Gender Inequality and Patriarchy Essay - 1777 Words

Gender inequality has been an issue since long before the 1840s, when feminists finally brought the problem to light. Most ancient cultures were societies based on gender inequality, skewed towards male-dominance. Most societies are still mostly patriarchal, in fact. Patriarchy is the root of discrimination between sexes and genders and has been for a very long time. The words ‘sex’ and ‘gender’ are commonly confused with each other in regular, everyday conversations when the two have very different meanings. The term ‘sex’ refers to the biological and physiological characteristics of a person, such as male or female; ‘gender’ is a social construction that refers to masculine or feminine roles in society ( Nordqvist). For†¦show more content†¦For example, England may be ruled by a queen, but it remains a patriarchy nonetheless. The famous Egyptian queens Cleopatra and Nefertiti were also rulers of a patriarchal society. Of course, a society could, theoretically, be female-dominated and remain a patriarchy as long as the females were ‘masculine-gendered’, meaning they played the stereotypical ‘male roles’ in society. Patriarchy usually means a family that is male-dominated and headed by the father. It is a social construct in which men and masculine roles are considered to be absolutely superior to women and feminine roles. A society is considered patriarchal when it is male-dominated, male-centered, and male-identified. Being a male-dominated culture means that positions of power and authority in the political, economic, legal, religious, domestic, educational, and military spheres are usually reserved only for men. Male-identification means that a culture’s ‘normal’ way of living is based on men and their lives. Male-dominance means that the culture has been shaped by men in a way that mostly serves male interests. 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Tense and Aspect in English and Arabic Free Essays

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 . We will write a custom essay sample on Tense and Aspect in English and Arabic or any similar topic only for you Order Now 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. -Tregidgo, 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 grammar 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 our 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 expressio n 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 object 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 meanings 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 future 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 foll owing 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, wen t, 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, one 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 words 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 object Arabic 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 Arabic Below 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 trilater al 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 = arsumu you draw (si ngular 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 trilateral 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) instea d 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+ consonant+ 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 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). Isnà ¢â‚¬â„¢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 How to cite Tense and Aspect in English and Arabic, Essay examples

Small and Medium Enterprise Business †Free Samples to Students

Question: Discuss about the Small and Medium Enterprise Business. Answer: Introduction: The case analysis has an intention to explain present private status charge of Kit as per the "IT administering 2650 under ITAA 1997" related instalments. This law explained, income from an Australian resident must be assembled, if the person stayed for over 183 days in the country. Kit has been working in an Australian firm, which urges him to travel remote countries. Kit is an Australian inhabitant, in spite of the fact that his origin is Chile. The Australian government is developing a fit framework, which would limit the twofold duty instalments for the occupants through exercise of stringent control on the approach of tax collection. For conforming to the Australian directions, the salaries produced inside the country are required to be saddled. Moreover, the specialist of Australia has specified that the assessment instalments of the Australian inhabitants are made by the guidelines laid out in the Australian tax collection framework. In any case, any kind of duty will not be paid by the non-inhabitants of Australia, along with ensuring insignificant fancied criteria is not addressed. Kit is utilized in an Australian firm according to the contextual analysis, because of which he lives in the nation with his better half and kids. Henceforth, the private status of Kit for assurance of expense risk can be found out. Additionally, because of Chilean citizenship Kit is constrained to pay in his nation of origin that might put forth twofold assessment instalments. Due to the same and for recognizing the real status of Kit, Australian expert develops proficient private test. The test has been brought out through the ac companying three stages: As per the strategy for the Australian expert, the individual status could be related to the assistance of this test. As indicated by the "Residence Act 1982", to recognize and help the exact private status of a person, this test is used. Consequently, to assess the people's private status help can be gained from this demonstration that empowers to discover their living arrangement. Likewise, "Segment 6 of the Taxation Ruling 2650" delineates that the people are constrained to make impose instalments those desire Australian citizenship (Brauner and Baez Moreno 2015). An individual has the privilege in picking his preferred habitation nation, as explained by case, "Henderson v Anderson 1965". Trial of home along with the assessment of "Area 6(1) of ITAA 1936" can help in giving a review regarding Kits private status. Kit has a house in Australia where he lives with his better half and youngsters. Moreover, the person has been working in an Australian association because of his stay within country. In this way, Australia could be recognized as the home nation as explained by Kit. In this way, it could be delineated that for convincing them towards the tax collection principles of the country, this test distinguishes an Australian occupant. As indicated by this test, the individual is regarded as an Australian occupant, if a man remains in Australia more than 183 days. By surveying the case, it has been recognized that Kit has remained in Australia for over 183 days; then he is required to visit Indonesia for occupation purposes. The people are called Australian residents, as per "F .C. of T. v. Applegate (79 ATC 4307; (1979) 9 ATR 899", in the event that they have remained in the country for several years. Kit is an Australian subject as per the test and as per the predominant laws of the country this urges him to pay charges (Brauner and Pistone 2015). Income impose appraisal: The truth need is important to the private conditions, as indicated by this test, the. The compensation record of Kit is in Westpac, which is an Australian bank as explained by the case and Kit works in an Australian association also. The financial balance of Westpac has been utilized to pay the compensation of Kit; notwithstanding, the instalment has been made as far as AUD. Within Chilean market, the exposures of securities exchange are completed and this is required for getting analysed under the Australian laws (Cao et al. 2015). It is vital for Kit to hold fast to the tax assessment controls of the country the exposures of securities exchange are completed, for being an Australian national. In such manner, in order to charge the pay salary impose act has been framed and created inside Australia. Alongside this, the share advertises salary must be burdened too to hold fast as per Australian to the tax collection arrangement. "Californian Copper Syndicate Limited" explained that he has sold his property that has already been utilized for mineral investigation. As per the underlying explanation of the association, there is nonattendance of duty transport, since store receipts from offer of the mineral-made property are on the grounds that out of the general asset use (Dixon and Nassios 2016). Moreover, net salary has been figured out from the offer of such property. As per the court decision properties and enactments of the country, discretionary cash flow expense is material to every one of those pay gotten from offering. The subdivided business arrives, as per the case which is esteemed as an assessable sum for tax collection and sold independently. As per the countrys tax assessment law, resources sold for satisfying the wage needs under the capital increases area would be burdened. Certain acknowledgment that is required to be saddled is to be regarded under the capital additions segment (Forsyth et al. 2014). Then again, the court went against the Scottish Australia mining association, which meant that as the acknowledgment of capital resource, any business movement at the season of land deal is declared. Any kind of acknowledgment where there is subdivision of property might not be regarded under the Australian tax assessment law as explained by the case. Moreover, the subdivided resource has been sold on particular events as explained, which would be exempt from tax. In any case, subdivided resource deal would be burdened as per delineation of the court, which explained that; from the exchanges the net wage is accumulated (James, Sawyer and Wallschutzky 2015). The salary relating to subdivided resource in such circumstances has to be collected from the profit to recognize the general pick up. The pay amassed from resource is the assessable sum as per the area 25(1) that ensures paying little consideration to its temperament. Statham and Anor v FC of T 89 ATC 4070: From the above case, the land has been purchased for business utilization and it has been distinguished that; in any case, the goal was not satisfied because of a few reasons. The land has been unutilised for business and because of unanticipated conditions it has been sold. As per "Area 25(1) or 26(a)" and the case, independent of its utilization an exchange led through offer of property is not at risk for tax collection (Lang 2014). Moreover, the sum which should be esteemed as per the Australian tax collection law was capital pick up. The pay gathered from the offer of property is totally assessable; and the capital pick up for the organization should be given paying little respect to its use. This situation was based on an agriculturist acquiring low wages and this has constrained him for offering his property in bits. The property deal has brought about income, which is not assessable. Such circumstance has made the rancher arrange off his advantage for adapting people to such low salary. In any case, the court has given a decision that for the rancher expense installment is material since property deal has brought about net wage. With the assistance of capital pick up the expense could be procured (Lignier, Evans and Tran-Nam 2014). The decision of the government states that to keep away from assessment pay through significant assets the deceptive measures of the people could be decreased. The association does not have any thought process in making benefit from speculation as per the case. Notwithstanding, the association was compelled to offer the land on account of specific conditions prompting net pick up. With uncommon adherence to "FC of T v The Emporium Ltd 87 ATC 4363", impose installment is appropriate for the general net wage, which is gathered from property deal (Marian 2014). Moreover, assessment is to be forced on the propert that is sold from offering any benefit as indicated by the "areas 25(1) or 26(a)". Besides, the exchange or deal is not purposeful for making benefit as per the court decision. Thus, under capital pick up fragment any benefit gotten from the exchanges is assessable. Crow v FC of T 88 ATC 4620: Through subdivision of different parts, agriculturist's property action has been indicated for this situation. A methodical technique for subdivision of the general land has been utilized by an agriculturist into various parts to be sold with effortlessness. Additionally, tax collection is connected for any offer of property inside the country as per the court proclamation, under the segment identified with capital pick up (Mishra 2014). In any case, if there is any capital misfortune, tax collection couldn't be connected. To keep the untrustworthy people the court uses this strategy for making higher livelihoods in organizations. A local location has been bought with respect to two siblings and they wanted to offer the same for the era of capital pick up, as per the given case. In addition, the siblings are compelled to live with their family, which has counteracted them to offer their private plot. Following year and a half, because of offering of the property net pick up has been acknowledged that is liable to capital pick up (Lignier, Evans and Tran-Nam 2014). Since the siblings have not made assessment instalments from land deal in troublesome circumstances, this issue has occurred. Any wage produced from land is assessable, as the offer of land has prompt net increase falling under the tax assessment principles of Australia. Moreover, the court has contradicted that the land has been utilized for business reason. References: Brauner, Y. and Baez Moreno, A., 2015. Withholding Taxes in the Service of BEPS Action 1: Address the Tax Challenges of the Digital Economy. Brauner, Y. and Pistone, P., 2015. BRICS and the Emergence of International Tax Coordination. Cao, L., Hosking, A., Kouparitsas, M., Mullaly, D., Rimmer, X., Shi, Q., Stark, W. and Wende, S., 2015. Understanding the economy-wide efficiency and incidence of major Australian taxes.Treasury WP,1. Dixon, J. M., and Nassios, J., 2016. Modelling the impacts of a cut to company tax in Australia.Victoria University Centre of Policy Studies Working Paper. Forsyth, P., Dwyer, L., Spurr, R. and Pham, T., 2014. The impacts of Australia's departure tax: Tourism versus the economy?.Tourism Management,40, pp.126-136. James, S., Sawyer, A. and Wallschutzky, I., 2015. Tax simplification: A review of initiatives in Australia, New Zealand and the United Kingdom.eJournal of Tax Research,13(1), p.280. Lang, M., 2014.Introduction to the law of double taxation conventions. Linde Verlag GmbH. Lignier, P., Evans, C. and Tran-Nam, B., 2014. Tangled up in tape: The continuing tax compliance plight of the small and medium enterprise business sector. Marian, O.Y., 2014. The Function of Corporate Tax-Residence in Territorial Systems. McKerchar, M., Bloomquist, K. and Pope, J., 2013. Indicators of tax morale: an exploratory study.eJournal of Tax Research,11(1), p.5. Mishra, A. V., 2014. Australia's home bias and cross border taxation.Global Finance Journal,25(2), 108-123. Pickhardt, M. and Prinz, A., 2014. Behavioral dynamics of tax evasionA survey.Journal of Economic Psychology,40, pp.1-19. Richardson, G., Taylor, G. and Lanis, R., 2013. The impact of board of director oversight characteristics on corporate tax aggressiveness: An empirical analysis.Journal of Accounting and Public Policy,32(3), pp.68-88. Saad, N., 2014. Tax knowledge, tax complexity and tax compliance: Taxpayers view.Procedia-Social and Behavioral Sciences,109, pp.1069-1075. Schenk, A., Thuronyi, V. and Cui, W., 2015.Value Added Tax. Cambridge University Press. Tran?Nam, B. and Evans, C., 2014. Towards the development of a tax system complexity index.Fiscal Studies,35(3), pp.341-370.

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay Example

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay The present research was carried out in order to investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. The survey instrument used as the means to test the hypothesis was a self-complete questionnaire containing both closed and open questions. This was piloted and then administered to an opportunity sample of 21 first year undergraduates at West Suffolk College. The quantitative data was analysed using the SPSS computer package. The results reveal a correlation coefficient of r=.816 indicating a strong positive correlation, which was then statistically tested and shown to be significant at the 0.01 level. The qualitative data was analysed and found to support the quantitative data. The results and findings in both cases support the hypothesis and so it can therefore be concluded that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. This study is interested in self-esteem in relation to satisfaction in the undergraduate student population. It seeks to investigate how high or low self-esteem affects the way a person sees their world. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. Self-esteem is one of the most studied aspects of individual difference in personality. Humanist, psychodynamic, social psychological and cognitive theorists have emphasised the importance of self-esteem. The impact on the individual of having either high or low levels of self-esteem may not simply affect their life expectations but also impact at a societal level. There is a belief, supported by Baumeister (1999), that low self-esteem is responsible for a broad assortment of personal and social problems. There is a dearth of evidence that suggests that school programs aimed at raising childrens self-esteem produce a reduct ion in crime, delinquency, drug abuse and underachievement in school. (Baumeister 1999). We will write a custom essay sample on Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Curry and Johnson (1990) describe high self-esteem as a secure sense of identity and an ability to acknowledge and value ones own efforts and achievements. They stress a connection between high self-esteem, confidence, energy and optimism and argue that these traits have their roots in early years. Baumeister, Rice and Hutton (1989) discuss self-esteem in terms of motivational orientation, with high self-esteem giving a self-enhancing orientation. In other words a person considered to have high self esteem is more likely to seek to capitalise on their good traits and pursue successes even under risky conditions. On the other hand people with low self-esteem have a self-protecting orientation and avoid failures and set backs. (Baumeister 1999). The importance of understanding more about self-esteem in relation to education is clear. A suitable means of doing this is in the guise of a straightforward satisfaction questionnaire the process of which students are quite familiar with. With the focus of self esteem and student satisfaction in mind the following experimental hypothesis has been drawn up. Experimental Hypothesis There is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction Null Hypothesis Any correlation between levels of self-esteem and levels of undergraduate satisfaction is due to chance factors. Method The survey instrument used in this study was a self-complete questionnaire, which was developed for the purpose of identifying levels of satisfaction and self esteem. The self esteem indicators were based on the Rosenberg (1965) self esteem scale (see appendix 5). The main reason for the use of a questionnaire as opposed to semi-structured interview or any other method was for practical reasons and speed. The questionnaire uses a mix of open and closed questions allowing for the collection of both qualitative and quantitative data. One of the drawbacks of using this method is that it does not allow for probing, prompting or the collection of additional data. It is however quick to administer, relatively cheap and convenient for respondents. The questionnaire was broken into 3 short sections in an attempt to avoid respondent fatigue. The first section was made up of 3 qualitative questions, which were deliberately positioned at the start in order to capture the students comments while fresh. The second section was made up of a bank of quantitative questions with a 4 point Likart scale. These questions required the respondent to read a statement and then mark whether they strongly agreed, agreed, disagreed or strongly disagreed with the statement. The answers were coded and given a score, ranging from strongly agreed = 4 and strongly disagreed = 1. Finally section 3 called for demographic information and more general questions probing long term goals. (Bryman 2004). A pilot study was performed and the questionnaire re designed accordingly. The resulting questionnaire was then administered. The quantitative data was analysed in order to establish the correlation coefficient, the strength of the correlation, which was then statistically tested for significance. The qualitative data was analysed and findings compared to the quantitative data. An opportunity sample of 21 participants made up of 20 females and 1 male agreed to take part. The group consisted of first year students on degree programs within the West Suffolk College. Eleven of the participants were Humanities degree students and 10 were Behavioural Studies and the ages ranged from 19 41+. Standard forms (appendix 1-3) were produced in order to make replication of the survey possible. These included an information/consent form (appendix 1), a request for further information form (appendix 2) and a self-complete questionnaire (appendix 3). A group of 1st year undergraduate students were approached within designated lecture time and invited to take part in a student satisfaction survey. An ethically approved information/consent form was issued and the students were asked to read through and sign it to give their consent. An additional form was provided to collect the details of those who wanted further information on the survey or a copy of the research findings. The respondents were informed that the whole process would only take about 10 minutes and their responses would remain entirely confidential. The purpose of the survey was explained briefly although no mention was made with regard to the self-esteem aspect of the questions. Participants were also informed of their right to withdraw at any time and asked if they had any questions prior to proceeding. Results Descriptive statistics Table 1 PPT No Course Sex M/F Age Satisfaction Score Self-esteem score Positive word score Long term goal 1 B/S F 19-21 14 11 5 Degree then job 2 H F 32-41 16 16 2 teaching 3 B/S F 42+ 12 12 4 Ed Psych 4 H F 42+ 14 14 4 Gain degree 5 B/S F 19-21 12 10 0 Get a job 6 H F 22-31 13 12 4 teaching 7 H F 22-31 14 13 3 No long term goal 8 B/S F 22-31 11 9 2 Not sure if I will even complete course 9 B/S F 42+ 13 13 5 Open minded 10 B/S F 22-31 13 10 1 unsure 11 B/S F 22-31 16 15 5 MA Psych 12 B/S F 42+ 15 16 5 Teaching primary 13 B/S F 32-41 12 12 3 Ed Psych 14 H F 32-41 15 14 3 Achieve best grade 15 H F 42+ 11 11 4 Teach primary 16 H M 42+ 13 13 2 Teach 17 H F 22-31 16 15 3 1st Class Hons 18 H F 32-41 12 12 4 Teaching 19 H F 19-21 13 14 3 teaching 20 B/S F 32-41 14 12 5 Rewarding career/independance 21 H F 22-31 12 10 2 Teach Not sure if good enough Total 281 264 Mean 13 13 St Dev 1.6 2 Table 1 lists the program of study, age group and gender of the 21 respondents. It also lists the total scores for satisfaction and self-esteem taken from the quantitative part of the questionnaire together with the mean and standard deviations. The table also includes the individual respondents positive word scores, which were derived from the qualitative data collected. The final column details the respondents long-term goal, which was part of the demographic section of the questionnaire and shows that 8 out of the 21 respondents aim to go into teaching, 3 respondents hoped their degree would lead onto a job but did not specify the type of job. 3 respondents said they would like to undertake a Masters degree and/or go into Educational Psychology. 3 respondents reported that gaining a degree was their long term goal, 1 of whom is aiming for a first class honours degree. The 4 remaining respondents said they were unsure, open-minded or had no long-term goal. Generally satisfaction sc ores tended to be high with a mean score of 13 (the lowest possible score being 4 and the highest 16). Deviation from the mean was minor with a standard deviation of 1.6 for satisfaction and 2 for self-esteem. SPSS was used to calculate the correlation, which is illustrated in the scatter gram in appendix 4. Correlation measures the extent to which the self esteem and satisfaction scores tend to change together or co-vary. Appendix 4 illustrates the strong positive correlation found with the self esteem and satisfaction scores. Regression analysis estimates the best fit of the line through the scatter of related pairs. SPSS generated descriptives showing the scores, mean and standard deviations for both self esteem and satisfaction broken down into age groups can be seen in appendix 17. Fig. 1 Breakdown of Scores by Age Fig 1 Compares the means scores for self-esteem and satisfaction and breaks them down into the separate age groups. See appendix 16 for SPSS generated age, score summary. Self-esteem scores vary from mid to high. The greatest difference in scores can be seen in the 22-31 age group. The scores were also analysed in terms of the program of study in order to see if there was any difference between the responses of the behavioural studies and humanities students (see appendix 7) in which case little difference was found. Inferential statistics In order to determine any significance in the correlation, Pearsons Product Moment parametric test was applied. This test was selected, as it is the most appropriate for use with the interval data generated by the self-esteem and satisfaction scales used in this study. SPSS was used to calculate the level of significance. (See appendix 6) The results displayed in table 2 below, show the correlation to be significant at the 0.01 level thereby confirming that the null hypothesis may be rejected. (Coolican, 1999). Table 2 Sample size (N) Correlation coefficient (r) Hypothesis Significance 21 .816 2 tailed 0.01 Analysis The qualitative data discussed below has been taken from the responses to three questions. In the first, respondents were asked to list 5 words, which they felt best describe the person they are. See appendix 8. The words were then analysed and common themes drawn out. Appendix 9 is a table showing the chosen words in order of most frequently used. The words were broken down into the following categories, positive, negative and neutral, low self-esteem and high self-esteem. Appendix 10 includes a bar chart showing the resulting breakdown. Of the 105 words in total used by the 21 respondents, 51 words were classified as positive and only 4 were classified as negative. The two pie charts in appendix 10, illustrate the breakdown of high self-esteem and low self esteem words used. These findings clearly reflect a high level of positive self-description by respondents and a very low negative self-description. Friendly, confident and content were the most frequently used high self-esteem w ords and self-conscious was the most frequently used low self-esteem word. The comparison between the number of high and low self-esteem words in the bar chart (appendix 11) serves to further illustrate the strength of self-esteem in the respondents. The second question focused on the best and worst things about college. Transcripts of the respondents comments can be seen in appendix 12. Common themes were drawn from the transcript and detailed in the table shown in appendix 13. It was observed that the number of positive comments, which totalled 40, far outweighed the negative comments which totalled 25, thus further supporting the view that students are generally satisfied with their college experience. Two bar charts were created to illustrate the findings. See appendix 14. Finally, the third question was-What do you hope to have achieved on completion of the course? Transcripts may be seen in appendix 15. Respondents comments fell into 2 main categories, that of achievement of the degree course and secondly that of self-fulfilment. Further analysis is required in order to identify any possible meaning behind this. In reviewing the qualitative data sets and comparing them with the individual scores for satisfaction and self-esteem a common theme is revealed. The 4 respondents with the highest scores for self-esteem and satisfaction, (respondents nos. 2,11,12 and 17 highlighted in yellow on table 1), tended to have more specific and ambitious long-term goals. For example, respondent 11s long-term goal is to go on to achieve a Masters in Psychology and respondent 17s goal is to gain a first class honours degree. In contrast the 4 respondents with the lowest scores (nos. 5, 8, 10 and 21 highlighted in green) had much less ambitious and specific long term goals. Respondent 8 who scored the lowest out of all the respondents for self-esteem replied not sure if I will even complete the course. From this it is possible to argue that those with higher esteem tend to be more ambitious and more specific in their goals. This would concur with the findings of Baumeister, Rice and Hutton (1989) in regard to motivational orientation. Discussion The intention of this research was to address the hypothesis that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. Statistical testing has demonstrated a significant correlation between these two variables and this has been further supported by the more descriptive data provided by each respondent. The strengths and weaknesses of the method, sample and application will now be reviewed. The method of accessing the sample was efficient in terms of response rate. The aim was to obtain 20 completed questionnaires. 25 questionnaires were issued thus allowing for up to 5 spoiled or withdrawn question sheets. 21 completed questionnaires were returned along with their corresponding information/consent forms correctly signed. The high rate of respondents may have been affected by an element of conformity pressure. The lecture theatre location and timing were conducive to the high response rate and the fact that the lecturer introduced the researcher and clearly gave her approval further encouraged co-operation. It also meant that all the respondents were subject to the same external conditions. Despite the possible pressure to take part, the respondents may have felt uneasy about writing their answers in the close proximity of their classmates; this could alter the responses given and t hus the reliability of the study. By capturing an audience in this opportunist way, one inevitably ends up with an unrepresentative sample. In this case a group of students from a limited no of courses namely Humanities and Behavioural Studies Degree programmes. They were all first years and all but one, female. These imbalances are bound to bias the results. The program of study a particular student may be studying is likely to have an effect, however little difference in responses could be identified between the Humanities and Behavioural Studies students. It would however be dangerous to assume that this would be the case across all undergraduate subjects. It can argued that Humanities and Behavioural studies subject may attract similar types of students and the views or experiences of an undergraduate engineering group for example, may vary considerably. The focus of the study is concerned very much with general overall satisfaction with college experience. It has deliberately steered away from specifics such as satisfaction with individual modules, methods of delivery and course content. The open ended questions have however highlighted a host of factors affecting satisfaction which have not been fully analysed in this case. The findings have simply been used to indicate general levels of satisfaction. The self esteem aspect of the study has revealed that in this research sample levels of self-esteem scores range from mid to high with no scores indicating low self-esteem. A possible explanation for this may be that few people with low self-esteem would even consider attempting a degree course in the first place. Further investigation may shed more light on this possibility. It has proved useful to have a mix of data in order to gain a more balanced view. There was a tendency for some respondents to tick the same response column to all quantitative questions. This happened in 4 cases. This could mean that the respondent felt that the same answer applied to all questions or they were just arbitrarily ticking the same box with little thought. Bryman (2001) describes this as acquiescence, the tendency for people to consistently agree or disagree. One way to identify if the respondents are really reading the questions and answering accordingly is to include the odd reversed score question. The option to split the order of questions to avoid possible order affects was considered, should the study be taken further this may well be worth consideration. A minor level of deceit was employed in that respondents were not informed about the self-esteem aspect to the study. This was considered to be of minimal ethical consideration and acceptable in order to prevent any affects resulting from the participants knowing that their self-esteem was the subject of the study. This study also notes that 13 respondents completed the further information form requesting a copy of this report. Conclusion and Implications This study has established a relationship between satisfaction and self esteem in that those with higher self-esteem have reported greater satisfaction with their college experience compared to those with lower self-esteem. This has been demonstrated through a significant, strong, positive correlation of the variables supported by qualitative data. It must however be noted that the correlation of these factors does not imply cause and effect. In other words it can not be concluded that one has an effect upon the other. It is also impossible to state with any authority that those with higher self-esteem tend to be more satisfied with their college experience across education as a whole. The sample in this study is too narrow to make that assumption. The possibility that college life only appeals to those with higher self-esteem can not be ignored either. It may be the case that Higher education may not attract those with low self-esteem. It has been established through the literature that self-esteem is a useful trait to possess. Baumeister (1999) suggests that raising self-esteem could bring about dramatic improvements to both the individual and society as a whole. Inclusion and lifelong learning are driving forces throughout education today. Watson and Taylor (1998). Perhaps by attempting raise levels of self esteem from an early age access to higher education may be increased.

Describe One Non-academic Activity During Your High School Years That

Describe One Non-academic Activity During Your High School Years That Describe One Non My Break Dance Story A breathtaking ‘windmills’ performance by a break dancer during the ‘Putting on the Hitz’ show, held during my sophomore year in high school, inspired me to learn this unique but difficult art form. My school didn’t have a break dance club, so I turned to Internet and online community to collect information, opinion, and videos for help. Since ‘windmills’ requires skill strength and stamina and synchronization of body movements to the beats of music, my initial attempts were clumsy and robotic. Nevertheless taking injury, error, ridicule, and trials in my stride, I kept up hard practice. Within a few months, my ‘windmills’ were strong and impressive. Time came full circle and in 2007, I performed in the same show that had inspired me to take up break dancing. Braving stage fear, I gave both a group and solo performance. Months of hard work paid off as my performance was greeted with cheers and applause. M embers of the audience showered me with greetings and praises after the performance. Our group was adjudged second. The adulation instilled in me the passion to carry on break dancing. A year later, I played an instrumental role in founding the Wootton High School break dancing club. I, along with my team members, took up the responsibilities of organizing the club besides training its thirty members. The training sessions made me reflect upon my evolution from an amateur to an expert. Break dancing, a source of drive, passion and purpose, will always be part and parcel of my life.

The Secret Six, the Men Who Financed John Browns Raid

The Secret Six, the Men Who Financed John Browns Raid The Secret Six was a loosely affiliated group which provided financial backing to John Brown before his raid on the federal armory at Harpers Ferry in 1859. Money obtained from the northeastern abolitionists of the Secret Six made the raid possible, as it enabled Brown to travel to Maryland, rent a farm to use as a hideout and staging area, and procure weapons for his men. When the raid on Harpers Ferry failed and Brown was captured by federal troops, a carpet bag containing documents was seized. Inside the bag were letters establishing the network behind his actions. Fearing prosecution for conspiracy and treason, some members of the Secret Six fled the United States for a brief period. None of them were ever prosecuted for their involvement with Brown. Members of the Secret Six Gerrit Smith: Born into a wealthy family in upstate New York, Smith was a vigorous supporter of various reform causes, including the American abolition movement.Thomas Wentworth Higginson: A minister and author, Higginson would go on to serve in the Civil War, commanding a regiment of black troops, and would write a classic memoir based on the experience.Theodore Parker: A minister and prominent public speaker on reform topics, Parker had been educated at Harvard and was affiliated with the Transcendentalist movement.Samuel Gridley Howe: A medical doctor and advocate for the blind, Howe was active in the abolition movement. His wife, Julia Ward Howe, would become famous for writing The Battle Hymn of the Republic.Franklin Benjamin Sanborn: A Harvard graduate, Sanborn was connected to the Transcendentalist movement and became involved in anti-slavery politics in the 1850s.George Luther Stearns: A self-made businessman, Stearns was a manufacturer and was able to financially support var ious causes, including the abolitionist cause. Actions of the Secret Six Before John Brown's Raid All the members of the Secret Six were involved in various ways with the Underground Railroad and the abolition movement. A common thread in their lives was that, like many other northerners, they believed the Fugitive Slave Law passed as part of the Compromise of 1850 had made them morally complicit in slavery. Some of the men were active in what was called vigilance committees, which helped protect and hide fugitive slaves who otherwise could have been arrested and taken back to slavery in the South. Discussions in abolitionist circles often seemed to focus on theoretical ideas which would never be implemented, such as plans to have New England states secede from the Union. But when New England activists met up with John Brown in 1857, his account of what he had done to prevent the spread of slavery in what was called Bleeding Kansas made a convincing case that tangible actions had to be taken to end slavery. And those actions could include violence. It is possible that some members of the Secret Six had dealings with Brown going back to when he was active in Kansas. And whatever his history with the men, he found an attentive audience when he began talking about a new plan he had to launch an attack in hopes of bringing an end to slavery. The men of the Secret Six raised money for Brown and contributed funds of their own, and the influx of cash made it possible for Brown to see his plan into reality. The vast slave uprising which Brown hoped to spark never materialized and his raid on Harper Ferry in October 1859 turned into a fiasco. Brown was arrested and put on trial, and as he had never destroyed documents which could implicate his financial backers, the extent of his support quickly became widely known. The Public Furor John Browns raid on Harpers Ferry was, of course, highly controversial, and generated enormous attention in the newspapers. And the fallout over the involvement of New Englanders was also a topic of considerable discussion. Stories circulating naming various members of the Secret Six, and it was alleged that a widespread conspiracy to commit treason went far beyond the small group. Senators known to be opposed to slavery, including William Seward of New York and Charles Sumner of Massachusetts were falsely accused of having been involved in Browns plot. Of the six men implicated, three of them, Sanborn, Howe, and Stearns, fled to Canada for a time. Parker was already in Europe. Gerrit Smith, claiming to suffer a nervous breakdown, admitted himself to a sanitarium in New York State. Higginson remained in Boston, defying the government to arrest him. The idea that Brown did not act alone inflamed the South, and a senator from Virginia, James Mason, convened a committee to investigate Browns financial backers. Two of the Secret Six, Howe and Stearns, testified that they had met Brown but had nothing to do with his plans. The general story among the men is that they did not fully comprehend what Brown was up to. There was considerable confusion about what the men did know, and none of them was ever prosecuted for involvement in Browns plot. And when the slave states began seceding from the Union a year later, any appetite for prosecuting the men faded.

Ethics for toy industry Essay Example | Topics and Well Written Essays - 750 words

Ethics for toy industry - Essay Example wever, attractive and large though the business is, there are certain concerns associated with the safety standards used in the manufacture of toys and the health implications for their children. There is added concern for this as today the toys’ manufacturing units are located in far off offshore places with varying manufacturing standards (Becker, 2008). These concerns are based on several researches that have found toxic and harmful substances in popular toys. More recently, an environmental research group has found that in a sample of 15,000 toys taken from various toy stores across the US, 1 in 3 contained large amounts of lead, flame retardants and arsenic (Clifford, 2008). These toys were manufactured in the US, China and other parts of the world and freely available in the US, a fact that indicates that either there is lack of adequate legislation or that there is inadequate monitoring of the standards. There may be a lack of legislation that targets specific harmful s ubstances due to inadequate research or due to low public awareness about the harmful impacts of certain substances. For example, it is only recently that research and public opinion against the use of phthalates in toys has led to the development of laws covering this chemical. However, even in the case that there are not adequate legislation or enough public awareness, the continued use of substances like phthalates and lead cannot be justified by the toy manufacturers on an ethical ground.

Which Research Design I Can Use in My Profession Paper

Which Design I Can Use in My Profession - Research Paper Example Currently, scholars are using the design to measure student s’ performance based on other learning disabilities and language level of understanding (Hattie, 2012). This design is mainly used by educationists in matters of education disparities among people within a given community. One significant factor to put into consideration when describing gaps in education is the level education benchmarks. As stated in the Education Week, several communities have not been able to solve these gaps in education brought because of race of economic status, racial discrimination, teacher’s professional competence, and learners’ intellectual backgrounds (Hattie, 2012). This disparity has been found to exist between children in early childhood schools, secondary schools, and even in the eighth grade in middle schools (Clotfelter, Helen and Jacob, 2009). Some of the recommendations made to reduce the achievement gap between students include reduced class sizes, developing small learning environments that teachers can easily handle, developing comprehensive early childhood programs, taking teachers for in service training and raising academic standards for all students (Johnson, 2002). All these recommendations can only be achieved through use of information obtained using the achievement gap design. It is important to look at information obtained in terms of evaluating studies from the academic literature that can be used to bridge the gap (Hattie, 2012). This is important because it produces information obtained from comprehensive research conducted by education experts. Schools can also use the information obtained to solve problems that generate the achievement gaps within the schools. Finally, the information obtained can be used to evaluate students’ performance. It is through the information that teachers can know how t o handle students in the classroom (Hattie, 2012). This

Meaning of life - United Kingdom Essay Example for Free

Meaning of life United Kingdom Essay 1. How does Pontiac understand the meaning of freedom? In his notion freedom meant getting rid of the English who had conquered the French and had gained more control over the Indians lands than ever. He believed they had to fight the English and pushed them out of their ancestors lands. As he said â€Å"Although you have conquered the French, you have not yet conquered us! We are not your slaves. These lake, these woods and mountains, were left to us by our ancestors. They are our inheritance; and we will part with them to none. 2. What elements of Indian life does Neolin criticize most strongly? He criticized Pontiac for using European technology, doing fur trade with the Whites, using their cloths and consuming alcohol instead of fighting against the English which he called them â€Å"the dogs who dressed red† and surrendering himself to them. He argued that he (Pontiac) should clothe himself in skins and use the bows and arrows and his tradition to fight back against their enemies. 3. How does this document relate to and inform the related part of the Chapter in the main text? This document discusses on how Pontiac started his journey to meet with Delaware religious prophet Neolin and on how Neolin guided Pontiac on how he should fight back in opposed to the English by getting back to his tradition that he inherited from his ancestors. 4. What impact did the primary source had on your understanding and beliefs? It was very interesting to see how much Indians cared about spiritual beliefs and how strong their viewpoint were when it comes to their traditional faith. Even though, the English had believed they were faithless and savages, but the truth was they were full of spiritual thoughts.

LVMH?s Diversification :: essays research papers

LVMH’s Diversification Strategy into Luxury Goods The problem After the case and readings the problems of LVMH there are several problems such as the declining demand for luxury goods because it is linked to political events, situation and social trends. (After the attacks of 9/11 an impact on luxury goods has dropped and had automatically an impact on LVMH sales) Secondly luxury products are easy to counterfeit, some countries such as china, turkey, and other still have to improve their IPR policies And finally LVMH diversification strategy (Bernard Arnault) is making acquisitions outside the company’s sector. In sector where they don’t have the â€Å"know-how† and don’t match the company Image. The current CEO (Arnault Bernard) is also the major shareholder which makes him easier to make decisions on new acquisitions The swot analysis Strength: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Name recognition which makes them the largest product marketplace †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Their experience during the time †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Leading position †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Quality provider †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Distribution †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Public Relation Weaknesses †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Their Diversification †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Conflict of interest (fashion vs. wine and spirits) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Forward and backward integration †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Luxury goods are easy to imitate. (Perfumes, Louis Vuitton bags†¦) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Finance problems: net sales decreased by nearly 6% in 2003 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Declining shares Opportunities †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Merger and acquisition †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Consumer trends †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Current increase in wealth †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Emerging market †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Improvement of way of selling their large product line (distribution channels) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Expansion to other markets Threats †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Change in consumer taste †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Economic recession †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Competitor in smaller markets †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Counterfeit Recommendation Focus on core business To expand the current existing brands geographically. Alliances with new creators Gain access to distribution channels as a different proposition Sell the acquisition which don’t fit the company image Implementation Choose several countries to enter that is suitable for the luxury market and in order to develop the strategy of the company

World’s tallest building

On 4th of January,2010, Dubai, where there was merely wind-blown litter a coevals ago, witnessed the gap ceremonial of the universe ‘s tallest edifice, † Burj Khalifa † . A superb work of art with hard structural jobs took 1,325 yearss to completion since the start of the digging work in January,2004. â€Å" Burj Khalifa † has returned the name of the â€Å" World ‘s Tallest Structure † back to the Middle-Eastern constructions where the Great Pyramid of Giza claimed that award for 1000000s of old ages before the building of Lincoln Cathedral in England in 1311. It is astonishing to cognize that the triple-lobed pes print is inspired from the desert flower â€Å" Hymenocallis † which is common in Dubai. Bing located in Dubai, UAE, the tower was influenced by Islamic and middle-eastern architecture.This influence resulted in the tri-axial geometry of Burj Khalifa. The tower consists of three wings arranged around the a cardinal nucleus in the form of Y.As the tower rises from the level desert land, reverses occur through the 26 coiling degrees diminishing the cross-section of the tower as it spirals skywards. The Y-shape program is ideal for residential and hotel use maximising outwards position and inward natural light.Plus, it allows maximal position of the Arabic Gulf. As a super-tall construction, there were many hard structural problems.To guarantee safety and effectivity of the selected design, a theoretical account of the edifice was subjected to extended equal plan. Interior designers used the â€Å" buttressed nucleus † in â€Å" Burj Khalifa † consisting of a hexangular hub buttressed by three wings poising each other organizing the Y-shape. Not merely poising each other but moving as a tripod base which is more stable than a four-cornered base. The corridor walls of the wings widening from the cardinal nucleus to the terminal of each air current terminate in a thickened cock caput walls. The chief intent of the Y-shape is to cut down the air current effects every bit good as maintaining the construction simple, safe and surrogate constructability. The consequence is a stiff tower that can back up itself laterally and overcomes writhing. Reverses in each grade occur in a coiling stepping form up the edifice. These reverses confuse the air current as the air current whirls ne'er get organized because at each tier the edifice has different form. The hexangular nucleus provides the indispensable torsional opposition like a closed tubing.The flying walls and hammer caput walls behave as webs and rims of a beam defying air current shears and minutes. Specific strength of concrete walls ranges from C60 to C80 regular hexahedron strength utilizing Portland cement and fly ash. The C80 concrete used in the lower part of the edifice has a specified Young ‘s Elastic Modulus ( E ) of 43,800 N/mm2 after 90 yearss. Wall and column sizes were determined utilizing Virtual work/LaGrange multiplier methodological analysis which consequences in really efficient construction. Wall thickness and column sizes are adjusted to cut down the consequence of concrete weirdo and shrinking. To cut down the consequence of differential column shortening between margin columns and interior walls, the size of margin columns were adjusted such that the self-weight gravitation emphasis moving on it is equal to that emphasis on the interior walls. As shrinking in concrete occurs faster in dilutant elements, the margin columns had the same thickness of interior corridor walls ( 600 millimeter ) to guarantee that both columns and walls will shorten by the same rate due to concrete shrinking. That super-structure had foundations dwelling of a strengthened concrete raft of thickness 3.7 metres supported by 194 hemorrhoids. Pouring the raft was divided into four separate pours. Self consolidated concrete ( SCC ) of C50 regular hexahedron strength was used. Each heap is 1.5 metres diameter ; 43 metre long buried more than 50 metres deep. Hemorrhoids were designed to back up 3,000 dozenss each and while burden trials, they supported over 6,000 dozenss. Unfortunately, the tower ‘s infrastructure is constructed in a groundwater holding chloride and sulphate concentrations higher than those in sea H2O! Having these aggressive conditions, a rigorous plan of steps was required to guarantee the lastingness of the foundations.Measures applied specialised waterproof screens, increasing concrete thickness, add-on of corrosion inhibitors to the concrete mix and a cathodic protection system utilizing Ti mesh. To acquire higher strength and lower permeable concrete screen to the steel bars, a controlled permeableness formwork was used. Besides, a particular concrete mix was designed to defy the onslaught from the groundwater. The concrete mix for hemorrhoids holding 25 % fly ash,7 % silicon oxide smoke and a H2O to cement ratio of 0.32, was designed to be to the full self consolidating concrete holding slack of 675 ±75 millimeters to avoid defects during building. For that unprecedented tallness of the edifice, it was indispensable to calculate air current forces and ensuing gestures in the upper degrees as they became dominant factors in the structural design. Wind tunnel trials were undertaken under the way of Rowan Williams Davies and Irwin Inc ‘ . The air current tunnel plan included rigid-model force balance trial, a full multi-degree of freedom aeroelastic theoretical account surveies, measurings of localised force per unit areas, prosaic air current environment surveies and climatic surveies. Models used was of scale 1:500. The air current tunnel informations was so combined with the dynamic belongings of the tower to acquire the full tower ‘s dynamic response to weave and the overall effectual air current force distributions. The tower has six of import air current waies. The chief three wind waies are when the air current is blowing into the olfactory organ of each of the three wings. The other three waies when the air current is blowing between the wings. The orientation and reverses of the tower were selected comparative to the most frequent strong air current way for Dubai. A several unit of ammunition of air current tunnel trials were undertaken during the building of the tower. After each unit of ammunition of trials, the geometry of the tower every bit good as the figure and spacing of reverses changed to minimise the consequence of the air current forces on the tower by confounding the air current. As the design reached its terminal, a more accurate aeroelastic theoretical account was made. The aeroelastic theoretical account is every bit elastic as the edifice. The consequences of proving the aeroelastic theoretical account showed that the predicted tower ‘s gesture was within the ISO criterion recommended values without the demand of any subsidiary damping. At the tallest point of the tower, it sways a sum of 1.5 metres. Particular concrete mix design holding compressive strength of 10 MPa at 10 hours for the perpendicular elements to allow the continuity of building rhythm and a design strength/modulus of 80 MPa/44GPa. The concrete trials indicated that the compressive strength of used concrete used was much higher than the needed 1. One of the most hard issues in concrete design is to guarantee pumpability of concrete to make universe record highs particularly in high summer temperatures. Four basic separate mixes were developed to enable decreased force per unit area pumpability when the edifice gets higher. A horizontal pumping test was conducted in February 2005 holding the same force per unit area losingss equivalent to height of 600 metres to find the pumpability of these mixes.The concrete mix used contained 13 % fly ash and 10 % silica smoke with maximal aggregative size of 20 millimeter. The mix is virtually self consolidating concrete holding slack of 600 millimeter and used for pumping force per unit area transcending 200 bars. After the degree 127, a less strength concrete is required ( 60 MPa compressive strength ) holding maximal aggregative size of 10 millimeter. High quality control was required to guarantee pumpability to the highest concrete floor sing the terrible conditions of conditions which vary from a really cool winter to a really hot summer with temperature transcending 50 & A ; deg ; degree Celsiuss. Pumping concrete was executed utilizing Putzmeister pumps which are capable to pump concrete up to 350 bars through high force per unit area 150 mm grapevine. To change over the dream of Burj Khalifa to world, the latest promotions in building techniques and material engineering were used. The walls ‘ signifiers were made utilizing Doka ‘s SKE 100 automatic self-climbing formwork system. Steel signifiers were used in the round olfactory organ. Columns and the floor slabs are poured on MevaDec formwork. The building sequence for the construction began with the cardinal nucleus and slabs being cast in the three subdivisions, followed by the wings walls and slabs and so the nose columns and slabs. To guarantee the verticalness of the construction, a particular GPS monitoring system was developed to supervise the verticalness of the edifice as it gets higher. This was due to the limited convential appraising techniques in the site. When completed, Burj Khalifa has become the universe ‘s tallest construction. Bing a brilliant accomplishment in utilizing the latest engineerings and stuffs, able to incorporate the architectural design construct with the structural design, Burj Khalifa will ever be a particular instance to analyze. N.B: Highlighted sentences are from ( Engineering the World ‘s Tallest – Burj Dubai )

Who Am I as a Learner

SECTION  ± A1. Who am I as a Learner? I am passionate to learn new things in an interesting way. I am a quick learner of theories andconcepts if it is delivered through visuals and demonstrations. I would prefer to learn in a practical way rather than reading books, articles and journals. However, I am a good survivor in nature. S o, if in case I would have to learn through books and articles I could do thateffectively. I believe in learning through a mix of theory and practice. S ometimes I may get bored if I am only into theories and not in practice. I am interested in learning complexthings, simple things may make me bored.I believe in learning through group discussion, as Icould share the knowledge easily and in a communal way. I am very analytical and creativein nature. I feel writing is a good learning practice. W riting refines the learned materials. My strengths in learning are, I am always eager to solve difficult problems and learnsomething new from those problems. I feel making assignments is a better practice rather than exams. However, I am good in tackling exams as well. W hen I do assignments, Iexperience a lot of questions rising and it makes me interesting to find answers for thosequestions.I would prefer to find the answers through a podcast or a video file rather than books. I like to read learn through visuals. I am good in relating things, when I learn anyfundamentals I could use it properly in a difficult situation. I am always eager to knowsomething new and interested in keeping me updated in the area where I ¶m interested in. Icould quickly understand when someone explains about hard theories. I always try to learnsomething from people I meet. My weak points are, sometime I may get bored in reading books, articles and journals. However, some articles are interested in reading but not all.S ometimes I cannot concentrateon things which I am not interested in. But, if I am forced to do that I will probably makemyself concentrating in to that. S ometimes, I don ¶t understand difficult concepts by reading books; I may need lectures or visual explanations. V ARK learning style test: Multimodal study strategy A ccording to VA RK results I am into multimodal study strategy, VA RK result says that,? Multimodal study strategy people have 3 to 4 mode of preferences, in which they use theone according to the people around them. They could easily match or align their mode to the thers around them.But if they want to annoy other people then they could stand in adifferent mode and make others do in an alternate way?. W hen I am looking into the VA RK report, it exactly resembles my mode of learning. I have 4modes of learning one is V isual, Oral, Reading and W riting. However, I would prefer to usevisual mode most of the time. But if the circumstance made me to use another mode I wouldreadily adopt other mode without wasting the time. VA RK says that people who havemultimodal preferences have told that it is often essential for them to use more than onestrategy to learn better and communicate better.People with multi modal strategy feelinsecure if they have only one mode of learning. Mental muscle test Briggs type Indicator states about my personality type as ENFJ that is I am a kind of personwho always seek to build up and encourage growth in my friends and family. I may have aintellect potential about them that may broaden away from how they see themselves. I alsotry to find out the potential within relationships or the team. But, I never push the people sohard that ends up creating conflicts, because maintaining the harmony is very important for me.I agree with the Briggs type indicators report. I always believe in relationships andfriendships that make everything easy. I never try to get into any conflict that spoils therelationship as relationship is more important for me. It also states that my dominant functionis feelings and very extraverted, I don ¶t agree with the above statement completel y. S ometimes I may be feelings oriented person but sometimes I am just material minded. Itdepends upon the situation where I am in. If I am working in a company I won ¶t be feelingoriented, rather I will be a professional. Leadership style MM DI report says that I am primarily a participative leader. S uch leaders accomplish through people, through collective involvement, through teamwork in the tasks. This kind of leadership involves constructing communal ownership and promise within the group. Theseleaders create people feel valuable as an essential part of the team so, everyone accomplishesthe goals through relationships and teamwork. I agree with the above statement as I always been a part of the team and I am good in motivating people towards the goal of the companyas a colleague. I believe I can be a good leader in future.It also shows that the chance for meto grow in ministry is higher than the senior position. The personality radar shows that my preferences match more lik ely towards the area of Organization, action, information, innovation, change and values kind of jobs. Even Theanalysis position is a more like to be my best area of preference and it matches my profile. Roles that suite my personal nature Belbin ¶s Report states that in a role of a plant I am creative, unorthodox, and imaginative andsolves difficult problem. A s discuses in the previous areas I am creative and imaginative innature.I could solve difficult problems. However, I have some weakness which I allowable but I need to improve it that is ignoring incidentals. It states that I am very much pre-occupied with my own beliefs to communicate easily. That ¶s correct, whenever I want todiscuss something important I won ¶t act pre-occupied. However, in normal cases, I amalways pre-occupied. This is a barrier for me to learn something from people whom I am notmuch interested in. In the role of resource investigator I am extrovert, communicative, enthusiastic and developgood conta ct.But I am a bit more positive, and I lose interest on a particular thing once theinitial enthusiasm has passed. A fter that I need something new. S o, I would prefer to go for avery dynamic job that keeps me enthusiastic always. A s a coordinator I behave morematured, confident, I do clarify goals, and take other people jointly to encourage teamdiscussions. I am a thoughtful and analytical person. It offers me a extraordinary advantage inthe position of an adviser. It helps me advice to others or as evaluator of outside assets.Iwould anticipate being well aware about things that happening and I would like to work in aclear picture. But not so greatly to the particular technological capability as to my wideinterest in all that is happening. W hen it comes to operating at a less senior level or in dealing with everyday issues I mayfind it more difficult to achieve job satisfaction. The work may not be mentally stimulatingenough. A nother danger is that I may find myself operating in too confined a space thatdenies me the chance to prove myself. I could find myself criticised for not doing enough ona practical front.That will depend partly on the expectations of the person to whom I report. Much depends on whether I am in a job that is cast with suitably broad terms of reference. If not, I will need to take action to change the frontiers of my job or even to seek a moresuitable position My ultimate functioning role is an examiner. In professional terms, it gets close to a role of detective. My questioning mind can be strength for improvement. S o, any job I may prefer, Iwant to be a energy for getting better what exist there. 2. Implication of career choice I have chosen my career in travel and tourism industry. A it is an interesting field and myfamily background is in the same industry itself. I have a vision to grow up in the ladder toreach an executive position. I am planning to enhance my leadership skills, managing skillsand personal abilities to become a chief executive of a multinational company in travel andtourism industry. S o, based on that plan I have chosen my graduation in travel and tourism. Ialready have work experience in the same industry. W hile I was working in my previouscompany I felt that I am lacking of some managerial personality. S o I decided to learn thosemanagerial tactics through this course.I have chosen travel and tourism as my key subject asthis degree is going to help me in the future career development. Life-long learning plan In have a mixed set of learning plan in the future. First of all I am planning to learn some of the major international languages such as S panish, Italian, Chinese and German. A s traveland tourism has world wide scope and learning international languages may enrich my C V and increase my job opportunities in this field. I would like to learn about various culturesand behaviour of different people from different backgrounds.That may enable me tounderstand various people in the wo rk place as well as in personal life. A fter completing my graduation I am planning to work for 2 years to gain more experience in package tours. Then I am planning to do masters in travel and tourism that may enhance mycareer opportunity in a senior level. The mix of practical experience and academics willenrich my knowledge in the travel and tourism sector. I am also planning to do some researchin people behaviour and tourism to gain more in-depth knowledge about the field. Transferable skillsI am going to take the academic theories and concepts that I have studies in this course into practice. A ccording to Honey and Mumford (1992) report I am a pragmatist ¶s person who isalways keen on trying out ideas, techniques and theories to see if they work in practice. I can positively search ideas and I could take the initiative to experiment with applications. People like me are enthusiastic management students brimming with new ideas to implement and seethe effects in practice. I lik e to take practical decisions and solving problems. I really think that there is always a better way and if it works then its good.S o, I could promise that I will take the theories and concepts to the real world and experimentit to identify the effectiveness of the concepts. S pecifically in the strategic planning subject Igained the confidence that I could evaluate a company ¶s strategy and I could develop newstrategic choices that the company could pursue in future. I learnt to use appropriate toolswherever required. S o, I can say that I will use these managerial tactics in real business. Career choice Travel and Tourism is my passion and I would like to choose my career path in the sameindustry.I have previous experience in this industry and I feel I really enjoy the job. I justneed to polish my skills and abilities in making strategic decisions and day to daymanagement activities. I feel this course helped me a lot in gaining knowledge about themanagerial aspects and decisio n making. I would like to raise my qualification to a senior level executive in future. I will build my personal and academic skills to suit that position. A sI am a multimodal learner and a participating leader, I could easily mingle with people andmotivate others towards teamwork. I hope my career will flourish through the path I havechosen