Dijkstra’s Algorithm Essay

1) Write short notes on: a) Pains of Partition b) Family bonding and disintegration Ans. a) India was a colony for over 200 years and this struggle for independence is deeply rooted in the Indian psyche. More than this, another momentous event of partition is taken up by the authors. Heinous activity, cruelty, barbarism have left deep scars in Indian minds. Different aspects of partition have been dealt with by many writers specially who have themselves undergone that experience. His most famous book is â€Å"Train to Pakistan†. Another important book by him is â€Å"Ghadar 1915: India’s first Armed Revolution†. There are some women writers who have also written about the partition of 1947. Manju Kapur has, in fact, made it the background of her novel â€Å"Difficult Daughter† that was published in 1998. Nina Sibal painted a vivid picture of partition in her novel â€Å"Yatra† and â€Å"What the body remembers† by Shauna Baldwain also throws light on the pains of Partition. b) Among all the countries of the world, the institution of family is of supreme importance in India. Even in this post modern world, Family still plays the pivotal role. There have been continuous twists and turns in the cobweb of family relationship. Many writers have written profusely on it but basically women writers have dealt with an extra edge. Shashi Deshpandey, Kamala Markandeya, Nayantara Sahgal , to name a few. Earlier, India had joint family system but with rapid industrialization and to meet out the search of better opportunities of employment, the families gradually acquired the shape of nuclear ones. Urban migration started with the shifting of masses from rural to urban areas to meet out the challenges of earning living. Such issues also dealt with seriously by many writers in all the languages in India. Both the genres of short stories and novels take up ‘Family’ as an important issue and then the different equations between members of the family always make interesting plot for the stories. Relation between mother and son, husband and wife, brother and brother, brother and sister requires minute detailing and a lot of sensitivity. 2) Write a note on basket-selling girl. Ans. The writer is shown as eighteen years old and studying in the Delhi University. The girl , that he meets at Deoli station, is very poor as her feet were bare but he was struck by the sheer dignity with which she carried herself. She had a typical charm about her personality. She had a beautiful , pale visage with shiny, black hair. The feature of profound attraction was her pair of dark, troubled eyes. In a way the writer was mesmerized by the simple beauty and grace oozing out of her personality. â€Å"She stood by my window for some time and neither of us said anything. But when she moved on, I found myself leaving my seat and going to the carriage door. † The use of the words â€Å"I found myself† amply suggests that he was motivated from within to follow that girl. The germination of love in this story does not seem to be unrequited as the girl also gets sparkled up looking at the writer for the second time. In fact her maiden meeting with the writer instills a spark of happiness within her. He writes, â€Å" I watched her as the platform slipped away. She was alone on the platform and she did not move, but she was looking at me and smiling. I watched her until the signal-box in the way, and then the jungle hid the station, but I could still see her standing there alone †¦.. â€Å" 3. What are the unique features of Desai’s prose style ? Ans. Desai is part of a new literary tradition of Indian writing in English which dates back only to the ’30s or ’40s. She explains that this is because â€Å"at one time all literature was recited rather than read and that remains the tradition in India. It is still rather a strange act to buy a book and read it, an unusual thing to do†. Her new style of writing is also different from that of many Indian writers, as it is much less conservative than Indian literature has been in the past. For these reasons, she says, she is not widely read in India, mainly in Indian universities if at all. Throughout her novels, children’s books, and short stories, Desai focuses on personal struggles and problems of contemporary life that her Indian characters must cope with. She maintains that her primary goal is to discover â€Å"the truth that is nine-tenths of the iceberg that lies submerged beneath the one-tenth visible portion we call Reality†. She portrays the cultural and social changes that India has undergone as she focuses on the incredible power of family and society and the relationships between family members, paying close attention to the trials of women suppressed by Indian society. Desai is praised for her broad understanding on intellectual issues, and for her ability to portray her country so vividly with the way the eastern and western cultures have blended there. 4) Write the character sketch of Daga . Ans. Daga was a contractor who earned huge amount of money. As money begets money, he piled up bundles of notes by hook or by crook. He was involved in the quagmire of immoral deeds like murder, kidnapping, trafficking etc. He had an unsatiating appetite for money and he blew it up on women and alcohol. There was nothing congenial or friendly in Daga’s personality. He did not think twice before slashing anybody from his scheme of life but if someone tried to leave his gang, he would akin it an act of treacherous absconder. For example, there was a man Kannan who wanted to leave Daga’s world of heinous crime but no sooner than this news reached Daga’s ear, he was murdered. When Kailas extricated himself from the company of Daga, he could not take it casually. In spite of Kailas’ escaping to a far off place, in fact a continent away, he managed to find him. To Kailas’ utter discomfort, his greed of money is not quashed. He demanded fifty thousand rupees from him. Kailas tried his level best to make him understand that his current job did not flourish him with unlimited money but Daga was not ready to listen. He was violent enough to have forgotten that Kailas once used to work for him. He used harsh body language while dealing with Kailas. â€Å"If you run again, I will kill you, no matter which gutter you hide in. Tomorrow this time. Fifty thousand. † This threat sent the shivers down Kailas’ spine. He knew that Daga was a killer and that hunting lodge was an ideal place for his murder to be taken place without any news of it to anybody. Finally Daga meets his death as a murderer should die. 5) Write a note on suitability of the title â€Å" Panch Parmeshwar’ . Ans. The story ‘Panch Parmeshwar’ deals with the supremact of

Are There Advantages to Home Schooling? Essay

â€Å"Many people turn their nose up at me and make a face of disproval when I tell them I home school my children. It really doesn’t bother me though. I feel there are a great number of advantages to home schooling my children.†Ã¢â‚¬â€œMargaret Schiner. Many parents have often pondered on which type of educational setting would be better for their children. The most common way for children to receive their basic K-12 education is by attending a public school. However, there is one very different option, home schooling. The advantages of home schooling are starting to be realized by more and more parents each year, evident by the growing number of children being home schooled. So, are there advantages to home schooling? With today’s society, this seems to be growing truer all the time. Of course, there are disadvantages to just about anything; home schooling is no different. Although, there seems to be many more advantages to teaching children from home, versus s ending them to a public school. The home schooling process seems to be much more efficient than that of public schools. Lawrence Hardy of American School Board Journal asked Yvonne Bunn, a home schooling mom, to comment on her thoughts of how home schooling matched up with that of a public school, academically. Ms. Bunn replied saying, â€Å"Academically, home schooling is like a tutorial, a one-on-one relationship. That is every teacher’s dream† (18). She went on to comment about how she thinks home schooling is â€Å"the quickest, most comprehensive way of covering a subject† (18). Home schooling seems to be the best way to speed up the learning  process because of the lack of other students. Ms. Bunn told of how one of her daughters was able to complete the entire kindergarten curriculum before Christmas, and this was in just two  hours of â€Å"school† a day. She described how this is possible by saying, â€Å"We accomplish the curriculum in two hours a day because we’re not lining up,  we’re not dealing with troublemakers in the classroom† (18). Many people feel as if the sheltered environment of learning in the home will often hurt a child when he or she decides to leave home to pursue a college education. However, this might not necessarily be true. Margaret Schiner has recently sent her home schooled son off to college, and he is now doing very well in the college setting. She said she believed that â€Å"he is at an advantage because he has learned to study independently and not rely on others so much, which is similar to how you learn in college.† Lawrence Hardy also discusses this issue. He indicates that they (home schooled children) â€Å"are naturals for post-secondary work because of their experience with the kind of independent study that college requires† (19). There is another advantage to home schooling; although, this is an advantage that is often debated for moral reasons. Since most parents who home school don’t keep their student’s grades, when asked by a college to assign a grade for such things as dual-enrollment college classes, the parents often assign the highest grade possible. Rebecca Talluto, dean of educational services at Brevard Community College discusses this topic. She tells how when a home schooled student wants to be part of dual-enrolled college classes, he or she do not go to a principal or guidance counselor to get the proper documents signed. â€Å"Instead they must submit a notarized affidavit that says they are at least sophomores. Their parent, in lieu of a high school guidance counselor and principal, sign a form from us stating that the student meets minimum  GPA requirements. And this is where the problem shows up: when we explain this form to the parents, they usually reply that they do not keep grades. Then they go ahead and sign the form, assigning their child a 4.0 GPA† (20). Unfair? Yes, but it’s definitely an advantage for home schooled students. Just about every critic of the home schooling process will use the â€Å"loss of socialization† point when debating why home schooling is a bad choice.  Yvonne Bunn was asked about whether she was worried about socialization. Ms. Bunn had a very interesting reply, almost flip-flopping the question. She stated, â€Å"We had better be concerned with socialization, because socialization is one of the best reasons to home school. Just look at society today† (18). She went on to say that â€Å"home schooled children have lots of opportunities for socialization–from church groups, scouting, 4-H, and community organizations, to name few† (18). Ms. Bunn feels like her children don’t necessarily need school in order to gain the basic, essential socialization skills needed for life. However, Bob Chase, President of the National Education Association, feels differently. He feels as if the socialization skills picked up from interaction with children of your own age while in public schooling is essential. He says, â€Å"Public education represents a slice of reality that goes beyond participation in 4-H activities, ballet classes, and church socials† (qtd. in Hardy 15). Many parents feel as if they should be more concerned about what kind of socialization their child is receiving, rather than how much. By knowing just what activities a child is involved in, for instance a church youth group, there is a better understanding of just who they are interacting with, as well as a little more control over whom they socialize with. In a public school setting there just isn’t this type of knowledge or control. Ms. Bunn agrees with  this type of philosophy stating, â€Å"Parents should be concerned about the quality of social contracts, rather than quantity † (qtd. in Hardy 18). Before really looking into the issue, most people turn their nose up at the idea of home schooling their children because of the negative remarks often made about this alternative to public schools and the common myths that have developed over time such as: the loss of socialization and poor success in post-secondary schooling. However, if one takes the time to really sit and evaluate which choice would be better for their children, receiving an education in a public school or at home, home schooling has a lot of strong advantages that cannot be ignored. A very small percentage of people who  home school their children give the practice up, and either start their children in a public school for the first time or send them back to the public schooling system. The education that home schooled children are receiving today is often better than that of a public education, and is now starting to show up in society more and more. Richard Hardy discusses this by saying, â€Å"It’s hard to argue with the advantages of one-on-one instruction, of extensive parent involvement, and of a curriculum tailored to every child’s needs. Home schooled children are winning spelling and geography bees and going on to top-notch colleges† (19). It’s obvious there are definite advantages to home schooling, just ask an experienced home school mom like Margaret Schiner. Works Cited Hardy, Lawrence. â€Å"Learning Without School.† American School Board Journal 188 (Aug. 2001): 14-19. Schiner, Margaret. Personal interview. 4 April 2004. Talluto, R. â€Å"Accountability for Home Schoolers.† American School Board Journal 188 (Aug. 001): 20-21.

Outline current policies and legislation relating to children and how these affect your practice Essay

First of all what is the difference between â€Å"policy and legislation†. â€Å"A policy is a document that outlines what a government is going to do and what it can achieve for the society as a whole. It also outlines any and all methods and principles that the government or any entity, for that matter, will use to achieve its directive. Legislation is another term meaning statutory law. These laws have been enacted by a legislature or the governing body of a country. Legislation can also mean the process of making the law.† Before being able to take a position held in a school I would have to be DBS Disclosure and Barring Services which are replaced the CRB check**. This is a regulation within the law which will be looking at an individuals criminal history ranging from convictions, cautions down to warnings. In the Protection of Children Act 1999 it states that all adults working with children must be DBS checked. Any person who is found to have their name on this l ist with a criminal offense regarding children will not be allowed to work within this area. I would have to work under the law of the Children Act 2004 which is there to make sure the welfare and health of the child is protected, this also includes the Every Child Matters in which all children deserve and should expect the levels of care and adhere to this. This also includes in this green paper allowing all services to share information on children that they have concerns over, this is to help all the services have a better understanding and have the knowledge of that particular childs risk history so to evaluate what the next appropriate step is to take for this particular child.

Cryptology Assignment Example | Topics and Well Written Essays - 2500 words

Cryptology - Assignment Example Hash functions are arguably the most important of all the encryption algorithms since they help in the prevention of external attacks. They are usually used in most of the applications that require very high security. They are also widely used in the specification of most communication protocols like IPsec and WAP. They typically serve message authentication codes and also help in provision of digital signatures or in some cases, they generate random numbers. MD5 and SHA-1 are the most common of the hash functions (Biham and Chen, 2004). MD5 Algorithm Data filling The MD5 algorithm usually adds the supplement immediately after inputting of the data thereby making the whole length of the mod 512=448. This can be represented as K*512+448 BITS WHERE K IS an integer. Add length Usually, a sixty four bit data b is used to dente the original length of the data while an independent b is used to two thirty two bit blocks. In the event that b>264, we will have to extend the length to multiple s of five hundred and twelve. This implies that the length will become times of sixteen double bytes. MD5 algorithm usually saves the data in an array. The syntax of such an array is given by M [0†¦N-1] Where N is in time of sixteen. Initialing of variables If four thirty two but variable named A, B, C, and D were to be defined, they would be initialized as A=0*01234567, B=0/889abcdef, C=0*fedcba98 and D=0*76543210. In this case, the data will be output in the same sequence that is, A, B, C, D. SHA-1 Algorithm This is also an important hash algorithm which is actually based on the MD4 principle. The algorithm actually produces 160 bit output which means that SHA-1 usually needs a set of five thirty two bit registers. However, the similarity between SHA-1 and MD5 is that both of them use a similar approach to message digesting. The SHA-1 algorithm has a total of four distinct rounds of iterative. Each of these rounds has its own twenty steps of operations. If you were to initial ize five variables namely A, B, C, D, and you would have:- A= 0x67452301 B=0xefcdab89 C=0x98badcfe D=0x10325476 E=0xc3d2e1f0 SHA-1 was traditionally thought to be the most secure hash algorithm and it is probably one of the main reasons why it is the current FIPS secure hash standard (Merkle,1990). Principle of operation of the two algorithms Generally the design of the hash algorithms is usually based on the Merkle-Damgard iterative structure. This is since the structure allows for arbitrary length in the messages that are sent. The hash algorithms typically work by dividing the input into different blocks of predetermined lengths. Each of the blocks that are formed is then affixed to the previous state using a form of a compression function in order to compute the updated state. This entire process is usually referred as chaining of a variable. After the processing of the message is completed, the output is given as the last step of the process. The state

History Of Human Rights Essay Example | Topics and Well Written Essays - 1250 words

History Of Human Rights - Essay Example Westminster School and at the age of twelve was sent off to Oxford (Queen's College). From 1763, he studied law at Lincoln's Inn and was called to the bar in 1772. Jeremy Bentham was an English philosopher and political radical. Although he never practiced law, he spent most of his life critiquing the existing law and strongly advocating legal reform. Bentham is primarily known today for his moral philosophy, especially his principle of utilitarianism which evaluates actions based upon their consequences, in particular the overall happiness created for everyone affected by the action. He maintained that putting this principle into consistent practice would provide justification for social, political, and legal institutions. Although Bentham's influence was minor during his life, his impact was greater in later years as his ideas were carried on by followers such as John Stuart Mill, John Austin, and other consequentialists.During 1776, Bentham brought out his first major work, A Frag ment on Government.3 It was about this time, too, that Bentham was to become a friend with a powerful lord, Lord Shelburne (1737-1805). Apparently, through the auspices of Lord Shelburne, Bentham was able to take time, to travel and to write. He [Bentham] has lived for the last f... His eye is quick and lively; but it glances not from object to object, but from thought to thought. He is evidently a man occupied with some train of fine and inward association. He regards the people about him no more than the flies of summer. He meditates the coming age. He hears and sees only what suits his purpose, or some 'foregone conclusion'; and looks out for facts and passing occurrences in order to put them into his logical machinery and grind them into the dust and powder of some subtle theory, as the miller looks out for grist to his mill!" (William Hazlitt.) Bentham's Philosophy Jeremy Bentham figured that laws should be socially useful and not merely reflect the status quo; and, that while he believed that men inevitably pursue pleasure and avoid pain, Bentham thought it to be a "sacred truth" that "the greatest happiness of the greatest number is the foundation of morals and legislation." Bentham supposed that the whole of morality could be derived from "enlightened self-interest," and that a person who always acted with a view to his own maximum satisfaction in the long run would always act rightly. Bentham is to be compared to William Godwin: they resembled one another in their "blind contempt for the past." While each preached the need for nonviolent revolution, each had a different following. Bentham's revolution was to be effected by legislation, Godwin's by argument. French Revolution:- The French Revolution (1789-1799) was a pivotal period in the history of French, European and Western civilization. During this time, republicanism replaced the absolute monarchy in France, and the country's Roman Catholic Church was forced to undergo a radical restructuring. While France would oscillate among republic, empire, and

Is spanking child abuse Research Paper Example | Topics and Well Written Essays - 2500 words

Is spanking child abuse - Research Paper Example Spanking is the most commonly used form of this technique and can be defined as striking the child’s buttocks with an open hand with sufficient force as to cause pain but not leave any injurious marks or long term harm. This paper will consider the corporal punishment known as spanking and answer whether such punishment is tantamount to child abuse (Brouwer and Knox). The first question to ask in order to establish whether or not there is any link between physical abuse and spanking to begin with is; what exactly is child abuse? Child abuse unfortunately does not have clear criteria which defines and differentiates it from forms of child maltreatment. Often researchers employ the use of surveillance and reporting in order to ascertain whether a child have been abused though there is no clear consensus as to which level of maltreatment constitutes abuse among researchers. Child abuse given its nature may be defined by how differently children may perceive the act according to the age they are at the time. Given the definition just given it can be seen how spanking may be perceived to be child abuse (Whitley, Tajima and Herrenkohl). Child specialists have actually defined the connection between the two to a point where spanking is actually found to be the first step in the road to child abuse (Brouwer and Knox). It must be said that from a humanitarian and moral standpoint children must always be protected from abuse of all types. As an adult it is the duty of both parental authorities and Guardians to establish and maintain the protection of the child from such harmful circumstances. Though the question is asked that even if children must be kept away from abusive practices that may ham their development it must be asked what if there is a need for the use of sub abusive violence. When we define sub abusive violence it can be said

Career Decision Making Essay Example | Topics and Well Written Essays - 1250 words

Career Decision Making - Essay Example It’s within a holistic paradigm that career counseling must work to aid the individual in resolving their personal relationship conflicts to achieve a more holistic lifestyle, as this will allow them to more clearly advance with their career decision making. In these regards, it’s clear that the theoretical approach most relevant to this case study is Hansen’s integrative life planning approach. According to Hansen’s theory, there is a series of four assumptions that must be incorporated into life planning decisions (Niles, & Harris-Bowlsbey, 2008). Hansen states that one of the central tasks individuals must accomplish is, â€Å"weaving our lives into a meaningful whole† (Hansen, as cited in Niles, & Harris-Bowlsbey, pg. 85). In these regards, it’s clear that Hansen’s integrative life planning approach considers not simply one’s direct choice in deciding on one career over another but also posits that any substantial life decis ion must be made in terms of the holistic effect it has on all aspects of the individual’s life. Hansen also indicates that an individual must consider their career goals in terms of life purpose and spirituality. When examining Douglas’ decision-making dilemma it’s clear that social aspects have hindered his ability to progress with his career decisions. In examining Douglas’ dilemma it seems clear that in deciding on one career choice will have a tremendous effect on another aspect of his life, namely the relationship with his parents. I think a highly relevant and notable point of discussion was when the counselor framed the career discussion in terms of the client’s siblings. While it’s clear that the client had been strongly influenced by his parents’ work ethic, working a series of jobs and seemingly having a very career-centric life, the emphasis on her siblings’ decisions contributes greatly to decisions that he might make in terms of career advancement, or purpose and meaning.

Fictional story Essay Example | Topics and Well Written Essays - 1000 words

Fictional story - Essay Example Since he looked hopeless and pathetic, the Holmes were happy that he could help them with some homework. They hoped to keep him so that they could also send him for errands and leave them at home looking after the kids. â€Å"How much will you be paying me for the responsibilities?† asked John, â€Å"we do not have to pay you, that will compensate for the accommodation and food that we will be giving you.† Upon hearing this, John was annoyed. He started complaining and even almost insulted the Holmes for their lack of concern for him. It took the intervention of Julieta, a woman who personally knew John in the village. Since he had no other place to go, he had to accept the deal with the Holmes. Life at the Holmes was a bit challenging. He was forced to wake up early and slept late. Although he did not spend not even a cent of his savings, he did not earn anything except food and accommodation benefit. This infuriated John and made him confront the Holmes on the second day, â€Å"This is too unfair! I have to leave you alone with your pathetic offers.† John had started imagining that everything would work out well for him and that he no longer needed Holmes’ help. He even accused the Holmes of misusing him and vowed to sue them by the end of the week. This is despite the fact that he had personally agreed to the initial deal of staying with them and doing what the family does for no pay. Outside the Holmes, life was not as he had expected. It reminded him of his school days when he solely depended on his peers. When he was in class five, he had entered into a peer gang that taught him many ‘skills’ including what he referred to as ‘taking what others had misplaced.’ The only thing that kept John away from stealing is the memory of his late father who had died while John was twelve. John had not seen his father since birth and only spent three months with him before his death. As his mother had earlier narrated to

Arab Nationalism through Nasser's mind Research Paper

Arab Nationalism through Nasser's mind - Research Paper Example esidency time gave Arab a new period of modernization, also including its socialist reformation, stable advocacy associating a short-term union with Syria, and in the development of world solidarity. In 1956, the prestige of Nasser suffered and awakens as a result of his nationalism in Suez Canal along with political victory in the following Tripartite Aggression. Nasser’s stature also endured a great damage comprising the occupation of Egyptian & Arab territory in the six day war of 1967 plus with the successful invasion of Israel. This was the era in which the ordinary citizen had an easy to housing, health services, education, jobs, other social welfare and nourishment; whereas on the other hand, the nobility of Arab nationalism collapsed. The economy boosted through agrarian reform in terms of nationalism schemes of Suez Canal and modernization projects Helwan steel works and Aswan Dam. The economy also suffered the downfall simultaneously, considering its growth mark in e arly 1960s, followed by the recovery in 1970. Nasser’s time period made Egypt to experience the golden age of culture regarding film, theater, radio, television, music, poetry, comedy, fine arts and literature. His presidency dominated the Arab World, and stood out the literary figures of Tawfiq el- Hakim and Naguib Mahfouz. Arab also produced the successful singers like, Mohammad Abdel Wahab, Abdel Halim Hafez and Umm Kulthum. Egyptian Revolution in 1952 has always been significant in the history of Arab nationalism. The initialization of this Revolution came into being, when in 22-26 July 1952, a group of Fee Officers were founded by Nasser, and headed by General Muhammad Naguib with the disposal of King Farouk. King Farouk was the person who was blamed for Egypt’s poor performance in the war with Israel in 1948, by the military. During his period, Egypt also lacked in the progression of disease, fighting poverty and illiteracy. The monarchy of Egypt and Sudan remained neglected.

Leadership and Self Deception Essay Example | Topics and Well Written Essays - 750 words

Leadership and Self Deception - Essay Example According to Warner (2002), individuals who are in a state of self deception normally live and work as if they are trapped inside a box. Consequently, they remain in the same position and experience minimal or no change. According to Warner (2002), there is a solution to self deception and most individuals in leadership positions can always work towards solving it. People find the knowledge of self deception very liberating since it increases happiness and satisfaction, enlivens the desire for team work, increases accountability, sharpens vision, reduces feelings of conflict and magnifies the capacity to achieve results. Self deception therefore appears to enclose many good attributes in an individual. It is therefore important that individuals are enlightened on it for purposes of liberation. According to Arbingel Institute (2002), self betrayal on the other hand occurs as a result of being insincere on what you know is the right thing to do. In most cases, people tend to rationalize and justify their actions when they don't want to do what is considered as right so as to protect their egos. This results to transference of one's blame unto others as well as considering them as hindering objects. Self betrayal is very common among individuals in the society and results to interpersonal problems either at home or school. In reference to chapter one-Bud, it a... Consequently, they focus on giving their best in order to benefit the company and their fellow workers. The tricky thing that comes in is that their motivation is normally flawed; deceiving others into subtle ways and making them think that they are the right ones for the right reason. Self justification then becomes such an ingrained habit that it becomes hard to break free of it. The box The authors of the book have created a hypothetical situation whereby Tom Callum, a recently hired senior executive is settling into his new duties at Zagrum Company. It comes as a surprise to him when he realizes that part of his orientation involves identification of the box. The box has been used as a metaphor implying an enclosure and captivity. It also resembles apparel and people carry it wherever they go irrespective of the circumstance. In most instances, people create boundaries which normally limit their potential and eventually end up as failures. Confusion as a result of other's opinion Tom's conversation with the fellow workers as he sought to know what the meeting between him and Bud was all about portrays a clear picture of self betrayal among the workers since they were all insincere and did not give the right answer. Instead their explanations ended up confusing Tom. The confusion came about due to numerous opinions from different people. Their self betrayal resulted into self deception. Self deception in reference to one's performance On his way, to meet Bud, Tom reviewed his performance in Zagrum and he was quite sure that he was on the right track since he always arrived early for work and left very late in the evening. He did all that so as to outshine his fellow coworkers and compete for the

History week 3 Assignment Example | Topics and Well Written Essays - 250 words

History week 3 - Assignment Example They are associated with popular culture and are often associated with the quality and quantity of the goods they consume. Though often they become slaves of the middle class lifestyle which involve finances more than they can afford. They are also associated with more sense of pride and nationalism. Social Darwinism is a social adaptation of the theory of natural selection in which the idea of the survival of the fittest is applied. Darwin believed that human development and social instincts develop through time and the struggle and conflict present in the society allows other traits to survive more than the others. It is a double-edged sword, indicating progression of the society and the degredation of the human race. The nature of the American social system is based on the production and consumption of goods of the people. The types of leisure define the classes whether they belong to the upper, middle or lower classes. Luxuries and comfort of life are more associated with the leisure class or the upper class. Base classes are more limited or even devoid in their choice of

Linguistics and Point Essay Example for Free

Linguistics and Point Essay I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of  the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.  ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ]

Dissolving Aluminium Chloride in Water

Dissolving Aluminium Chloride in Water A controlled variable is a variable that stays the same throughout an experiment such as: adding a specific amount of water to test tubes filled with different amounts of ammonium chloride. An independent variable is the variable that is changed during an experiment, e.g. different amounts of ammonium chloride added to separate test tubes in an experiment. A dependant variable is a variable that changes because of the independent variable, e.g. the difference of temperatures when the first crystals begin forming in the separate test tubes filled with different amounts of ammonium chloride. In this experiment the controlled variable will be 10mL of water that is added to each test tube filled with ammonium chloride. The independent variable will be the different amounts of ammonium chloride put into each test tube. The dependant variable will be the temperature of the first crystals appearing in the test tubes filled with different amounts of ammonium chloride that are dissolved in water. Ammonium Chloride Ammonium chloride is a substance which has the molecular formula NH‚„Cl and is highly soluble in water. It was first manufactured during the 13th century in Egypt and Europe and was originally known as sal ammoniac. It is used for a variety of purposes. In medicine it is used as an expectorant, which clears the phlegm from the bronchi, lungs and trachea area. It is also used as a component in dry cell batteries, an ingredient in cough medicine and as a dietary supplement to maintain pH levels. (See http://www.wisegeek.com/what-is-ammonium-chloride.htm . Last Updated March 13th 2013.) Solubility Solubility is when a substance is dissolved in a solvent such as water. This is then measured in g/100mL to calculate the solubility of that substance in the solvent, e.g. The solubility of 50g of Ammonium chloride would be shown as 50g/100mL of water. Solubility is a method used to calculate how much of a substance can be dissolved in a solvent. This method can be explained in three different ways: a saturated solution, an unsaturated solution and a supersaturated solution. (See also: Study on Chemistry 1, page 295-96.) A saturated solution is where no more solute can dissolve in the solvent at a specific temperature.  [1]  An unsaturated solution is where more solute can be added to dissolve in the solvent at a specific temperature.  [2]  However, a supersaturated solution is where an unexpected amount of solute can still be dissolved in a solvent at a specific temperature. A supersaturated solution can only be achieved (with difficulty) by changing the conditions of the saturated solution.  [3]   In this experiment, the substance is Ammonium chloride and the solvent is water and when mixed together, the Ammonium chloride dissolves. Repeating this with different amounts of ammonium chloride gives us the solubility of Ammonium chloride in g/100mL of water. When adding more ammonium chloride, the max amount of the substance that can dissolve in the solvent is discovered, this is called a saturated solution. If a specific amount of ammonium chloride that always dissolves in g/100mL of water is used, it is called an unsaturated solution because more of the substance can be added to the solvent, to dissolve. If the saturated solution of the substance is reached but more of the substance is added and surprisingly dissolves in the solvent, it is called a supersaturated solution. This experiment can consist of a saturated or an unsaturated solution because the solubility of Ammonium chloride in water is unknown. (See also: URLs displayed in bibliography with a * next to it) Solubility Curve Solubility curve is a graph of solubility vs temperature. Solubility curves are used to predict the maximum amount of a substance that can be dissolved in a solvent at a specific temperature. Solvents A solvent is a substance that is either a liquid, solid or gas that dissolves a solute to create a solution. The maximum amount of a substance that any solvent can dissolve depends on the temperature of the solvent, e.g. If water can dissolve a maximum of 30g of ammonium chloride at 50 °C, but the temperature was increased to 60 °C it could dissolve more of the ammonium chloride. There are two categories of solvents: polar and non-polar solvents. A polar molecule has two sides; one is positive and the other negative, also known as a dipolar molecule. Polar molecules have polar bonds, though some can have polar bonds but are non-polar molecules. This is because the polar bonds are arranged in a way that they cancel each other out. The overall polarity of a molecule depends on the direction of the bond dipoles in a molecule which is determined by the shape of the molecule. Polar solvents can have a small electrical charge because of the shape of the compound. A compound such as water has the hydrogen atoms at opposite angles of the oxygen atom. The hydrogen atoms can create a small electrical charge because of the direction of the bond dipoles, which is determined by the shape of the hydrogen atom. A molecule may mix in a polar solvent if it has a polarity of its own. Salt and sugar both dissolve in water easily because their molecules are attracted to the small electrical charges of water. Non-polar solvents dont have an electrical charge and cannot mix with a polar solvent. Polar and non-polar solvents use a dielectric constant to provide a rough measure of the solvents polarity. Dielectric constants are the electrical properties of a solvent using a capacitor, in which electrical currents pass through. Non-polar solvents are considered to have a dielectric constant of less than 15. The polarity index measures the ability of a solvent to dissolve different polar materials. The results of both these tests are used in a table of common solvents and in future can be used for identifying solvents in chemical processes. (See also: http://www.wisegeek.com/what-is-a-polar-solvent.htm : Last Updated: 14th March 2013.) (See also: http://www.erowid.org/archive/rhodium/pdf/solvent.miscibility.pdf : Last Updated 14th March 2013.) Polar and non polar solvents are related to this experiment because water is a polar solvent and ammonium chloride is a polar solute. This means that the two can mix together. If either one was a non-polar solvent or solute, they wouldnt mix because they dont have a positive or negative pole that binds them together. Endothermic Reactions An endothermic reaction is where a product absorbs energy from its surroundings, causing its surroundings to drop in temperature. In an exothermic chemical reaction the reactants have more energy than the products. However, in an endothermic chemical reaction the products have more energy than the reactants because it absorbs the energy from the reactants and the environment. If ammonium chloride is added in a beaker filled with water and dissolved, the beaker would become cold. This is because it is an endothermic reaction, where the ammonium chloride absorbs the energy from the solvent (water) and its surroundings. This is why we heat ammonium chloride, so that more of it can be dissolved in a solvent (water) and the temperature will not drop rapidly. (See also http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/chemreac/energychangesrev1.shtml : Last Updated 14th March 2013.) What is being investigated? The idea of this investigation is to observe what happens when ammonium chloride is added in a test tube filled with a specific amount of water and heated. The next part of the investigation is to observe what happens when the product is allowed to cool. How is it being investigated? This experiment is being investigated by using a range of equipment. An electronic balance is being used to weigh the ammonium chloride and get an accurate result, and a burette to measure an accurate, 10mL of water which is added into a test tube with the ammonium chloride. An electric hot plate is then used to heat up this mixture, and dissolve it while in the process of heating. Next, a retort stand is used to cool down the mixture, so that you dont have to hold the test tube with your hand since it would be really, really hot! Finally, a digital thermometer is used to get a result of the temperature of when something happens in the test tube, when it is cooling down. These results of the experiment are written down and put into tables and graphs so that others may understand how the results were gathered using these equipment. How will the results be analysed? The results will be analysed by finding trends in the statistics that have been written down. These results will then be put into a table and graph. The table will be analysed to investigate if there are any results that dont fit in and if there is a reason why this result occurred during the experiment. The graph will be analysed by finding if there is a trend between the results on the graph (e.g. a constant) and how they match up. Next, the graph is analysed by checking if there is any inconsistencies or results that seem out of place. Finally, the graph is analysed by testing or checking the results to see if they are correct or incorrect. Materials solid ammonium chloride 2 retort stands 500 ml beaker Hand lens 250 mL distilled water burette burette holder large clean test tube electric hot plate spatula stirring rod digital thermometer 2 retort stand clamps heat mat electronic balance black card safety glasses Method 4gms of solid ammonium chloride was measured and the actual mass was recorded. The solid ammonium chloride was put into the large clean test tube. The burette was filled with distilled water till the level reached 10mL. This 10mL of water was added to the large clean test tube with the solid ammonium chloride. 300mL of hot water was added to the 500mL beaker. The beaker was placed on the electric hot plate. The beaker was heated up to boiling temperature and the large test tube was slowly placed inside with the water level in the beaker 3cm higher than the water level inside the test tube using the retort stand and clamp. The mixture in the test tube was gently stirred using the glass stirring rod until dissolved. The large test tube was removed from the beaker after the solid ammonium chloride dissolved and allowed to cool. The large test tube was stirred and watched using the hand lens and the black card to observe the first crystals form. The digital thermometer was used to measure the temperature of the first crystals forming. The mixture was then heated up again and using steps 7 -11 the process was repeated two more times to get the most accurate results of the crystals forming with 4gms of solid Ammonium Chloride. Steps 1 13 was repeated again using 5g, 6g and 7g of solid ammonium chloride. Discussion Trends The results in Table 1, 2 and Graph 1 all have one trend in common; as the temperature increases, the solubility of ammonium chloride increases. This trend shows that the results are reliable but not valid because graph 2, which is the accepted results, shows that the solubility curve of the two graphs do not match i.e. the values do not match but they follow the same pattern. Another trend in the results is the temperature, which shows that for the solubility of ammonium chloride, each gram that was tested roughly differs by 7 °C. This trend is neither reliable nor valid because they do not match graph 2 and the patterns in the graph are different. Saturated, Unsaturated or Supersaturated These results also indicate that this could be a saturated solution, unsaturated or a supersaturated solution because 4g of ammonium chloride dissolved in water at a temperature of 73.43 °C, though the 7g of ammonium chloride dissolved at a higher temperature of 94.56 °C meaning that it took longer to dissolve 7g than 4g. This, in turn, shows that if more ammonium chloride was added to the 7g of ammonium chloride it would have taken longer to dissolve and once it passed boiling temperature water would have evaporated till there was no solvent left and there would still be ammonium chloride. This would mean that 4, 5, 6 and 7g of ammonium chloride was an unsaturated solution. This is an error because it is completely different when compared to the result of graph 2. This error means that something occurred during the experiment which made the ammonium chloride at a higher temperature or simply a random error where the water was heated before the ammonium chloride was put into the beaker. This error has significantly changed the result as it has increased the temperature of dissolution when it should be a lot lower. Comparison (validity and reliability) Table 1 shows the 4, 5, 6 and 7 grams of ammonium chloride was tested three times to get the most accurate result. These three results were then divided to give an average. The average of the 6 and 7 grams of ammonium chloride in comparison to graph 2 is reliable because the solubility of ammonium chloride increases with the temperature. The average of the 4 and 5 grams of ammonium chloride in comparison to graph 2 could be reliable but the percentage of error is too high for this to be acceptable meaning that there was an error in the consistency of the experiment. Graph 1: Solubility of Ammonium Chloride shows the four averages of each test of ammonium chloride, with a trend-line that predicts the solubility of ammonium chloride between 0 °C and 100 °C. In addition the graph shows that when you keep adding more and more ammonium chloride the temperature for it to dissolve will increase, but only by a few degrees each time. Graph 2: Accepted Values Solubility of Ammonium Chloride are the accepted values of the solubility of ammonium chloride. In comparison to graph 1, both graphs have a curve, though graph 1 has more curve than graph 2, where the curve is very slight. Graph 1 and 2 do not match at all, meaning that there are errors and/or inconsistences in this experiment. Table 1, 2 and Graph Solubility of Ammonium Chloride all fit the theory that ammonium chloride dissolves in water. When we match up all the results in this experiment, they clearly do not match the accepted values. The accepted values are vastly different as graph 1 shows that 39.99 grams of ammonium chloride dissolves at 73.43 °C and graph 2 shows that 39.99 grams of ammonium chloride dissolves at roughly 28.12 °C. The results fit the theory because all four tests of ammonium chloride dissolved in water. The only factors that could have changed this outcome could have been the amount of substance in a solvent which is heated to a specific temperature. In the end graph 1 explains as the temperature increases, so will the amount of ammonium chloride that dissolves. Errors Possible errors that could have occurred during the experiment are: the solid didnt dissolve properly, temperature could have been wrong during the cooling down process, the recrystallization of the ammonium chloride in water was difficult to judge and malfunction of equipment could have caused errors. The reason why the solid might not have dissolved is because the temperature might not have been high enough or I didnt stir it enough. In the case of a random error the solid might not have dissolved but the eye might not have been able to see a very small particle even with a small magnifying glass. The reason the temperature could have been wrong is because when I stirred the mixture, the heat from the bottom of the test tube would have mixed with the cool temperature at the top of the test tube, meaning that when you saw the first crystals appearing the temperature could have still been changing. During the experiment the ammonium chloride solution from the first trials was recycle d to be used for further trials. This could have changed the purity of the ammonium chloride because it looked very different to the normal ammonium chloride. This could mean that while the weight did not present a problem, it may have not been completely dry which could affect the results. The malfunction of equipment could have occurred without my knowledge, such as the balance scale being inaccurate (e.g. the small empty cupcake cups on the scale did not balance at 0). Another malfunction could have occurred with the thermometer not working properly. The loss of ammonium chloride not dissolving could have lowered the solubility of the substance. The likelihood of the scale not working is very low and could be counted as a random error, but if it wasnt working the solubility of the substance would be lower than expected if there was less ammonium chloride and higher if there was more ammonium chloride. The recrystallization could have been the exact same as normal solid ammonium chloride or it could have weighted more or less. This would make the answer higher if the ammonium chloride weighed more than it should. Overall I believe the results and answers I recorded might have been a bit too high or even low, but I definitely know that they arent exact. One way to possibly improve the experiment is to use the exact amount of water and ammonium chloride to get a measurement of solubility (g/100mL). This would prove to be more accurate and would be better suited in a beaker, on top of the electric hot plate as the heat would be dispe rsed around the entire beaker. Further investigations that could be included into this experiment could be finding out the saturated solution of ammonium chloride at a specific temperature. This would be good because it is very likely that every group would get different results and have to explain more in their discussion about errors and if they think that their answer is valid or not. Improvements One way to possibly improve the experiment is to use the exact amount of water to get a measurement of solubility (100mL). This would prove to be more accurate and would be better suited in a beaker placed on an electric hot plate as the heat would be dispersed around the entire beaker. Further investigations that could be included could be finding out the saturated solution of ammonium chloride at a specific temperature. This would be good because it is very likely that every group would get different results and have to explain more in their discussion about errors and if they think that their answer is accurate or not. Conclusion In conclusion I discovered that 4, 5, 6 and 7 grams of solid ammonium chloride was soluble in water at different temperatures. The hypothesis that different amounts of ammonium chloride will dissolve in water at varying temperatures was answered. The results that I recorded werent valid because they did not match the accepted values, though the results were reliable in some cases as they did have a pattern and this pattern matched the accepted values.

Adventures Of Huckleberry Finn | Analysis

Adventures Of Huckleberry Finn | Analysis Huckleberry Finn is original in the sense that we can feel the presence of Twains voice, as well as Hucks voice. Throughout the entire book, Huck speaks to us in the colloquial language of his time; which drove me mad. The first chapter of Huck Finn establishes Hucks personality and the current state of his times. He lives in a town where it is quite common to own slaves. This is most obvious reason why the book was banned. Instead of a sequel to the childish Tom Sawyer, it is a novel that deals with the political and social aspects of slavery. It also has gratuitous use of the word nigger. In fact, it occurs 215 times, and is probably the reason why it was banned so quickly. Frankly, I dont think that should be a reason to ban a book, but I think that Mr. Twain went a little overboard. However, it does portray the history of the times, and is done so with brutal honesty. The term was used by both whites and blacks. For whites, it was a term of degradation and inferiority; for blacks , it was probably a term used for identification, or maybe self-loathing. Huckleberry and Tom came into a large sum of money due to their previous adventures. Under the household of the Widow Douglas, they make an effort to civilize Huck. Huck was a country boy, and he appreciated their attempts, but ultimately found civilized life boring. Douglas does put Huck in school, and he begins to adjust to this new life. However, Hucks new life is disrupted by his Father. His Father is everything you wouldnt want in a dad. Self-absorbed, disgusting, and in rags, he is not the kind of father-figure anyone would want. Pap is mad that Huck has learnt to read. This stems from the fact Huck is the first person in the family to do this, and he is mad that his son has gotten an opportunity that never presented itself to Pap. Pap is so interested in Huck because of the amount of money Huck was able to acquire. After the Judge agrees to protect Hucks money, he is promptly sued by Pap. Huck is then kidnapped by Pap and spends time in a cabin in the middle of the woods. Huck begins to miss society, and resents being cooped up. He eventually finds a weakness in the cabins infrastructure, and plans an escape. After sawing his way out of the cabin, he makes it look like robbers ransacked the place, consequently killing Huck. After meeting Jim on the island he has sailed to, they from an alliance produced by one mutual feeling: fear. Jim is a very superstitious person, and Huck makes fun of him for this. Huck places a deceased rattlesnake near Jim when he is sleeping. Other snakes smell the dead rattlesnake, and bite Jim. Jim is ok, but their operation is in danger. After dressing up as a girl, Huck goes into town to ask for information. A woman lets Huck know that they have spotted smoke over their island, and her husband is going to look there that night. Thus, Huck and Jim make a raft and drift downstream for many days. After losing their raft, they steal a raft belonging to thieves. Through all of this, we can see that Huck is open-minded, but still ac ts on impulse. This brief synopsis serves a purpose through all of those chapters, Huck has developed a relationship with Jim. With Jim being a black slave, it sends Huck into emotional turmoil. He comes to question what society has taught him, and whether or not blacks are truly equal, on an intellectual and physical level. He is torn between the options of returning Jim to Miss Watson. Looking at it from a southern way of life, Huck has run off with 800$ of personal property. This perverts Hucks decision making process, and by doing the wrong thing, he has ultimately saved Jim by not turning him in. In a way, society has changed what is morally right to Huck; by doing the wholly unmoral thing of his time, he feels better than doing the other immoral option. After a brief separation from Jim, he learns that he much prefers Jims company than the Grangerfords especially after seeing the brutal gunfight. Jim was able to save the raft from three black slaves because of one reason: he stated that it was his white masters raft. This in itself is a testament to Hucks times. When you are able to threaten other men with the color of someone elses skin, there is something blatantly wrong with that society. Huck and Jim soon have the pleasure of meeting two con artists known in the book as the duke and dauphin (acting under aliases). Although their cons appear comedic on the surface they are a huge threat to Huck and Jim. Knowing all too well that Jim is a runaway slave (despite Hucks best effort) they are able to use this as blackmail. Their first con together is done during a church service, which shows how incredibly immoral the two men are. I began to grow more and more confused as I progress through Huckleberry Finn. No one in the book has a clear definition of right and wrong. A man named Sherburn murders a defenseless drunk because he was insulted. When a mob forms he is able to save himself by giving a speech on human nature. Eventually, the mob regresses. The fact that he, a murderer, is able to talk about human emotion and nature is in itself despicable. Keeping in mind that this speech on morals was given by a killer adds to the confusion of the reader and the Huck. Sherburn attacks the mob mentality and human nature of the common person. However, this human cowardice and mob mentality is what drove Huck and Jim from their home town of St. Petersburg.

trees :: essays research papers

Trees are terrific. They cover the world and provide air and beauty for all to enjoy. Yes indeed trees are terrific. There are many uses for trees and their byproducts. Everywhere we look there are trees or some kind of shrub that always give us something to look at.   Ã‚  Ã‚  Ã‚  Ã‚  Trees make life more pleasant. They make the world beautiful. When we go and lay in parks where there are lots of trees we feel peaceful, at ease, and most of all happy. Trees make life more pleasant. Trees make people more at ease and have also shown that hospital patients recover faster when they around trees. People have strong ties with trees. Some people always remember that one tree that they grew up around and never forget it for as long as they live. The strength that trees have gives people a feeling of self strength to help them get through everyday life.   Ã‚  Ã‚  Ã‚  Ã‚  Most of trees are private property, but that does not mean that they are not part of the community also. Since trees are everywhere, there is a lot of planning that goes into the placement of trees so that they benefit everyone. Trees provide people with privacy for their homes and yards. Trees also serve an architectural function as well. Many architects use trees to improve the looks of a businesses and public areas to make people more at home.   Ã‚  Ã‚  Ã‚  Ã‚  Trees also benefit the environment. They alter the environment in which we live by moderating the climate, improving the air quality, conserving our water source and harboring wildlife. They take in energy from the sun, block the wind, and rain. Trees also control the temperature. In the vicinity of trees is cooler than that away from trees. The larger the tree, the greater the cooling, the better a person feels because they are not in the sun. Air quality is also improved through the use of trees, shrubs and turf. Leaves filter the air we breathe by removing the dust and other particles from the air.

The Other Boat Essay -- Other Boat Edward Morgan Forster

The Other Boat Who am I? Why do I do what I do? When can I break the rules of society without being guilty? In the unique agony of seeking understanding, acceptance, and love, these several questions echo poignantly throughout human history. For all people these introspective problems—while difficult—desperately need answers, as answers to these questions dictate the choice to stay within the bounds of accepted ethics or to step out. The importance and difficulty of finding good answers to these questions intensifies for atheists and agnostics, since they must formulate answers with the full responsibility for their conclusions resting on their own shoulders. No religion can answer these questions for them. Thus, Forster, a humanist who shunned organized religions and endorsed the creation of individualistic creeds, if choosing to step out from established laws and customs, must ask, on his own, if his justifications hold true or if they converge with all other crimes against society. â€Å"The Other Boat† contains many of Forster’s personal humanistic moral perspectives on many issues including class conflict, colonization, racism, and adultery. However, most centrally, through a perspective of naturalistic fatalism, â€Å"The Other Boat† contains Forster’s personal moral justifications for homosexuality. Readily available contexts for discovering and analyzing Forster’s moral justifications appear throughout critical scholarship on â€Å"The Other Boat,† yet many critics overlook these humanistic conclusions. In a biographical essay on Forster’s life, Carrol Viera notes that the collection The Life to Come and Other Stories, which includes â€Å"The Other Boat,† has generally been analyzed by critics from two perspectives. Most critics, she says... ...ose difficult recurring questions, and from his own unique perspective he answers boldly: I am a homosexual. I do what I do because my nature dictates I must do it. I can break the rules of society without being guilty for nature disallows doing otherwise. These arguments for justified homosexuality live on today, and in many ways Forster’s naturalistic answers remain the dominant answers given by modern homosexuals. Through â€Å"The Other Boat† Forster gives their moral argument an early and eloquent voice, and though we agree or disagree we should laud him for that. Works Cited Forster, Edward Morgan. "The Other Boat." The Norton Anthology English Literature. Ed. Stephan Greenblatt. Vol. F. New York: W.W. Norton & Company, 2006. Viera, Carrol. â€Å"E. M. Forster.† Dictionary of Literary Biography. Ed. John H. Rogers. Vol. 162. Detroit: Gale Research Company, 1996.

Economics

The most common belief is that Agency Theory is based in the economic model of man (e. G. Brenna , 1994). Jensen and Neckline arguing that the theory is grounded in what they call REAM – the Resourceful, Evaluative, Maximizing Model (Jensen , 1994). They argue that the REAM most closely replicates human action and that the economic model of man is a simplified version that does not reflect the spectrum of human behavior. Lets see a table that compares the two of them with logical order. Comparison of Economic Model of Man and REAMEconomic Model of Man Rational Bounded Rational Maximized Maximized based on thorough evaluation Motivated by incentives Actions driven by Incentives Self-Interested Opportunistic with guile Opportunistic if beneficial Focus o Focus on extrinsic rewards Will substitute goods if beneficial (not driven exclusively by extrinsic rewards) Not other regarding Altruistic if beneficial Resourceful Resourceful – innovative when facing constraints and op portunities With the understanding that man is self-interested, ever opportunistic and driven by incentives, agency theory addresses the effect of having this man as manager in the modern corporation by providing prescriptions to taming him. Industrial organization economics providing a basic theoretical perspective on the influence of market structure on firm strategy and performance. There is a range of specific models, major determinants of firm-level profitability include: (1) characteristic of the industry in which the firm competes (2) the firm's position relative to its competitors and (3) the quality or quantity of the firm's resources. (1 )landlers variables A long tradition is concerned with identifying properties of industries intriguing to above-average profitability.A large set of variables (growth, facilitation, capital and advertising intensity, etc. ) have performed differently in different studies, but the overall importance of these factors is beyond dispute (Rever berant, 1983). (2)Variables relating the firm to its competitors Originally perceived as the source Of market power market share and more specifically relative market share as viewed for this study serves as a proxy for some firm-specific relative competitive advantage resulting from learning effects and other firm specific assets. (3)Firm variables The typical economic model of firm performance explains from 15 to 40 percent of the variance in profit rates across firms.Apart from random effects, measurement errors, and so forth, one can suggest at least three explanations for the ‘remaining' variance. First, there may be important economic variables, the extent of which cannot be measured (e. G. Assets that are specific to an industry or a trading partner). Second, the ‘true' model may be such that intervening economic variables differ from case to case, making aggregate analysis difficult. Third, with very few exceptions organizational factors are not considered in thi s literature. ORGANIZATIONAL MODEL OF FIRM PERFORMANCE Perhaps even more than their economist counterparts, organizational researchers have developed a wide variety of models of performance.As an example managers can influence the behavior of their employees (and thus the performance of the organization) by taking into account factors such as the formal and informal structure, the planning, reward, control and information systems, their skills and personalities, and the relation of these to the environment. But on the other hand we have some questions about firm performance. Can a firm be over-differentiated in one area and under fractionated In another, but on the whole be just about right? In contrast, firm performance is an aggregate phenomenon. Numerous studies have demonstrated how changes in organizational structures, systems and practices have altered climate measures and hence individual performance .Both organizational structure (span of control, size, levels) and organizat ional processes (performance reviews, budgeting, collaboration) were more closely associated with climate measures than with performance (both subjective and objective) measures, and that organizational climate was directly linked to performance. Other more clinical efforts have shown linkages between managerial practices and attributes or dimensions of organization climate and firm performance . Figure 1 illustrates the assumed causality Of the traditional climate model Of firm performance. This thesis has uncovered a number of interesting points, many of which are perceived to lend themselves to exam aspects for further research.It would be interesting to obtain a more solid picture of our research and wows that research may provide an interesting basis for comparison with respect to the impact and consequences of Agency Theory and Firm performance within report governance mechanisms utilized today. Economics Policemen are seen all over the world as peacemakers, who base their actions on Just and sound principles In order to maintain law and order within the country. The police force Is an Integral part of society not only In that It manages to apprehend wrong doers but also act as a deterrent for the prevention of crimes which could, otherwise disrupt internal harmony within a society. As such the police have within them, certain ‘powers' to aid them in carrying out their duties, which put them above the law. However the question lies in the extent of such a power the state should stow upon such an organization.The determination of how much power to allocate to these police forces rests on the conditions of a country, society and people Involved, as well as whether these powers given would affect collects Individuals. Policemen shoulder responsibility, huge responsibilities in fact. They are tasked with upholding and protecting the moral values society has put in place. They should therefore have the right to unlimited power because it allows for them to be able to stand above crime in the country to be able to efficiently put out wrongdoers and their actions.This Is based on the assumption of course that policemen themselves are not corrupt and would not abuse such power given to them. If policemen's powers were subject to boundaries and conditions, meaning that they are denied of certain powers and rights that would allow them to swiftly bring Justice to perpetrators then their duties would be severely hindered and crime could end up being a problem in society. One such example would be could be seen in Singapore whereby police officers and Its governmental systems have been known to be one of the least corrupt in the world.In this, the SSP, or otherwise known as the Singapore Alice force hold significant power in society in that they are able to rise above individuals in society to be able to make clear Judgments and arrests to ensure law is being abided b y. It's power can be seen in it's ability to conduct arrests of longhairs, gang members etc without having to go through much obstacles such as bureaucracy due to them wielding sufficient powers of their own to decide on choices on the spot so that the problem does not persist. This amount of power awarded to the police force of Singapore allows it to perform Its duties with utmost efficiency.The result, one of the safest countries to live in the world, recording one of the lowest crime rates as compared to Brazil. Seen here, the importance of not holding back power given to the police force ensures a country remains stable to be able to advance economically and socially. However as seen, assumptions In the real world rarely hold. Policemen are humans. And humans are subject to greed that gives rise to corrupt behavior in an attempt to gain more. Therefore policemen should not be given unlimited power because it sometimes interferes with our individual's intrinsic moral values of fr eedom.The very fault in such a society lies in that ordinary citizens have no power against policemen and the law. In what many may argue that In a free world we live in today, we as Individuals have sovereignty and the free will to choose what we want, libertarians as we are governed by the many laws outside of us that do not make us autonomous. Such laws could trample upon our basic rights of freedom. And thus allowing the police, who are part of the law to hold significant, unlimited power would severely undermine our freedom as individuals.Take for example earlier in the year, George Thompson who lives in Boston was arrested by policemen not for murder, not for theft, not even for indecency, but for filming a police officer which he deemed to be out of control. Also in the US was a man in Baltimore who was arrested and threatened after police found out he was recording them. The conversation between them read: Man: I have my rights Police: You have no rights Man: I thought I had freedom of speech here Police: You Just lost it As seen the conversation(cut short) between them exemplifies what many would term absurd.Something as harmless as filming in a technologically advanced world we owe live in could cause us to get arrested. Although it could be said that there was a thin line to be drawn between respecting the police officer and the freedom of the man, it can be argued that the arrest of this man from Baltimore was based on no justified grounds. The unlimited powers the policeman had had cost the man his freedom because he, as an ordinary citizen had no choice but to bow down to the orders of the police officer. Hence unlimited powers given to policemen tend to be abused.Instead of trying to police the world, they should in fact be concerned with policing their own organizations instead. Hence their power should be limited. Conditions within society could also mean that unlimited power given to law enforcement agencies would present detriments to the co untry. Conditions such as social hierarchy that could still be present in third world or developing nations. These class systems, coupled with unlimited power given to police agencies would pose a huge problem to a country.This is so because policemen as said earlier are ordinary citizens as well, meaning that they are subject to discrimination and biasness towards a certain group. This could mean that rights of the minority could e stripped away because of social hierarchy. India is a good example to showcase this. Lately the country has been subject to cases of rape and murder of women. In this aspect policemen despite wielding significant power, the past 3-4 months have seen numerous cases of Indian women getting raped and afterbirth murdered. With the most recent case citing that 2 girls, aged 14 and 15 were raped and hanged from trees.The two girls who were cousins after being raped were hanged. This incident sparked outrage not only because of the brutality of such an inhumane action but cause police officers and officials refused to investigate into the matter. The reason being, these girls were of a lower caste and therefore it would not be worth their effort and time to dwell deeper into the matter. Further aggravating the matter was comments from the local police officials saying that such rape incidents should be considered as trivial due to the rampancy and frequency of such rape incidents.Condemnation of such a reaction soon broke out and eventually caused the government to step in as police agencies in that region were not up to the task. Such security of people in India born into lower castes would be affected with their interests not being cared for. This goes against the advocating of human rights and basic freedom for all. Even with the seemingly unlimited power policemen had in India, they were unable to make sound Judgments of the rape case causing many more of such cases to persist.One possible reason is, as stated, because of the presence of the class system that is still prevalent in India today. Because of this the only way the issue can be solved would be to grant police officers there lesser power ND to leave it to government intervention where a most Just decision and action can be made. Therefore the police should not have unlimited power in this case as it would lead to discrimination and social instability. Lastly, police should not be granted unlimited power because they are not, and should not be seen as ‘guardians or kings' of our own moral principles.They should not have the rights to have absolute grip and rule over our lives and decisions we make as it is morally unjustified. This argument on freedom dates back to debates amongst philosophers and two main schools of thoughts. Utilitarianism and Libertarianism. In short utilitarianism supporters such as Jeremy Beneath held the view that our individual rights should be forgone for the sake of the greater good of society whereas libertarians such as John Locke and Nonionic argued otherwise, that our individual rights should be upheld.In that it states that there should be the existence of a minimalist state with no paternalism and morals legislation which simply means no laws put in place to dictate how people should run their own lives. In the real world this is too extreme for such a notion to thrive in because humans quire constant guidance as we sometimes stray off the wrong paths. However if we were to go along the lines of a libertarian argument we can see the importance of individual rights and how the law agencies such as the police should not be ultimate rulers of our own moral principles and decisions.Giving police agencies unlimited power would be akin to giving them the rights to impose certain laws on us, some of which would not benefit. Although many who oppose this might say what would happen if there is little or no one to keep tabs on society, won't society go out of control with crime rates rising? This would therefore call for limited powers granted to the police, such that they still hold enough power to enforce the law, but not enough power to infringe upon our individual freedom.One way to see it would be how Emmanuel Kant a proponent of libertarianism argues about the importance of championing our intrinsic rights to freedom. He states first of all that We as human beings are rational and worthy of dignity and respect'. This bold statement shows that we are capable of sound thinking and hence deserve respect and dignity. Therefore to allow police to be masters over our lives through granting them unlimited power would be first of all, unnecessary and secondly, would mean that our individual rights are ignored.Thus policemen should not have unlimited power because it is not Justified. In conclusion as the quote goes, With great power, comes great responsibility. Certainly the powers bestowed upon police should come with great thought and repercussions that could arise as a result. I n this view, I believe that unlimited power should not be granted to police in dealing with social issues such as crime because it would result in the abusing of it that could in turn lead to our individual rights being stripped away. Economics Internal growth strategies refer to the growth within the organization by using internal resources. It focuses on developing new products, increasing efficiency, hiring the right people and better marketing. Should Voodoo want to expand into Africa to sustain profitability it can use its can consider its internal growth Voodoo can now then focus on what it already had this includes the quality it gives to their customers this including its latest development of LET which is fourth generation outwork 46.Expansion Raising the market share, sales revenue and profit of the present product or services. Market penetration Selling existing products to existing markets. To capture the market Voodoo needs to focus on its mission statement which is providing its customers with good coverage network which comes in Voodoo is still improving on its network coverage with an investment of R 120 000 000 and a year technological advancement and an additional R 2. Mil for its skills development. In tu rn Voodoo can retain its existing customers and at the same time attract more customers that require the best network coverage like LET that was developed by Voodoo before its competitors giving It much more competitive advantage. Market development Extending existing products to a new market. Voodoo alms at reaching new customer segments, wants to Increase sales by capturing new market area.Voodoo is currently the giant mobile providers In South Africa at the moment they are a growing mobile industry which Is owned by Britain Avoidance, they deciding to attract ore customers outside Brittany and South Africa, would need a market strategy from the marketing research, and the Initial Investment It needs to Invest this also including the politics of different countries In Africa. Product development Developing new products for existing markets or new markets, making some modifications In the existing product to give value to the customers for their purchase.Voodoo decision to Invest I n Its quality of Its network coverage has gave Its brand Image a boost In the market. Voodoo was the first mobile network In south Africa to cover G,G, and Its latest G network which Is LET from Its competitors proving that Its customers will get value for their money. It continues Investment In Its multimillion rand technological development keeps It ahead of Its competitors. Diversification The purpose of delectation's Is to allow the company to enter new lines of business that are different from current operations. There are four types of delectation's: vertical, horizontal, concentric and conglomerate.Voodoo before its competitors giving it much more competitive advantage. Market Extending existing products to a new market. Voodoo aims at reaching new customer segments, wants to increase sales by capturing new market area. Voodoo is currently the giant mobile providers in South Africa at the moment they are a growing mobile industry which is owned by Britain Avoidance, they deci ding to attract the marketing research, and the initial investment it needs to invest this also including the politics of different countries in Africa. Product development modifications in the existing product to give value to the customers for their purchase.Voodoo decision to invest in its quality of its network coverage has gave its brand image a boost in the market. Voodoo was the first mobile network in south Africa to cover G,G, and its latest G network which is LET from its competitors proving that its customers will get value for their money. It continues investment in its multimillion rand technological development keeps it ahead of its competitors. The purpose of diversification is to allow the company to enter new lines of business that are different from current operations. There are four types of diversification: