect, but there is a difference, in the west people look at the points in time in where an action takes place, the Arabs however look at the aspect of a verb meaning they ask: Is the action finished or not (They don’t ask themselves when did it finish or not). Of course a finished action corresponds with the past as does a unfinished action with the present, but not necessarily so. Here are some examples: English Verbs| Arabic Verbs| Verbs | – alaaf'aal| Past| – almaatheee| I spoke| – tahadatht|Arabic verb conjugation is a bit complex, although very regular the so called semivowels alif, waw and ya and the glottal stop hamza cause irregularity in Arabic verb conjugation . The simplest Arabic verb consists out of three consonants like KaTaBa meaning hewrote or he has written. The past tense is conjugated by suffixes, the present tense by prefixes. The Arabs use the verb fa3ala (to do) to represent all possible forms a verb may have. The problem lies in the fact that any of those root consonants might be an hamza, the glottal stop or an alif, a waw or a ya, the so called semi-consonants.They might be retained or disappear according to certain rules. Arabic verbs have ten (even more) forms. To give you an example,third rule allama means to know, The second form allama with the second consonant doubled means to let know meaning to teach, the fifth form ta3allama means to let your self know meaning to study! The tenth form istaf3ala means in general to think to act out an action described by the verb, so istahhasana to think to be beatifull from hhasana to be beautiful . (Abdullah ) List of Verbs in ArabicBelow is a list of the conjugated verbs in the present , past and future in Arabic placed in table. English Verbs| Arabic Verbs| I can accept that| /iomkin an aqbalah| she added it| /waadaafat anah| we admit it| /nahn na'tarif bithalik| they advised him| /waashaarowa ‘alaih| he will go / sawfa yathhabu Verbs in the present past and future tense have a very important role in Arabic, therefore they need very special attention. 5. Tense and aspect in Arabic : . 1 Verb conjugation : In Arabic verbs take their infinitive form by using the past form of that verb and conjugate it to the third person singular â€Å"he†, to make it simple here is an example: to draw = rasama = (he drew), to write = kataba (he wrote) = . daraba (to hit)†¦ Most verbs in Arabic have a three letters root or stem, there are also verbs containing more than three letters in their root (stem) but we will start with verbs consisting of a three consonant stem, also called trilateral verbs, since the trilateral verbs (containing three consonant ) are the most common.In Arabic we use a â€Å"masdar† â€Å"source† to show how a verb is conjugated and what forms it takes, normally for a three letters verb we use: fa’ala = = to do (literally in Arabic it means â€Å"he did†), This verb is used as an example or model to help us know how to conjugate other verbs having the same characteristics. We take for instance the verb: to draw = rasama = as you can see it in Arabic it has only three consonant (R ? , S ? , M ? ), this verb sounds exactly like our model verbs (fa’ala when it comes to its vowels, and that’s all we care about, ignore the similarity or difference in the consonants, what matters is the similarity in the vowels and the number of letters, because you will replace the consonant in our examples and put your own there, to make it more simple we will take a random word phonetically similar to our verb â€Å"fa’ala† â€Å"lalala† sounds like â€Å"rasama† if you compare its vowels and the number of consonants, other examples are: dahaba (to go), haraba (to run away), kataba (to write), nasaha (to advise), daraba to hit), in fact most Arabic verbs are formed this way. They all seem to have the same tune. Now to form the present tense with this kind of verbs, we first take our stem from the verb, in other words, extract all vowels from the verb, for example the verb to draw = rasama, once weextract all vowels we will end up having â€Å"rsm† , now this stem is ready to be modeled. Look at the table below: 5. 2 Arabic Present tense: To form the present tense in Arabic you need to extract the stem from the verb in the infinitive first, for example: To draw = rasama Stem is rsm, now let’s look at the table below to see how this verb is conjugated in this tense: ———————————– Present Tense in Arabic| Singular| Dual| Plural| I draw = ar sumu you draw (singular masculine) = tarsumuyou draw (singular feminine) = tarsumeenahe draws = yarsumushe draws = tarsumu| you draw (dual male or female) = tarsumanithey draw (dual male or female) = yarsumani| we draw = narsumuyou draw (plural masculine) = tarsumunayour draw (plural feminine) = tarsumnathey draw (plural masculine) = yarsumunathey draw (plural feminine) = yarsumna| Each form of the verb rasama above contains:Blue font (that’s what you need to keep, the blue font shouldn’t be modified or removed from verb, it stays the same) Red font (that’s what you need to delete and add your own consonant of the verb you chose to conjugate: kataba ? ktb, haraba ? hrb†¦) Green font (you can keep that one too, but not all the time, sometimes it becomes â€Å"a† or â€Å"i† instead of â€Å"u† depending on the verb) We noticed that the â€Å"rs† of the stem â€Å"rsm† are always together, that’s the case with all tri lateral verbs (verbs with three consonants, which are the most frequently used verbs in Arabic) he first and second consonant go together, so you can use this table with other verbs as well by replacing the letters in red (the stem we used before) and put your own verb stem instead. The vowel in green may change to â€Å"a† or â€Å"i† depending on the verb, like for example for the verb nasaha (to advise) instead of using the â€Å"u† in green we have to change it to â€Å"a† I advise = ansahu, you advise = tansahu†¦(and not ansuhu .. tansuhu) and so on†¦ (Note that the stem here is â€Å"n. s. h† as we mentioned earlier), for the verb daraba (to hit) we use â€Å"i† instead, I hit = adribu, he hits = yadribu. and not adrubu)†¦ In case you think that this is too complicated, I will tell you that it’s not something unusual, and if you’re a native or learned Spanish, French, German or even English before, you will notice that the vowel in the middle of some verbs sometimes don’t really follow the rule . English: simply take the verb â€Å"to go† I go, you go, he gos? Of course not, the right form is he goes as you know. All these examples are not considered irregularities but semi irregularities, which means that they’re modified only for phonetic and synthetic reasons).If you don’t know how to extract the stem from a verb (even though it’s very easy) we will go through it now: by omitting all vowels from these verbs we will have: dhb = dahaba (to go), hrb = haraba (to run away), ktb = kataba (to write), nsh = nasaha (to advise), drb = daraba (to hit). Easy! The second person singular masculine â€Å"you† is conjugated the same way the third person singular feminine â€Å"she† does. Tarsumu = you draw (singular masculine) and also means she draws. 5. 3 The past Tense in Arabic: To form the past tense in Arabic you need to extract the stem from the verb in the infinitive first, for example:To write = kataba ? stem is ktb, now let’s look at the table below to see how this verb is Conjugated in this tense: (vegasociety. com/arabicpast-futurehtml) Past Tense in Arabic| Singular| Dual| Plural| I wrote = katabtuyou wrote (singular masculine) = katabtayou wrote (singular feminine) = katabtihe wrote = katabashe wrote = katabat| you wrote (dual male or female) = katabtumaathey wrote (dual male or female) = katabaa| we wrote = katabnayou wrote (plural masculine) = katabtumyour wrote (plural feminine) = katabtunnathey wrote (plural masculine) = katabouthey wrote (plural feminine) = katabna| This is very easy and simple!You can put almost all trilateral Arabic verbs in this table. First take the verb you want to conjugate, extract all its 3 consonants, put them in place of the 3 red consonant on the table above. As you may have noticed, look at how the three consonants are spread in the word katabtu, consonant+ vowel+ co nsonant+ vowel+ consonant†¦ I will make the same note I made before in the present tense, you will have to change the vowel n the green font into â€Å"i†, the only difference this time is that you won’t have to do it that often as the case with the present tense, because the â€Å"a† is more used. Do you remember the two verbs (to advise = nasaha, and to hit = daraba) that we conjugated differently in the present tense, in the past tense they can be conjugated the same way as rasama & kataba , like I said before many verbs will follow the general rules of the table above when it comes to the past tense unlike the present tense.To conjugate your own trilateral verb into the past tense go to the table and have your verb stem ready (don’t tell me you forgot how to make a stem from a trilateral verb)It should contain three consonant and no vowels, if you want to conjugate it in the paste tense then replace the first consonant on the table above in red à ¢â‚¬Å"k† with the first consonant of the stem you have of your own verb, then replace â€Å"t† with the second consonant you have, finally replace â€Å"b† with the last consonant you have, and that’s it!Example: I wrote = katabtu , if you want to use â€Å"I went† (1 step is to find the verb to go in the Arabic infinitive: the verb is dahaba = to go, 2: the stem is dhb, 3: omit the (k, t, b) stem in the table above and put yours, you will easily get ? dahabtu!! ) Note: in case you’re confused whether to replace the â€Å"a† in the green font with â€Å"i† or not, I would just tell you that if you’re a beginner just leave the â€Å"a†, because â€Å"a† is the most common, but I would also suggest to read more about the forms that most of verbs take so that you will easily decide whether to put â€Å"a† or â€Å"i† when conjugating verbs into the past tense in Arabic. . 4 Future Tense in Arabic: To form the Arabic future tense simply use: sa or sawfa + (the verb in present tense). Examples: sa aktubu (I will write), sa adhabu (I will go), or if you want to use sawfa: sawfa aktubu (I will go), sawfa adhabu (I will go). Isn’t that a piece of cake! There is no difference between sa and sawfa, to make it easy you can choose to use sa most of the time so that you won’t get confused. conclusion:At the end of this clarifying research paper, I can conclude that the tense and aspect in English and Arabic is different and similar in something . It is very important to notice differences between two language . Other conclusions are the following: -the research gives the students a brief glimpse of the theory and practice . -to explain the mistakes that most people felt in it ,a particular in tense and aspect and generally in much grammar. In the research try to solve some common mistakes. -to study the difference structure in English and Arabic. the problem in a grammar make a problem in pronunciation and spelling so we need to treatment this point. References -Abdullah ,a . Breaking The Arabic Code (verbs). The middle east . Palmwe, F . Apelican Original Grammer . 1971 . England . -Stageberg , n . An Introduction English Grammar. 1977. United states of American. -Tipping, L. (1927). A higher English grammar. Machillan & Co : London. -Tregidgo, P. S. (1974). English Tense Usage: A Bull's-Eye View. ELT, 28, 97-107. -WWW. Vegasociety. Com/Arabicpast-Future Html

ROBBERY police foundations program (canada) Essay

ROBBERY police foundations program (canada) - Essay Example Robbery refers to illegal possession, attempt over one's property or cash by violence, threat of force or any influencing force with or without injury. For instance, bank robbery, shop robbery, snatching, looting, train robbery etc. Nature and percentage of robbery in various countries vary from time to time. Faulkner shared his views for United States as Robbery-related injuries constitute a major risk for convenience store workers in the United States. Studies that focus on the injury outcomes associated with convenience store robbery are extremely limited in number. Robbers make their plans and strategies with respect to their targets. It has been observed that robbers are mostly aware of wealth status and routine of their targets. Most of the time, Cash-in-transit vans are being targeted. Mr. Gill defined the same statement as Cash-in-transit vans are an attractive target for robbers because they are lucrative. Rate of robberies and crimes such as armed robberies, crimes committed by employees, commercial crime, are not controllable even in countries like United States of America then third world countries stand no where. Robbers, who are lost in greed, do not care for one's life for the sake of money. Robbery is a result of being associated or friendly to extremist people. After a few robberies, robbers become habitual of crimes and robbery becomes their nature. Individual robbery is the most common type of robbery.

HUMAN RESOURCE MANAGEMENT Essay Example | Topics and Well Written Essays - 1750 words - 1

HUMAN RESOURCE MANAGEMENT - Essay Example The recruitment process starts with the submission of resume regardless of the fact that the recruitment has started with walk in, employee referrals, advertising or others (Griffin & Moorhead, pp. 14-19, 2009). Shortlisted candidates get a chance to fill the application form, which then leads to a formal interview. Short listed applicants are called for a couple of more interviews (Fisher, Schoenfeldt & Shaw, pp. 301-305, 2005). The last interview, which is a group interview, then leads them to a management assessment centre. This is the point where the person has almost met all the requirements for passing the recruitment process. However, in order for finding out the right match in terms of job for the applicant, the individual has to go appear in several tests. They are Big Five personality tests, MBTI, IQ tests and others. Important here to note is that these are the requirements for new recruits, however, in case of recruitment for executive positions or rehiring, not all steps are followed (Mathis & Jackson, pp. 48-51, 2006). The legal requirements include the fact that the person should have a criminal history, must have the passport or identification of home country, work permit, proof of address, proof of date of birth, proof of educational achievement and certificates and others (Robbins & Judge, pp. 291-295, 2010). Programme for Training and Development Recruitment of the best available talent is never the guarantee of success. It was not only important to tell the employees what to do but at the same time, it is equally important to teach them how to do. Market leaders like Unilever spend more time in comparison to their competitors for training and developing their employees. Following is an example of professional training and development plan at Unilever (Fisher, Schoenfeldt & Shaw, pp. 301-305, 2005). Training and development at UniLever starts with needs assessment. Why training is important? What should be the contents of training? Who should be the target of training? What shall be the expectations in terms of benefits from the training? (Kleynhans, pp. 274-278, 2006) Questions similar to the above mentioned, remain the target of needs assessment. The second step is of instructional design where the focus remains on using the data gained in the first step and with the help of the same, complying, creating and deciding on the program content, exercises, activities, approaches and others (Cummings & Worley, pp. 68-69, 2008). Since this process requires a lot of investment in terms of time and energy, the third step is of validation where a small sample is tested. The fourth step is of the actual implementation of the program and at the fifth stage, the managers and heads of UniLever sit back to evaluate the success of the program (Bratton & Gold, pp. 510-512, 2001). Human Relations School and Motivation of Staff Experts such as ‘Hugo Munsterberg, Mary Parker Follet, Hawthorne Studies, Abraham Maslow, Douglas McGreg or’ (Hendry, pp. 84-86, 1995) and others remain as the founder of the human relations school of management. Most of these experts (Hendry, pp. 84-86, 1995) had disagreements with the ideas of Taylor and other advocates of

Is Work life balance an unrealistic dream or something that Essay

Is Work life balance an unrealistic dream or something that organisations should pay attention to - Essay Example A work life balance is important because work life and life systems, although very different, are intertwined together in a firm manner. It has been proven through current theories that emotional spillovers from one side can affect the other. Such that, a disappointment at the job may translate in to a disappointment at the family level, and vice versa. One of the theories that are used to explain the relationship between the balance of work and life is the Work/family border theory. Border Theory The border theory divests upon the interactions between the life and work of an individual and how he may attempt to balance them (Poelmans 2005). According to the theory, as Clark (2000) relates, the primary connection between the work and family systems is not emotional but it is human. So ‘people’ in the theory are regarded as daily border-crossers who have to make daily transitions between the two worlds- the world of work and the world of family. People are important here because they are considered responsible for shaping the worlds, for defining the borders between the two worlds and for determining their relation to each of the worlds. Although people are the primary agents at work here, to change the environments, they can themselves be affected in turn, giving rise to a work-family spillover (Hislop 2008). It is this concept that makes keeping a balance between the two worlds the most challenging thing. The border theory seeks to explain the complex interaction between the border crossers and their work and family systems and henceforth, attempts to attain a certain degree of balance between life and work. Psychological contract The psychological contract is also an important concept when it comes to the study of work/life studies and refers to the exchange occurring between the employee and the employer (Andrae 2008). Through the psychological contract, one can attempt to understand what employees and employers expect from a job and work enviro nment. According to Smithson & Lewis (2000), these expectations may not just be confined to tenures or promotions, but, may also include other things like a sense of entitlement to work/ life benefits and flexible working hours. It has been argued recently that a better integration of the worlds of ‘work’ and ‘life’ lead to a positive psychological contract. The psychological contract explains that meeting or breaking of promises has a greater influence than practices and policies (Cooper, Quick & Schabracq 2009). According to Roehling, Roehling and Moen (2001), work/life policies, such as the flexible working hours and informal support, are directly linked to employee satisfaction and loyalty which get translated in the form of a positive psychological contract. The met and unmet expectations have a significant impact on the attitudes and behaviours of the employees (Naswall, Hellgren & Sverke 2008). Recent research in UK also shows that employees tend to look for the awards that their psychological contract promises to deliver and to consider it their right to have an entitlement of flexible working hours, the lack of which is believed to be a violation of the psychological contract (Leat 2007). The psychological contract is an important tool because it considers the individual expectations of employees and employers. The approach is also important to shift the focus from policies and instead concentrate on the different settings of work and life systems for both the employees and emp

Writer's choice Essay Example | Topics and Well Written Essays - 750 words - 6

Writer's choice - Essay Example It has shifted from the less severe form into explicit content. The paper will analyze some of the characteristics of sex in the media. These characteristics are both beneficial and harmful at the same time. The media sexual content can affect the behavior of any age group. However, it is an accepted belief that adolescents are more vulnerable to media content than the rest. Adolescence marks the stage in which the gender roles and sexual behaviors are shaped. Adolescents easily imitate the behavior of their favorite pop idol; their dressing, and actions. The media has a lot of sexual content directed to them thus, influencing their sexual behavior. Teenagers at this stage tend to copy almost everything showed in the media as they try to develop their identity. Today’s media has been linked with several cases of early pregnancies among the teenagers. The media presents sex in a way that it appears casual. For instance, sex scenes are common in most films streamed by the mainstream media. It is made to appear as if not a big deal and that it is commonly done by everyone. However, the consequences such as an unplanned pregnancy and STDs are rarely shown. Sexual contents can remain in a teenager thought for a long time. The greater the exposure, the more they are likely to be affected by them (Brown, 2002). The media has failed to emphasize on safe sex. Studies show that the more the young people are exposed to sexual contents, the more they are likely to engage in unsafe sex. In the modern age, it is hard to reduce the exposure of the young people to sexual content. Most adolescents end up imitating the sexual behaviors and rely on the media as the sole source of sex education. These youths are most likely to have meaningless sex while disregarding the possible physical and emotional effects of such behaviors. The depiction of sex in the media provides a false expectation of satisfaction that may result in depression

The Portfolio Of Journey Essay Example | Topics and Well Written Essays - 500 words

The Portfolio Of Journey - Essay Example Re-reading the paper, I spotted a few sentences which could've used a comma or two, and a few that could've done without it. I realized that using appropriate punctuation would make them much easier to read. Recognizing these flaws reinforced my belief that my writing sensibilities are now more sophisticated than before. In terms of structure, one of my main weaknesses is maintaining a smooth flow of ideas and making transitional sentences so that there is an effortless shift in between paragraphs.Re-reading the paper, I spotted a few sentences which could've used a comma or two, and a few that could've done without it. I realized that using appropriate punctuation would make them much easier to read. Recognizing these flaws reinforced my belief that my writing sensibilities are now more sophisticated than before. In terms of structure, one of my main weaknesses is maintaining a smooth flow of ideas and making transitional sentences so that there is an effortless shift in between par agraphs. In my second portfolio example, â€Å"History of Child Abuse† ideas and issues were raised about the very definition of child abuse for it differs in various sociological and cultural contexts. I can deeply relate to this because, in the country where I'm from, child abuse is not something that is discussed openly. This premise has, in a way, challenged my preconceived beliefs and innate cultural sensibilities. I had to approach this topic without biases, and in the end, I was rather pleased with the results. It also exposed me to this abominable side of humans, something that has only gained attention in recent times. But this sordid view of humanity kindled a spark of fire in me. Learning about the history of child abuse made me more aware, and it established a foundation to the opinions that I proudly hold until now.   I had to look at a considerable body of literature doing the research for this paper, so maintaining organization is an essential aspect. And tho ugh I had some difficulty finding the words.

Customer analysis Essay Example | Topics and Well Written Essays - 1500 words

Customer analysis - Essay Example The hotel management has had discussions and is continuing to conduct further discussions with the event planners, especially the wedding planners from the Indian community in order to expand its customer base. It will also conduct road shows and take part in wedding conventions to promote and create awareness of their products. This region is projected to account for over a third of the hotel’s revenue in Singapore. Primary targets of MBS include Malaysia, Thailand, Indonesia, Singapore and Vietnam (Majumder, 2010). According to Tanasijevich (2011), Malaysia is expected to produce 10 percent same as Thailand and Indonesia while 8 percent is expected from Vietnam. China, on the other hand, accounts for 6 percent of the Marina Bay Sands business. The hotel has an advantage with respect to its location at the centre of the city. The hotel’s operations are expected to be consistent with minor variations in the number of customers during weekdays and weekends during which c ustomers spend their leisure time. There is also another market that Marina Bay Sands is eyeing, that is the Middle East. Marina Bay Sands is expecting to be flying customers between Singapore and Middle East. The need of Singapore to enhance tourism in their country through promoting MICE business and increasing family entertainment opened a vast gaming market for Marina Bay Sands which falls into their target market. This gaming market is described as more aggressive and large; therefore, Marina Bay Sands is extending liable gaming training to everyone so that the gaming evolution is understood to enhance understanding of this service. The Marina Bay Sands management explains that the casino gaming business is a principal target market in the early years. This is because it is expected to significantly surpass the MICE and room business before levelling up in the long term (Chiang, 2010). Chiang (2010) says that Marina Bay Sands also targets local and regional markets of music lov ers, anime enthusiasts and aspiring artists to stage their creative work by sponsoring events such as SAAP Singapore and Anime Festival Asia. It has something for everybody such as a big swimming pool that outsizes a football field, shops, fast food and restaurant, nightclubs and lounges. In terms of demographics Marina Bay Sands is targeting almost equally with respect to gender where expected male market is 51 percent as compared to 49 percent of the female market. The hotel has also targeted the middle aged population ranging from 25 to 55 years expected to have a percentage of 66% while that of below 25 years being 20% and the remaining 14% is expected to be older people aged above 55 years. Couples without children are expected to outnumber those who have children in their households by 65% to 35% respectively. Caucasians are expected to dominate the customer base by 71 percent followed by Asian ethnicity at 11 percent. People with income below USD50000 are expected to be fewer i.e. 16% as compared to those earning above USD 50000 at intervals of USD 50000 having a small difference not exceeding 2% (Pdlangen, 2010). The high demand and Controlled supply of gaming when merged with the design of Marina Bay Sands makes the hotel to stand a chance of being the most Profitable casino in the region and the world at large. This is because each

Analysis of the poem Acquainted with the Night Essay

Analysis of the poem Acquainted with the Night - Essay Example The setting of the poem is in the urban area; obviously it is crowed since it houses a big population, generally more than what the city infrastructure can accommodate; He writes, â€Å"I have looked down the saddest city lane.† He is familiar with the geography of the city; the second theme is loneliness; the third theme is the speaker’s sadness. The surroundings and situations make the poet sad. It is to be noted that the poem was written in 1928, when the world economy (especially that of U.S.) was at the threshold the Great Depression (which commenced in 1930) But the year 1928 relates to plenty and prosperity. Why then the poet should be sad? The poets have generally nothing to get elated about the materialistic prosperity. Their domain is spirituality, where such attachments have no relevance. â€Å"Proclaimed the time was neither wrong nor right- I have been one acquainted with the night.† -the poet has perfectly mastered the nature of the dualities of lif e, and came to the conclusion that everything happens in life, as it should! Time is a great healer, and one can never complain about Time-the nature of its functioning! It is always perfect; it is benevolent, provided an individual has the patience to understand. The wise saying goes, ‘Go placidly amidst the noise and din†¦.everything is happening as it should!’ The poet uses paradox like, â€Å"the time was neither wrong nor right.† He uses a common syntax of word order in most of the lines in his poem. This poem is a sonnet. The overall tone of the poem is sad and apathetic. â€Å"Acquainted with the Night,† means he has come to terms with the night. He is able to cope up with the night; he has mastered the art of living. The sapling of silence is steadily growing in his heart. The image of the moon as a clock and timekeeper is perfect because, the moon is one of the perfect agents of nature, unfailing as for the

President Barack Obama as a speaker, discussing his content and Essay

President Barack Obama as a speaker, discussing his content and delivery style - Essay Example Ageism is a set of beliefs that enable people to justify prejudices based on age, its use being either casual or systematic. This form of discrimination is increasingly becoming common especially against elderly people. There is an increasing belief that the older people, or the elderly, are past their prime and that they cannot function well in society. In fact, it is said that these people have become useless to society and should therefore, not be shown any form of respect by the younger generation. President Obama has in his speech and in support of universal healthcare indirectly come in support of the elderly. In essence, his belief in universal healthcare has shown that he does not believe in ageism and, in fact, values all the people in society. Racism is the belief that Man is divided into various groups known as races and that such groups bear certain characteristics, which make them either superior or inferior. Racism is one of the most predominant forms of discrimination today, and it is experienced by people in all occupations. President Obama, in many of his speeches on racism, the most notable being the one to the NAACP, states that America has come a long way in fighting against racial discrimination. However, he also states that the fight against it in American society is not over and that it is likely to go on well into the future (Thompson and Thompson). Religious discrimination is the treatment of certain people in a different way because of their spiritual beliefs. This is usually done most especially against those people who belong to either a different religion, or a different denomination. Those who adhere to different religions are usually discriminated against in such cases as legal proceedings, or when attempting to get employment. One of the people who tend to face religious discrimination in the Western world is

Family Bond Essay Example for Free

Family Bond Essay The family system is the most conspicuous bond in the social scheme of things. This bond ties people to each other with invisible strings of love and care, each one bonded to all others in his/her entirety. The family that consists of the elder’s brothers, sisters and children are all bound to each other no matter how far away they may be from each other physically. The family is the inspiration of each individual member and, above all, it is the objective for which each individual member lives and works. The encouragement from the family helps one to achieve marathon goals, and it is the family only that, at time forces a person to adopt the wrong path. Thus the family is of so much importance to every member that, its bonds are in reality responsible for whatever each member achieves or loses. The family is as if the backbone on which the bodies of the individuals in it stand. It is the family that acts as a booster for each one in it and, it is the same family that at times becomes a stumbling block in the growth of an individual in it. This is because the bonds of love are too great to be set apart and as we often hear that love is blind. It is this same blind love of the family that may at times prove to be a hindrance to growth For example, a child in the family may be brilliant in studies but the extreme and blind love of the parents wants to see him as the next Sachin Tendulkar. They, in trying to fulfill their ambition may try to impose their desire on the child and he, in the bargain loses track of studies. At the same time since he has no inclination for cricket, he does not manage to achieve anything in that sphere also. Thus, due to the unquestioned love and bond of the family, the child loses out on both fronts. He is unable to become Sachin Tendulkar and neither has he been able to keep pace with his studies. In this way, the bonds of the family prove to be disastrous also. At the same time, with the backing and support of the family, a child can work wonders as, it is here he gets all the encouragement and back up support. Besides being a support for the children of a family it has often been heard that, b ehind every successful man, there is a woman. This again goes to show how much the backing of a good co-operative wife helps the man also to grow in his career. Thus it is seen that the family bonds play a very prominent part in making or breaking each member of the family. It is from broken homes that, drug addicts, juvenile criminals are also created, so much is the importance of the bonds of a family. So much for parents and children in a family. Even grandparents have an intrinsic role to play in the growth of the individuals. If the children play and have fun with grandparents, they develop a liking for elders, and they learn to respect elders. Once they see their parents behaving well with the grandparents they also learn how to behave with elders. This presence of elders in a family makes the bonds still more pleasant and more lasting. Like everything else, bonds of a family also have their advantages and disadvantages. However, the disadvantages are so minuscule that, the prominent advantages overpower them and the essence of family life and its bonds appear to be just worth it. Where there is a family to fall back upon, even hard times of misfortune, it becomes easier to bear and this is just what family bonds is all about. These bonds are so strong that, no power can break them or destroy them. It is however great luck to get the fortune of a fully blooming family with all its bonds in place.

Daimlerchrysler Ag Change Management Business Essay

Daimlerchrysler Ag Change Management Business Essay Change management means to plan, initiate, realize, control, and finally stabilize change processes on both, corporate and personal level. Change may cover such diverse problems as for example strategic direction or personal development programs for staff. Change is the continuous adoption of corporate strategies and structures to changing external conditions. Today, change is not the exception but a steady ongoing process. On contrast business as usual will become the exception from phases of turbulence. Change management comprises both, revolutionary one-off projects and evolutionary transformations Introduction to DaimlerChrysler AG DaimlerChrysler AG-the third-largest car maker in the world-is the product of the November 1998 merger of Daimler-Benz AG of Germany and Chrysler Corporation of the United States. Vehicles built by the resultant powerhouse include Mercedes-Benz luxury passenger cars; a micro compact car sold under the name Smart; Chrysler, Jeep, and Dodge cars, pickup trucks, minivans, and sport utility vehicles; and commercial vehicles, including vans, trucks, and buses, under the brand names Mercedes-Benz, Freightliner, Sterling, Setra, and Western Star Trucks. The companys revenue stream is heavily weighted toward the United States and Europe-the Mercedes Car Group and the Chrysler Group divisions account for the majority of company sales. The company has been plagued with problems in recent years related partly to its investment in Mitsubishi Motors. Its troubled Chrysler division experienced a $637 million loss in 2003 due to restructuring costs and slowing U.S. sales. In addition to its vehicle manufacturing operations, DaimlerChrysler is a leading provider of information technology services in Germany and offers a variety of financial services-including vehicle sales and leasing financing, dealer financing, and insurance services-primarily in North America and Europe. The European Aeronautic Defense and Space Company (EADS), which is 33 percent-owned by DaimlerChrysler, operate as the worlds second-largest aerospace and Defense Company. Models of change management Lewins model Unfreeze the current paradigm of the organization. This involves understanding the need for change. Then communicating that need to the people. People should be open to change in structure, behavior and thinking. Change the organization paradigm by introducing new theories in the organization. This is a lengthy process as the new method will take time to sink in. people will question the new method thus it is important that there is a strong channel for feedback. Refreeze the changed paradigm. This is the stage where the change is inculcated into the organization and people followed the changed methods as a part and parcel of the organization. Kotters 8 steps creating a vibe of change into the members gather supporters to guide change create a vision explain the vision to the supporters empower people to follow and spread the vision create shot objective or milestones improvements and feedback Inculcation of change by making it a part of structure and system. Complex model which recognize the need of individual organizations. Johnson Scholes and Whittingtons model identifies the variables that the organization faces. Time is how quickly change is needed. This can be identified by the Balogun and Hailys model. Scope is the degree of change that is necessary. Continuity what is the incremental factor History is the past experience of change Skills what capabilities are required and what do we have. Resources which are available for change management. Readiness is the willingness of people to accept change. Power is where the of the organization lies i.e. with management employees, stakeholders etc. McKinsey 7S framework identifies the areas that management need to focus on in order to manage change effectively Structure is the hierarchy and the departmentalization of the organization before and after the change. Strategy is the plans that organization makes i.e. when to compete? Where to compete? And when to compete? System is the alignment of the strategy with the business objective and at what level evolutionary stage the organization stands. Shared values is what type of culture prevails in the organization Style is the leadership style of the management. How are decisions made? Staff is the human resource of the organization. How trained they are and what staff is needed? Skill is the organizations ability to use its resources. Thus measure of the efficiency of the organization. Need for strategic change in Chysler Chysler has been to the top and now has lost most of its profit. Strategic intervention techniques The purpose of intervention techniques is to improve the efficiency and the effectiveness of the organization. Strategic intervention techniques focus on improving the processes through which ideas are generated and then gain feedback on the ideas. These techniques make some thing happen and also focus on what is happening French Bell Jr (1994). The reasons for interventions can be To gain feedback To educate people To invoke rapid change in the organization. Rapid and sudden change in the external environment Intense competition Driving forces for change in GM Driving forces are the reason that GM requires to change its strategy and align itself with the environment. Few of the forces that pressure Gm to change are as follows Low economic growth in the car manufacturing business has stumped most of the manufacturers. Car manufacturers on government support are making cars at a loss but yet there cars are in the market and cutting the market share of other companies. Japanese car manufacturers are making better cars at low price which is the main competition for GM. Change in technology in the industry has been an issue. Honda and Toyota have advanced in technology at a higher rate than GM. Rising oil prices have also caused the industry to rethink there strategy. Resource implications for GM GM CEO Rick Wagoner has put in a lot of effort to turn around GM since 1992.but his response to change in the environment was too slow. The resources of GM can be evaluated using 5 Ms model Money has been the problem for GM for sometime now but government is ready to help them but they do not have a turn around strategy. Manpower of GM has not been able to generate new ideas which show dulled motivation, and poor creativity skills by the management and other employees. Also GM is stuck in contacts with employees with huge pensions. Minutes time frame for adaptation has always been short for GM and it has always lagged behind the need of time. Material has very special item oil which has sky rocketed. So the price of car manufacturing is rising as well as the price of maintaining a car. Machinery has been the major issue for GM as its competitors have acquired new machinery and processes which are better than that of GM. Due to these factors GM has not been able to change. These are the forces that create resistance for change. Change and stakeholders Stakeholders are an integral part of the organizational paradigm. To bring change in the organization, stakeholders should own the change. The process of change should start from within the stakeholders. To change the culture stakeholders should realize that there is a need for change. Then they should be directed into the right direction. In Kotters 8 steps model for change the role of stakeholders can be incorporated. The model pushes the organization to make its own decision and define its process of change. Kotters model for change for GM Kotter gives a model of change in the organization in which the stakeholders are empowered to make change for themselves. I shall use this model to explain how GM can bring about change in the organization with the help of its stakeholders. Step 1: Create urgency For change to occur it is necessary the whole organization realizes the need for change and puts its effort in making the change. For this purpose managers can paint a grim picture of the future if continued on the same path. Explain to the shareholders the increase in ability of the organization to exploit its resources. There should be feed back from the stakeholders and there ideas should be incorporated in the change process. In case of GM it is not very difficult to paint a grim picture because the next step to bankruptcy is liquidation. The decline in the performance of the company has been a question mark for a long time now. So in GM people are ready for change and stakeholders support the management. Now there is need for discussions so that the ideas and the wills of the stakeholders can be incorporated in the change process. Step 2: Coalitions This is the point where the leadership emerges; people among the stakeholder should take charge of the groups. It is necessary that to identify the key leadership and make them commit to the change in the organization. This is necessary that people who are selected for the leadership believe in the change. In case of Chysler they have to find leaders in order to bring change. Recognition of the people who will help GM to evolve and to accept the changed processes is necessary, if it wishes to make any type of change in its strategy. Step 3: Vision for change When the process of change starts there are many idea of floating. All these ideals need to be linked together if in order to form a vision. This vision needs to be simple and understandable. The vision gives people a sense of direction; they understand the purpose of the change. For change to be successful you need to know the main idea behind the change. For this purpose prepare a summary of the future endeavors of the company. Knowing about the future helps people to support the organization. In case of Chysler the mission statement is quite clear G.M. is a multinational corporation engaged in socially responsible operations, worldwide. It is dedicated to provide products and services of such quality that our customers will receive superior value while our employees and business partners will share in our success and our stock-holders will receive a sustained superior return on their investment. But unfortunately Chysler has not been able to deliver. The vision of the Chysler needs to be communicated effectively through the organization. Every stakeholder needs to believe in the mission statement of Chysler. Step 4: Communication of vision Every person in the organization needs to know the objective of the change. The previous paradigm of the company will produce resistance against the new method. The New Mission statement needs to overcome the resistance and unite the organization on a single path to success. For this the management needs to address all the doubts and problems of the people. Divide the vision into smaller objectives and tie the performance of individual with the achievement of these objectives. In Chysler the management should take responsibility of communicating process of change through the organization. A process of change developed from the input of stakeholders is easier to communicate back. Step 5: Remove obstacles In the process of change, there will always be resistance. The objective of the management is to minimize this resistance and bring the stakeholders to a common platform on which everybody can express their opinion. As the process of change moves forward, there should be constant checks for any barriers to change. In Chysler the inner management has failed to provide change in the organization. The change in GM can be induced from the outside; perhaps a change agent will help GM over come change barriers. Another good way to bring about change is to award the people who embrace the change. Step 6: Create short term objectives For the process of change to work people need to know that it is working. For this management can divide the main objective in to simpler objectives. The management should thoroughly analyze the short term objectives such that they are achievable and motivation. For the achievement of every objective the employees should be rewarded. In Chysler that management need to step up and divide their long-term objectives into the short term goals. The management should make the stakeholders believe that they are capable of changing the business for the better. The most important stakeholder of GM is the government. The government needs to know that that GM can stand on its feet, for it to bail out the company. Step 7: Build on the change The process of change is not complete he unless and until the change culture has inculcated into the organization. Changes in many organizations fail because they do not fully implement the changed processes. The changed processes should become part and parcel of life in the organization. The people of the organization need to build on the changed processes and achieve even more success. The management of Chysler should not stop at making the government believed that they deserve a bailout, but should make efforts to build on the changed processes. Step 8: Change in corporate culture The most difficult thing to do in bringing about change into the organization is to change the culture of the organization. In history many of the mergers in companies have failed because they unable to merge the culture of the companies. Changing the culture of the company is a very long and hard process. Chysler will need to change the culture and introduce a fresh method to succeed in an unattractive industry. At this point the employees of General Motor will not be motivated; the management needs to bring faith back into the employees. Monitoring progress and conclusion The final step in the management of change would be to monitor the performance of the company. For this purpose appraisal of each of the activities of the company will be performed. The justification of activity will provide grounds by which the productivity of the activity will be measured. The idea of kaizen should become a part of the activities of the business. The process of change is very lengthy; it takes years for change process to become part of the culture. The management of the organization needs to be very patient and need to prioritize their objectives. In Chysler it is necessary that people accept the change and once the changed processes have settled in there should be continuous evaluation and revaluation. The U.S market has become very saturated thus not allowing the companies to grow as fast as they would like. For the companies to survive they need to use there resources with utmost efficiency.

Body Image, Self Esteem and Eating Relationship | Methods

Body Image, Self Esteem and Eating Relationship | Methods Methodology In this chapter, we are going to discuss the research design, respondents, instrument, procedure and data analysis that we use at doing the research study. For our research, we used Body Shape Questionnaire (BSQ-16B), Rosenberg Self-Esteem Scale (RSE), and Eating Attitudes Test (EAT-26) at investigating the relevance of body image with both self-esteem and eating attitudes. Furthermore, participants were focused at female Foundation students of UTAR. Details were further discussed in our following subtopic. Research Design Research design is defined as a tool to gather relevant evidence that involve with a specification of the type of useful evidences needed for answering our research question, testing a theory and to describing some phenomenon shown (McGaghie, Bordage, Crandall, Pangaro, 2001). In other words, research design is to answer the primary question as suggested in our research clear enough from the uncertainty. In this study, a quantitative research with cross-sectional design was selected to use. A quantitative research refers to an empirical method used to explain phenomena by collecting numerical data. The term cross-sectional design implies that one or more samples are drawn from the population at one point of time (Shaughnessy, Zechmeister, Zechmeister, 2010). In addition, a purposive sampling particularly the stratified purposeful sampling was utilized in this research. In a purposive sample, the sample is typically designed to pick a small number of cases that will yield the most information about a particular phenomenon. In other words, it involves selecting information-rich cases for in-depth study. Purposive sampling leads to greater depth of information from a smaller number of carefully selected cases (Teddlie Yu, 2007). On the other hand, a stratified purposeful sampling presenting and providing characteristics of particular subgroups of interest and facilitates comparison. It involves capture major variations rather than to identify a common core (Patton, 1990). Respondents The female Foundation students in UTAR (Perak Campus) have been targeted as the population of this research. There are 1427 female Foundation students and a sample consisted of 100 students (N=100) from both science and art streams participated in this study. In balancing the body size groups, 50 plump and 50 thin female participants between the ages of 18 to 23 years old (M= 20.16, SD= 1.45) were selected. This study focused on female Foundation students is that they are at a much higher rate to experience body image disturbance and disordered eating than males (Serdar, n.d.). In having adjustment to new lifestyle, females might have thought changing and more aware of themselves and how others perceive them as they meet more new people in the new environment. Whereas, the relationship between body image dissatisfaction and eating disorders has not significantly correlated with males (Furnham, Badmin, Sneade, 2002; Wimbish, 2009) and hence, the study did not include males to prevent the possibility of producing extreme scores. Instrument Body Shape Questionnaire (BSQ-16B). The BSQ 16-item is a refined self-report questionnaire developed by Evans and Dolan (1993) to assess body dissatisfaction and concern over body shape. Participants rate the items based on a six-point Likert scale, ranging from 1 = never to 6 = always with higher scores indicate greater body shape dissatisfaction. Items are all presented as self-statement such as â€Å"Have you been afraid that you might become fat (or fatter)?† (item 2) and â€Å"Has seeing your reflection (e.g. in a mirror or shop window) made you feel bad about your shape?† (item 13). The BSQ-16B has been found to be a reliable and valid measure of body image satisfaction as it had been shown to have good test-retest reliability (.88) (Hudson, 2008) and excellent internal consistency (.95) (Pook, Tuschen-Caffier, Brahler, 2008). Rosenberg Self-Esteem Scale (RSE). The RSE is a 10-item self-report questionnaire developed by Rosenberg (1965) to measure global self-esteem level of participants in this study. Participants rate the items based on a four-point Likert scale, ranging from 3 = strongly agree to 0 = strongly disagree with higher scores indicate higher level of self-esteem. Items are all presented as self-evaluation on positive self-esteem (item 1, 3, 4, 7, 10) and negative self-esteem (item 2, 5, 6, 8, 9). RSE has been found to have good test-retest correlations of .82 to .88 and internal consistency of .77 to .88 (Hudson, 2008), which indicate the test is having high reliability of measure self-esteem. Eating Attitude Test (EAT-26). The EAT 26-item is an abbreviated version developed by Garner, Olmstead, Bohr, and Garfinkel (1982) from the original scale which is EAT-40. EAT-26 is a most widely used standardized self-report questionnaire to measure the symptoms and concerns characteristics of eating disorders. Participants rate the items based on a six-point Likert scale (3 = always, 2 = usually, 1 = often, 0 = sometimes, 0 = rarely, 0 = never) with a cutoff scores of 20 had been suggested to identify persons with problematic attitudes and behaviors towards eating. Items are presented in three subscales: 1) Dieting (item 1, 6, 7, 10, 11, 12, 14, 16, 17, 22, 23, 24, 26), 2) Bulimia and food preoccupation (item 3, 4, 9, 18, 21, 25), and 3) Oral control (item 2, 5, 8, 13, 15, 19, 20). The EAT-26 has been shown to have a good intercorrelations with EAT-40 (r = .98) and good internal consistency (.90) in non-clinical populations (Garner et al., 1982). Reliability In this study, the reliability of variables has been analyzed. The results of Cronbach’s Alpha reliability test showed that all the scales are highly reliable of BSQ-16B (16 items; ÃŽ ± = .94), RSE (10 items; ÃŽ ± = .737), and EAT-26 (26 items; ÃŽ ± = .791) (Appendix ). Procedure Before the commencement of questionnaire distribution, proper liaison was made by sending a formal letter to gain the permission from Centre for Foundation Studies (Perak Campus) to retrieve data on the population number of female Foundation students. After the permission was granted, the survey was conducted at Block B, C, and D of UTAR Perak Campus which Foundation students are majority gathers. The questionnaires were distributed manually to the potential participants. A consent form was attached to the questionnaire and the nature of the study was explained clearly to participants. The participants will not able to take part in the survey if they did not give the consent to the student researchers. Furthermore, the total score of EAT-26 (Section D) had been counted on the spot once the participant completed the questionnaire. Participants with a score of 20 or more or answered affirmatively to any of the behavioral questions had been suggested to seek evaluation from mental health professional. The questionnaires were collected from the participants with 100% response rate. Each questionnaire was checked to ensure there were balanced numbers of participants from both groups. The completed questionnaires were then later analyzed. Data Analysis Statistical Package for the Social Science (SPSS) Version 20.0 was used during the analysis of data. The demographic data was analyzed by using descriptive statistics to measure the mean, standard deviation, and frequency of age and body size group. The first research question was analyzed by mean and standard deviation on measuring the body image satisfaction level between thin and plump female Foundation students. Next, Independent Sample t-Test was used to test the second research question to determine the mean difference of body image satisfaction and eating attitudes between thin and plump female. Furthermore, the third and forth research question were tested by using Pearson’s Coefficient of Correlation on accessing the relationship between body image satisfaction with self-esteem and eating attitudes respectively to examine whether there is any positive or negative significant relationship between these variables. The level of significant difference (p-value) was adopte d at t-Test and References Shaughnessy, J. J., Zechmeister, E. B., Zechmeister, J. S. (2010). Research methods in psychology (9th ed.). New York, NY: McGraw-Hill. McGaghie, W. C., Bordage, G., Crandall, S., Pangaro, L. (2001). Method: Research design. Journal of the Association of American Medical Colleges, 76(9), 929-930. Patton, M. (1990). Qualitative evaluation and research methods [Adobe Digital Editions version]. Retrieved from http://legacy.oise.utoronto.ca/research/field-centres/ross/ctl1014/Patton1990.pdf Teddlie, C., Yu, F. (2007). Mixed method sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. Doi: 10.1177/2345678906292430 Serdar, K. L. (n.d.). Female body image and the mass media: Perspectives on how women internalize the ideal body standard. Retrieved from http://www.westminstercollege.edu/myriad/index.cfm?parent=2514detail=4475content=4795 Furnham, A., Badmin, N., Sneade, I. (2002). Body image dissatisfaction: Gender differences in eating attitudes, self-esteem, and reasons for exercise. The Journal of Psychology, 136(6), 581-596. Wimbish, T. R. (2009). Eating disorders, body-image dissatisfaction, and drive for muscularity in African American gay and straight men (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3391518) Pook, M., Tuschen-Caffier, B., Brahler, E. (2008). Evaluation and comparison of different versions of the Body Shape Questionnaire. Psychiatry Research, 158, 67-73. doi:10.1016/j.psychres.2006.08.002 Garner, D. M., Olmstead, M. P., Bohr, Y., Garfinkel, P. E. (1982). The Eating Attitudes Test: Psychometric features and clinical correlates. Psychological Medicine, 12, 871-878.

First World War Poetry Essays -- The Great War Poems Poetry Literature

First World War Poetry ".......Above all I am not concerned with poetry. My subject is war, and the pity of war. The poetry is in the pity." -Wilfred Owen. The First World War, or The Great War, was fought over the period August 1914 to November 1918. Although this was fought in many locations, and on a number of continents, the Western Front was the scene of some of the most important and bloodiest battles of the War. The Western Front was a series of trenches running through Belgium and France that formed the front line between the Allied and German forces. Many of the WW1 poets saw action on the Western Front. The War was dehumanising and it brought home how quickly and easily mankind could be reduced to a state lower than animals. The First World War, with its mass volunteers and conscription of educated, non-professional soldiers, saw the appearance of a new phenomenon - the soldier-poet. For the first time, war poetry appeared designed to educate its audience to the horrors of war. The First World War provides a unique moment in the twentieth-century in which literate soldiers, plunged into inhuman conditions, reacted to their surroundings by writing poetry. In fact, as subsequent years have proved, those poems have gone on to give a vision of this historical event to the public which otherwise would probably have gone unknown since it was a period of time when there was no reporting as we know it, in terms of front line war correspondents for newspapers, radio or television. Rupert Brooke Brooke was born in 1887 at Rugby where his father was a housemaster. One of the many ironies of the war is that Rupert Brooke is remembered as a war poet because his actual war experience consis... ...because it only addresses the poet’s feelings of personal loss. It has similarities in tone to both The Soldier and In Flanders Fields because of its romantic nature. It is not at all alike Dulce et Decorum Est since that is purely relating to the horrors of War and Vera Brittain doesn’t directly discuss the issue of war in her poem at all and unless the reader knew she had lost someone in WW1 she might have been writing about the loss of anyone close to her who had died under any circumstance. My Favourite Poem I prefer Perhaps of all the poems because it is beautifully written and is very touching. When I read the poem for the first time I was genuinely affected by what she said and the way she said it. I could see the imagery in her words and feel her pain at the loss of her fiancà ©e. It is a sad poem but the words themselves are very beautiful. First World War Poetry Essays -- The Great War Poems Poetry Literature First World War Poetry ".......Above all I am not concerned with poetry. My subject is war, and the pity of war. The poetry is in the pity." -Wilfred Owen. The First World War, or The Great War, was fought over the period August 1914 to November 1918. Although this was fought in many locations, and on a number of continents, the Western Front was the scene of some of the most important and bloodiest battles of the War. The Western Front was a series of trenches running through Belgium and France that formed the front line between the Allied and German forces. Many of the WW1 poets saw action on the Western Front. The War was dehumanising and it brought home how quickly and easily mankind could be reduced to a state lower than animals. The First World War, with its mass volunteers and conscription of educated, non-professional soldiers, saw the appearance of a new phenomenon - the soldier-poet. For the first time, war poetry appeared designed to educate its audience to the horrors of war. The First World War provides a unique moment in the twentieth-century in which literate soldiers, plunged into inhuman conditions, reacted to their surroundings by writing poetry. In fact, as subsequent years have proved, those poems have gone on to give a vision of this historical event to the public which otherwise would probably have gone unknown since it was a period of time when there was no reporting as we know it, in terms of front line war correspondents for newspapers, radio or television. Rupert Brooke Brooke was born in 1887 at Rugby where his father was a housemaster. One of the many ironies of the war is that Rupert Brooke is remembered as a war poet because his actual war experience consis... ...because it only addresses the poet’s feelings of personal loss. It has similarities in tone to both The Soldier and In Flanders Fields because of its romantic nature. It is not at all alike Dulce et Decorum Est since that is purely relating to the horrors of War and Vera Brittain doesn’t directly discuss the issue of war in her poem at all and unless the reader knew she had lost someone in WW1 she might have been writing about the loss of anyone close to her who had died under any circumstance. My Favourite Poem I prefer Perhaps of all the poems because it is beautifully written and is very touching. When I read the poem for the first time I was genuinely affected by what she said and the way she said it. I could see the imagery in her words and feel her pain at the loss of her fiancà ©e. It is a sad poem but the words themselves are very beautiful.

Cultural Engineering of the Poetic Parental Instinct :: Areopagitica John Milton Poetry Essays

Cultural Engineering of the Poetic Parental Instinct It seems that biological genetic engineering is not a contained threat; in the last decade it seems to have spilled significantly into cultural and literary studies. In Renaissance studies, this trend becomes evident in Richard A. Goldthwaithe's Wealth and the Demand for Art in Italy: 1300-1600 (1993) and especially in Lisa Jardine's Worldly Goods: A New History of the Renaissance (1996). These "new histories" of "worldly and wealthy" Renaissance attempt to present consumerism and Thatcherism as the moving spirit of Renaissance society and art. Considering the mere fact that less than 5% of the population could have afforded art, this search for Thatcherite "motions" in Renaissance society and culture seems to correlate, in its result, to what T. S. Eliot defines as artists' search for new emotions in art. Unfortunately, this trend of engineering the cultural history can be observed, albeit in a slightly different form, also in the studies of individual authors and their works, and J ohn Milton and his Areopagitica are no exception. One of the reasons for this trend in Milton studies and this particular pamphlet can be sought in the over-saturation of Areopagitica criticism dealing, to a great extent, with various aspects of authorial intention and textual authority. This particular strain seems to have been brought to the point of absurdity in Paul M. Dowling's Polite Wisdom: Heathen Rhetoric in Milton's "Areopagitica" (1995), a book from which one can conclude, in contrast to earlier criticism (Barker, Kendrick, Belsey), that Milton's main intention for his pamphlet was to be understood at two levels—as suggested in Dowling's title— and to defend simply the freedom of philosophic speech. As D. F. McKenzie has noted, recently there has been a shift of scholarly interest in Milton's Areopagitica from "questions of authorial intention and textual authority to those of textual dissemination and readership" (Miller 26). While this distancing from the authorial intention has resulted in some illuminating works about the world of printing, Renaissance economy, censorship and public sphere (Miller, Sherman, Norbrook), it has also produced some curious side-effects because the critics cannot avoid, in their final analysis, touching upon the authorial intention in the light of their newly made discoveries. Thus, Stephen B. Dobranski suggests that, since Areopagitica is about books, "the reading of the text should begin (but not, of course, end) by placing the pamphlet within the world of printing"

Interest Groups :: essays research papers

Interest Groups Congressional Hispanic Caucus Institute, Inc. The Congressional Hispanic Caucus was organized in 1976 by five (5) Hispanic Congressmen: Herman Badillo (NY), Baltasar Corrada (PR), E. â€Å"Kika† de la Garza (TX), Henry B. Gonzalez (TX), and Edward Roybal (CA), to monitor legislative and other government activity that affects Hispanics. The Caucus was originally formed to serve as a legislative organization through which legislative action, as well as executive and judicial actions, could be monitored to ensure that the needs of Hispanics were being met. The founders’ goal was to work in conjunction with other groups, both inside and outside Congress, to strengthen the Federal commitment to Hispanic citizens and heighten the Hispanic community’s awareness of the operation and function of the American political system. It was the intention of these five (5) congressmen to develop educational programs and other activities that would increase the opportunities for Hispanics to participate in and contribute to the American political system. To carry out such programs, the Members of Congress established a private, non-partisan, non-profit organization. In 1978, the members of the Congressional Hispanic Caucus (CHS) established a 501(c)(3) non-profit organization to serve as an educational institute whose programs would serve the national Hispanic community. The mission of the Congressional Hispanic Caucus Institute (CHCI) is to develop the nest generation of Latino leaders. Their vision is an educated and civically active Latino community who participates at the local, state, and federal policy decision-making levels. CHCI seeks to accomplish its mission by offering educational and leadership development programs, services, and activities that promote the growth of participants as effective professionals and strong leaders. In the spirit of building coalitions, CHCI seeks to establish partnerships with other Latino and non-Latino organizations. Today the Congressional Hispanic Caucus Institute, Inc. has developed into an organization whose programs are designed to increase the participation of young Hispanics in both public and private sectors and to foster a network of young Hispanic leaders in government-related areas through the CHCI Alumni Association.

Experiment to Measure the Heart Rate and Ventilation Rate Before, During and After Moderate Exercise Essay

I predict that during exercise the heart and respiratory rate (RR) will increase depending on the intensity of exercise and the resting rates will be restored soon after exercise has stopped. I believe that the changes are caused by the increased need for oxygen and energy in muscles as they have to contract faster during exercise. When the exercise is finished the heart and ventilation rates will gradually decrease back to the resting rates as the muscles’ need for oxygen and energy will be smaller than during exercise. Experiment: 1. To start with the experiment we measured the persons resting heart rate and respiratory rate where there was no strain on the muscles. We continued to check both pulse and respiratory rates at 30 second intervals during the course of exercise. 2. We decided to make the length of each consecutive exercise 30 seconds long. Between each session we allowed the student’s pulse and respiratory rate return to their resting rates, otherwise the results would not be fair if both rates were higher at the start of the exercise. 3.  Throughout each exercise the student made sure that equal paces were maintained so that it would not affect the heart or respiratory rate in a different way. Immediately after exercise the subject sat down in a chair so that both the heart and respiratory rates could be taken. The pulse rate was measured first for 15 seconds, if we had taken the pulse rate for 1 minute the pulse rate would have slowed down. As soon as the pulse rate was taken we then took the respiratory rate for 15 seconds. We then waited for both rates to return to their normal resting rates before starting the next exercise. Fair Testing: Our experiment was about how the heart and respiratory rates are affected by exercise. Unless we use a stethoscope we cannot measure both rates directly. We measured the pulse rate on the carotid artery. This will keep the experiment fair because each heart beat set up a ripple of pressure which passes along the arteries. The ripple can be felt as a pulse as the artery’s muscular wall expands and relaxes. Measuring the pulse rate is measuring the subject’s hearts beats except there is minimal lapse between the beat and the pulse. The diastole and systole produce a very distinctive two tone sound which is very easily felt. So to make sure we do not count twice we will always count the first pulse of the two. (Boyle and Senior Pgs. 160 – 161) Tiffin (Northumberland College Notes Jan’12) Sources of Error: The sources of error in this experiment that we would have to include are: * Subject being fit / unfit †¢ Healthy / Unhealthy * Smoker / Non-smoker †¢ On regular medication * Drinker / Non-drinker †¢ Suffer from any illnesses * No ECG Monitor †¢ Male / Female We have to make sure that we keep the same person throughout. This is because every person has a different diet, fitness level, weight, stature or is a different gender. All these factors affect a person’s heart or respiratory rate. If the person was changed during the experiment the results would not be reliable or fair. The subject’s resting heart and respiratory rates would be different and their body’s reaction to exercise would also be different. The pace of the subject will affect their heart and respiratory rates. They may start off at a quick pace, but go slower when they begin to tire. The subject must rest between each exercise so that all the lactic acid and CO? can be carried away. The tiredness of the student will affect the pace at which the subject performs their exercise. This is why it is crucial for fair results throughout the exercise. It is also necessary to allow the subject to recover before carrying on with their exercise. We must measure the subject’s pulse and respiratory rates in the same position as we did their resting rates. If we do not, we would not get accurate results. If we were to take the subject’s pulse rate standing up the heart rate would rise because the muscles are working to keep the subject upright. The heart rate would have to work harder in order to keep their muscles working. We decided to measure the subject’s pulse and respiratory rates whilst sitting down because there would be no additional stress on their heart, which would increase their heart rate. Their heart rate should also return to its resting heart rate due to the decrease of muscle use. I have placed the results from our experiment in form of a table and will use the average results to form a graph. I have also prepared a graph to show the results throughout the exercise. As the results show the highest increase in the pulse rate is in exercise 2 where the pulse rises by 44 BPM and the respiratory rate by 8 RR. Thereafter it continues to rise by 40 BPM and 8 RR. We did however experience a higher respiratory rate in the second lot of results in exercise 4 where the respiratory rate did rise by 12 RR. During exercise, the subject’s heart rate, systolic blood pressure, and their cardiac output (the amount of blood pumped per heart beat) all increase to maintain a state of balance, known as homeostasis. Homeostasis is a self-regulating process by which the human body maintains internal stability under fluctuating environmental conditions. Blood flow to the subject’s heart, their muscles, and their skin increase. Sweat glands secrete a salty solution that evaporates from the skin, taking heat with it. Their body’s metabolism becomes more active, producing CO? and H+ in the muscles and consequently lowers PH. The subject breathes faster and deeper to supply the oxygen required by this increased metabolism. With strenuous exercise, their body’s metabolism exceeds the oxygen supply and begins to use alternate biochemical processes that do not require oxygen. These processes generate lactic acid, which enters their blood stream. The subject’s cardiovascular system, their breathing system and their muscles work in conjunction with each other in order to perform their tasks more efficiently. A vital process of exercise is respiration (the production of energy). Principally, respiration is the breakdown of oxygen and glucose into carbon dioxide, water and ATP. Aerobic respiration requires oxygen and has the ability to break down both fatty acids and glucose. Anaerobic respiration takes place when there is a lack of oxygen, a lactate is formed and fatty acids cannot be broken down. (Boyle and Senior Pgs. 62, Pg. 215 and Pg. 222) Tiffin (Northumberland College Notes Feb’12) Glucose + Oxygen Carbon Dioxide + Water – C6H12O6 + 6O? —–>6CO? +6H? O+Energy Oxygen is taken into the subject’s lungs and then diffused into their bloodstream. Cells need oxygen to respire so more oxygen needs to be transported to muscle cells. This then causes the subject to breathe more deeply. Thei r intercostal muscles (muscles in between the ribs) contract up and out, moving the subject’s ribs and diaphragm up and out (a sheet of muscle at the bottom of the thorax, chest cavity). This increases the subject’s space available in their lungs for air to fill. More air in the lungs means there is more oxygen, so that more oxygen can be diffused into the bloodstream. The number of the subject’s breaths increases too, to maintain a high concentration gradient. Heart rate also needs to increase to keep their blood flowing through the lungs. The subject’s heart and respiratory rates rise because during exercise, their cell respiration in the muscles increase, so the level of carbon dioxide in their blood rises. Carbon dioxide is slightly acid, the brain detects the rising acidity in the subject’s blood, their brain then sends a signal through the nervous system to their lungs to breathe faster and deeper. Blood flows from areas of high pressure to areas of low pressure. The area of high pressure is the pressure created by the contraction of the subject’s ventricles, which forces blood out of their heart into the aorta. Resistance is caused by friction between the blood and the vessel walls. Gaseous exchange in the subject’s lungs increases allowing more oxygen into their circulatory system and removing more carbon dioxide. The subject’s brain then sends a signal to the sinoatrial node (SAN) to make the heart beat faster. Heart rate is controlled by the SAN. The subject’s rate goes up or down when the SAN receives information via their two automatic nerves. (Boyle and Senior Pgs. 160-162) Tiffin (Northumberland College Notes Jan-Feb 2012) †¢ Their sympathetic or accelerator nerve which speeds up their heart rate. The synapses at the end of this nerve secrete noradrenaline. †¢ Their parasympathetic or decelerator nerve, a branch of their vagus nerve, slows down their heart rate. (Boyle and Senior Pg. 162) A negative feedback system controls the subject’s level of carbon dioxide. During exercise, their blood level of carbon dioxide starts to rise. This is detected by chemoreceptors situated in three places: the carotid artery, the aorta and the medulla. Nerve impulses travel from these receptors to the subject’s cardiovascular centre. In response, their cardiovascular centre sends impulses down the sympathetic nerve to increase the subject’s heart rate. Their heart rate returns to normal after the cardiovascular centre sends impulses down the parasympathetic nerve once carbon dioxide levels have dropped. Boyle and Senior Pg. 162) Tiffin (Northumberland College Notes Feb’12) At rest During Exercise These images illustrate the alveoli and a red blood cell during rest and activity. This is the site where the red blood cells exchange carbon dioxide molecules for oxygen molecules to transport throughout the body. Notice the increase of both molecules as activity increases. (Zygote Media Group, Inc. ) The heart’s natural pacemaker – the SA node – sends out regular electrical impulses from the top chamber (the atrium) causing it to contract and pump blood into the bottom chamber (the ventricle). The electrical impulse is then conducted to the ventricles through a form of ‘junction box’ called the AV node. The impulse spreads into the ventricles, causing the muscle to contract and to pump out the blood. The blood from the right ventricle goes to the lungs, and the blood from the left ventricle goes to the body. (SADS Sudden Arrhythmic Death Syndrome) Conclusion: I have concluded, with the evidence provided in the graphs and table, in which the pulse and ventilation rates do increase during exercise. Overall, the results confirm the initial prediction that the heart and ventilation rates increase during exercise and return to normal level shortly after exercise has been completed. Heart and ventilation rates increased during the high intensity exercise to feed the body’s need for more oxygen and energy have been decreasing gradually immediately after exercise has finished as the muscles did not need more energy than usually. It is important to take into account each individual’s personal health, fitness and lifestyle when considering the effects of exercise. Generally, the fitter the individual, more quickly the resting rate is achieved.