Knowledge Worker Information Systems

Introduction There are four key phases of evolution of infrastructure. The stages include connection, communication, conversations and collaboration. The four stages are decisive in the management of knowledge. Information system is a vital asset in any organization since it enables the organization to boost its performance (Maier, 2011).Advertising We will write a custom coursework sample on Knowledge Worker Information Systems-Infrastructure and Layers specifically for you for only $16.05 $11/page Learn More Connections This stage enables anybody in the organization to connect to the network. Consequently, the employees can utilize diverse gadgets to access the data in the network. The data enable improvement of the organization since employees can make decisions based on credible information (Skyrme, 2004). Communications This phase of evolution encompasses establishment of an electronic distribution list. The stage establishes distribution lists and electronic meeting places. These are vital facilities, which guarantee sharing, and synthesis of data. Additionally, this phase of evolution also limits the personnel that can access the data. Information is power; hence, it is vital to safeguard it. Consequently, this phase establishes the individuals that can access information amassed from the employees (Skyrme, 2004). Conversations This phase entails setting up of means that assist in making interpretations of the data. This stage enables the system to extort information from the data emanating from the workers. This vital phase enables extraction of information electronically from raw data that would elude the attention of analysts. This gives the organization an edge since it maximizes on the benefit of having data (Skyrme, 2004). Collaboration This phase adds further value to the data amassed. It does this by establishing collaborative tools. The tools enable the system to create knowledge based on the data amassed. This stag e ensures that the organization maximizes on the data retained by the information system. Importance of the phases The knowledge worker information system (KWIS) aims at harnessing the information that employees possess. Organizations have acknowledged that harnessing employees’ information is decisive to the accomplishment of an entity. Consequently, organizations have set up such systems. However, for the system to realize the above objectives, it requires certain phases, which ensure it accomplishes the above goals.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The above stages begin by guaranteeing that workers can connect to the network. This implies that employees have access to the data. Secondly, the communication phase ensures that the right personnel have access to the information. Therefore, the second phase of evolution safeguards the data and only permits utilizat ion by the appropriate personnel. The third stage seeks to extract more information electronically from the data. Therefore, this juncture seeks to extract information from the raw data. Finally, the fourth phase utilizes collaborative tools to create additional information from what is already in existence. Overall, the stages are critical since they ensure the system does not only amass information but also optimizes the benefits of having the data. Subsequently, the two initial stages create connections guaranteeing accessibility and safekeeping of the information. The two final phases seek to optimize the benefits of such information through extraction and creation of additional data. Conclusively, the stages are significant to the KWIS (Kappes Thomas, 1993). Contribution of the system to an entity Currently, for an entity to succeed it is vital that it adds value to its product. Nonetheless, information is critical to value addition. Therefore, an entity will require to assemb le information from it employees. Employees will provide a suitable avenue to amass such information. Such information amassed from employees who undertake the daily operations of an entity enables the management to make certain strategic and tactical decisions. The management personnel denote knowledge workers whose duty is to appraise information. Decision-making at the administration level relies entirely on information availed by the employees. This discloses the significance of the above system. The current economy requires entities to strategize appositely and adopt decisive tactical positions. This is because the business environment changes rapidly. Therefore, it is vital to assemble information from the employees since they interact with the clientele. Gathering such information avails the management with details that allow the entity to add value to their products. Therefore, such information enables an entity to strategize and adopt ideal tactics in undertaking its operat ions (Pijpers, 2010).Advertising We will write a custom coursework sample on Knowledge Worker Information Systems-Infrastructure and Layers specifically for you for only $16.05 $11/page Learn More Further discussion Establishing worker knowledge system is a trend that many entities are opting to embrace. This has enabled entities to harness the knowledge that employees gather while undertaking the entity’s operations daily (Thorne Pellant, 2007). This trend has enabled the organizations that have embraced it to reap certain benefits. The KWIS has transformed organizations since it has enabled utilization of a critical asset that entities had ignored previously. Consequently, firms that have enacted the above system have surpassed their profitability targets since it has allowed the entities to boost the value in their products. Value addition has culminated in supplementary revenue. The worker information system has proved a critical ingredient in the success of entities. Notably, the system has led to emergent of knowledge-oriented services. The services include customer care, market and distribution. However, knowledge workers are vital to the development of this system. These workers presented the necessary information requisite for the operation of the system. Overall, the KWIS has enabled entities to boost their profitability (Davenport, 2005). References Davenport, T. (2005). Thinking for a living: how to get better performance and results. Massachusetts, MA: Harvard business press. Kappes, S., Thomas, B. (1993). A Model for knowledge worker information support. Retrieved from https://apps.dtic.mil/dtic/tr/fulltext/u2/a273182.pdf Maier, R. (2011). Knowledge Management Systems: Information and Communication Technologies for†¦ New York, NY: Springer.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Pijpers, G. (2010). Information Overload: A System for Better Managing Everyday Data. New York, NY: Wiley Publishers. Skyrme, D. (2004). From information management to knowledge management: Are you prepared? Retrieved from http://www.skyrme.com/pubs/on97full.htm Thorne, K., Pellant, A. (2007). The essential guide to managing talent: how top companies recruit. Leicestershire,United Kingdom: Kogan Page Publishers. This coursework on Knowledge Worker Information Systems-Infrastructure and Layers was written and submitted by user Maya Pierce to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Ejection seats essays

Ejection seats essays Ejection seats, how to save your life it Although real emergency situation are rather rarely in modern aviation, the necessity of ejection seats is still given. This can be caused by many different failures or malfunctions of the plane, by errors of the pilot or simply through hostile action. Many of these situations develop rather quickly, so the time to react and, take the decision to initiate the ignition of the seat is rather short. For this reason most military aircraft, research aircraft and some small commercial planes are equipped with ejection seats to allow pilots to escape. Ejecting from an aircraft moving at speeds greater than the speed of sound can be very dangerous. The force of ejecting at those speeds can reach in excess of 20. At 20 Gs, a pilot experiences a force equal to 20 times his or her body weight, which can cause severe injury and even death. The development of ejection seats started during WWII. Germany Russian and America started researching nearly the same time. After the war Russian scientists were able to built their first ejection seat with the help of German technology they had secured from German labs. The problem of these seats was that the aircraft had to have a minimum height, speed an had to fly a stable and not inverted flight. Furthermore the pilot had to disengage himself from the seat which then dropped away in free fall. For this reasons there were a few issues who had to be solved for a save ejection of the pilot and to give him the maximum chance to survive. Lifting the canopy - Bolts that are filled with an explosive charge are detonated, detaching the canopy from the aircraft. Small rocket thrusters attached on the forward lip of the canopy push the transparency out of the way of the ejection path Shattering the canopy - To avoid the possibility of a crewmember colliding with a canopy during ejection, some egress systems are designed to ...

4 Tips for Writing a Stellar Boston College Essay

4 Tips for Writing a Stellar Boston College Essay SAT / ACT Prep Online Guides and Tips Ranked among the top 50 colleges nationwide, Boston College is an excellent choice for college, especially if you're hoping to attend a Jesuit institution.As part of the application process, you'll need to submit a Boston College essay. So what should you write about in your essay to raise your chances of getting admitted here? In this guide, we closely analyze all Boston College essay prompts, providing you with our best tips and advice.We then take a look at real Boston College essay examples to give you an idea of what a successful Boston College essay can look like. What Is the Boston College Essay? In addition to the statement you must write for the Common Application, Boston College requires all first-yearapplicants to submit a separate essay as part of the Boston College Supplement (on the Common App under the heading "Writing Supplement"). With this writing supplement, you have four possible essay prompts to choose from: 1. Great art evokes a sense of wonder. It nourishes the mind and spirit. Is there a particular song, poem, speech, or novel from which you have drawn insight or inspiration? 2. When you choose a college, you will join a new community of people who have different backgrounds, experiences, and stories. What is it about your background, your experiences, or your story, that will enrich Boston College’s community? 3. Boston College strives to provide an undergraduate learning experience emphasizing the liberal arts, quality teaching, personal formation, and engagement of critical issues. If you had the opportunity to create your own college course, what enduring question or contemporary problem would you address and why? 4. Jesuit education considers the liberal arts a pathway to intellectual growth and character formation. What beliefs and values inform your decisions and actions today, and how will Boston College assist you in becoming a person who thinks and acts for the common good? Each essay prompt expects you to give specific details and a unique, compelling story of who you are, how you came to be this way, and what you hope to do with your education at BC. Regardless of the essay prompt you choose, your Boston College essay must be no longer than 400 words, making it a little shorter than a typical college essay, which is 500-600 words long. But how can you choose the best essay prompt for you? Read on as we examine all the Boston College essay prompts, one by one. All Boston College Essay Prompts, Analyzed In order to submit a great Boston College essay, you’ll need to know what each prompt is asking you to do and which one will work best based on your personality, experiences, and/or interests. Below, we offer a close analysis of all four Boston College essay prompts. Boston College Essay Prompt 1 Great art evokes a sense of wonder. It nourishes the mind and spirit. Is there a particular song, poem, speech, or novel from which you have drawn insight or inspiration? This first Boston College essay prompt is all about art, specifically a piece of art that's had a major impact on you. Although this essay prompt lists just four types of art- songs, poems, speeches, and novels- you may write about, if you were inspired by a different form of art, such as a painting, sculpture, dance, or piece of architecture, you will most likely be fine writing about that instead. If possible, though, it's best to try to stick with the four options in the prompt; this way you can rest assured you’re correctly answering it. You also want to avoid rattling on and on about the art piece and why it’s so great. Instead,focus on why this piece of art has affected you to such a degree and how this impact has manifested in your life. Should You Choose This Prompt? This essay prompt is ideal for applicants who intend to major in a creative field, such as music or creative writing, due to its emphasis on inspiration and what kind of art has impacted your own approach to creativity. Even if you don’t plan to major in a creative field or have no idea what you want to major in, this is a good prompt to respond to if you can easily think of a piece of art that has changed you in some critical way.If you can’t, another prompt would probably be better suited for you. Tips for Answering This Prompt Avoid writing about a super famous piece of art. While it's OK to focus on something you read for school, don't go with extremely famous and cliched works, such as The Great Gatsby or Harry Potter. Focus on you more than the piece of art. The point of this essay is to explain what creative work has greatly inspired or impacted you, not why this work is so great, famous, or valuable in general. Think about the qualities or goals you now have because of your exposure to this piece, and concentrate on those and how you developed them in your essay. Be clear about how this artwork has affected you. For example, perhaps the first time you listened to the English medieval song "Bryd One Brere," which is thought to be the oldest love song on record, you felt so moved by its lyrics that you decided to learn more about medieval England; now, you’re thinking of majoring in history. Boston College Essay Prompt 2 When you choose a college, you will join a new community of people who have different backgrounds, experiences, and stories. What is it about your background, your experiences, or your story, that will enrich Boston College’s community? This second Boston College essay prompt is a diversity essay prompt: it wants to know what kinds of qualities, experiences, and/or perspectives you personally will bring to the Boston College community.In short, what makes you special? For this essay, you’ll want to focus on one specific trait, experience, or quality you have, ideally one that's an integral part of your identity. For example, if you come from an ethnic group that historically was forced to conceal its traditions and customs, you could discuss in your Boston College essay how being able to freely express and embrace your cultural roots has made you want to encourage others to do the same. Should You Choose This Prompt? There are many categories of diversity that, if you fall under, you may choose to write about for this prompt. Here are just some examples: Your cultural group, race, or ethnicity Your religion Your socioeconomic background Your sex or gender/gender identity Your sexual orientation Your values or opinions A club, group, or organization you're part of Your local community Your hometown or home country A unique experience, struggle, or moment from your life You don’t need to fall under a strictly defined category of people. For example, you could write about a unique circumstance in your life or a specific event that was particularly meaningful to you and significantly affected your perspective on something. Tips for Answering This Prompt Try to avoid trite topics that can apply to many applicants. If you come from a family of immigrants, for instance, you could certainly write about this; however, this topic isn’t super unique, so be sure you’re focusing on something specific and impactful from your life, such as the time someone accused you of being an illegal immigrant. Focus on one defining quality. Even if you fit into multiple categories above, it’s best to stick with just one unique quality, as this will help keep your essay tight and focused. Be clear about how your experience will enrich Boston College’s community. It should be obvious how your perspective will positively affect those around you. Maybe you plan to start a club or promote a volunteering effort, for example. Don’t write about something that isn’t meaningful to you. If your experience didn’t have much of an effect on you when it happened and doesn’t matter much to you now, definitely choose something else to write about. Don’t exaggerate the significance of anything, or else you’ll risk coming across insincere and inauthentic. Boston College Essay Prompt 3 Boston College strives to provide an undergraduate learning experience emphasizing the liberal arts, quality teaching, personal formation, and engagement of critical issues. If you had the opportunity to create your own college course, what enduring question or contemporary problem would you address and why? With this prompt, you’re essentially being asked what kinds of academic fields or social issues you’re interested in and why you’d like to study them. This essay is a great opportunity for you to delve into a specific idea or problem you want to learn more about in college.The topic you choose for your essay can be pretty much anything, from an ancient philosophical theory to the modern-day phenomenon of cell phones. In short, what excites, interests, or captivates you intellectually? And why? Take time to considerwhat you’re passionate about, whether this is a question in an academic field you want to study or a contemporary social issue. Should You Choose This Prompt? Most applicants have an idea of what they want to study in college.Therefore, if there’s a particular field you’re interested in, you can use this as a jumping-off point to narrow your topic so you’ll be discussing a specific interest, question, or idea. For example, ifyou plan to major in psychology, you could think of questions you have regarding a specific idea or theory in the field. You can also approach this prompt from a more social perspective.Are there any problems in contemporary society that you believe need to be addressed more or in a new way? For example, perhaps you’re not a fan of the way women of color are represented in schools' history textbooks and you'd like to look for fair and effective ways to remedy this problem. Other possible issues you could talk about include the following: Environmental issues or climate change Political/economic instability or other problems in a country/area Discrimination, stigmas, or other issues relating to inequality Potential challenges facing technology, science, the arts, specific industries, etc. Tips for Answering This Prompt Explain why you are so invested in this problem. Have you had any direct experience with the issue you’re focusing on? How did (or does) it make you feel? Maybe you’re curious about how we could improve public access for people with physical disabilities, and the reason you developed an interest in solving this problem is that, as a kid, you often watched your friend struggle to find alternative entryways besides stairs. Include a (creative) title for your course. While there’s no need to get overly creative, make sure your class's name is concise and accurately reflects the proposed content. If you were writing about the topic described above, you could title your course something like "Public Access for People with Disabilities: Barriers and Solutions." Boston College Essay Prompt 4 Jesuit education considers the liberal arts a pathway to intellectual growth and character formation. What beliefs and values inform your decisions and actions today, and how will Boston College assist you in becoming a person who thinks and acts for the common good? Boston College is a highly ranked Jesuit institution, so it’s not surprising that the school is curious about applicants' values.The purpose of this prompt is for Boston College to see how your own values will fit with and further promote the key Jesuit principles of ethics and community service. This essay prompt can be broken down into two basic questions: What are your beliefs and values regarding your role in your community? How will Boston College fit with these values and allow you to grow as a person? Should You Choose This Prompt? If you’re applying to Boston College, you likely already know that it’s a Jesuit institution, meaning it strongly values qualities such as morality, service, and interdisciplinary learning. If you have strong values that align with these Jesuit principles, have a clear reason for wanting to attend a Jesuit institution, and can readily envision how you plan to use your BC education for the "common good," this would be a great prompt for you to choose. Some values you could write about in your essay include the following: Honesty Morality/ethics Empathy/compassion for others Selflessness Tips for Answering This Prompt Focus on one specific value/quality you have. For instance, if honesty is important to you, you could discuss a time you had to decide between telling the truth or telling a lie, and how this choice impacted how you perceive honesty and its significance in everyday life. Explain how Boston College will help you develop this value you have. You could talk about specific classes, extracurricular activities, clubs, volunteering opportunities, etc. For example, maybe you’re thinking of making a club to help local disadvantaged families. Boston College Essay Examples Now, let's take a look at two real Boston College essay examples, written by admitted applicants. Note that since the Boston College essay prompts change every year or so, these essays might not correspond directly to one of the four prompts listed above. Boston College Essay Example 1 This first Boston College essay we’ll look at could have easily been written for the second prompt described above (the diversity essay prompt) as it focuses on the applicant’s unique multicultural background. Note that this sample essay is more than 550 words, whereas the current Boston College essay requirements state that essays may not exceed 400 words. Here is the essay: "Happy birthday!" "Feliz cumpleanos!" "Kol sana wa enta tayyab!" After my family sings me happy birthday in English, Spanish, and Arabic, I blow out the candles on my cake amidst thunderous cheers that reverberate throughout the five boroughs of New York City. My birthday celebrations, likened by my friends to United Nations assemblies, feature my one, cohesive, yet ever so dissimilar, family, stepping out of their respective Ecuadorian and Egyptian roles to further thrust upon me their expectations. Some would fold under this pressure, but I embrace this trust. While they have not always been able to put me in optimal positions, it has all congregated to a driving force in my cultured and diverse mind. My never ending quest to achieve success for my family began at a young age, through my trips to Ecuador and Egypt. I not only grew fond of their eloquent languages, but of their modest values. On my first trip to Ecuador as a toddler, my Uncle Guillermo was found dead in an alley one morning, no cause, no explanation. Instead of shielding me from the forlorn passing of one of my heroes, my relatives used this as an opportunity to develop my value for awareness. They told me that Guillermo's death was linked to his severe alcoholism. He had been afflicted for decades, all while selling away the family's possessions to fuel his addiction. He, like many from the impoverished, drug ridden country, knew no better. Some would view a traumatizing event like this as an excuse to end up along a similar path, but it immediately ingrained in me the farsighted principles that I maintain to this day. There are no excuses for me to approach education halfheartedly, for I have witnessed the malevo lent effects of ignorance. When my grandma, Anisa Saad, told me that she views my future with the same reverence that she views the Egyptian Revolution of 20, I finally realized how delicate my actions are. I knew that making something out of myself meant just as much to my family as it did to me. The Egyptian Revolution was the first time since 1981 that Egyptians had a voice. As they overthrew President Hosni Mubarak, they created an irrevocable identity. They proved that regardless what comprises your past or your background, your impact on the world is only what you make of it. My grandma told me that all she could think about as she cast her vote in the first ever democratic election was that she was changing the world. She said that if a 78-year-old widow living with three of her children and a bad back could change the world, a prioritized pupil with a keen understanding of different societies has boundless potential. In New York City, the quintessential hub of culture, I found it easier to expand on my expectations and values. I am most people's culturally passionate friend rather than the kid whose ethnicity is indeterminable. I am a New Yorker's idea of a New Yorker; an assiduous product of the "melting pot." No idea is too farfetched to believe, no goal too unattainable. With my grandma's words in mind, I face any problem that the Concrete Jungle throws at me. I seek to make sure the Salazar's of Ecuador and the Badran's of Egypt finally have significant names in the world. I want to blow out my birthday candles with a family proud that I made it, not hoping that I do. Source Here's what makes this Boston College essay work: It has a compelling hook. The first few sentences about the applicant's multicultural and multilingual family immediately draw us in. It makes you want to learn more about why this applicant gets told happy birthday in three languages, and what this means for their values. It’s highly specific and detailed.We're given people's actual names, from Uncle Guillermo to Anisa Saad. These concrete details ground us readers in the story while highlighting clear connections between the applicant's life experiences and values. Zoom in on the details for your Boston College essay. Boston College Essay Example 2 This next real Boston College essay example is less focused on diversity and more on community service, a major Jesuit value that Boston College would be more than happy to read about in your essay! Atjust under 400 words,this essay should help give you an idea of about how long your Boston College essay can be. "Can you teach me how to tie my shoes?" I looked down. There was Miguel. He pointed at his untied shoelaces. "Come sit down over here," I said as I pulled over a chair. "Just remember this: Loop, Swoop, and Pull." I tied his shoelace. "Now you try on the other." He bent down. "Loop ... Swoop, and ... Pull." He completed a perfect bow. Later on in that day, Thomas came over to me. "Can you help me tie my sneaker?" Miguel was next to me. I was helping him learn the letters of the alphabet. "I think Miguel can help you." I looked down at him and he nodded. He brought Thomas to the side. "Just remember, Loop, Swoop, and Pull." In-between studying for the SATs and preparing for my varsity basketball season, I volunteered in a local preschool for Head Start and Special Needs Children in the summer before my junior year. I worked with students who were attending their first year of the school during that year. I was invited back to volunteer again the next summer. I was with the second-year students and Miguel and Thomas were again in my class. "Do you want to see me write my name?" Miguel asked the first day of my second summer at the school. He used a purple marker and a blank piece of white paper and clearly wrote "Miguel." Thomas approached me. "Look, I can tie my shoes now." He bent down. "Loop, Swoop, and Pull," he whispered as he completed a perfect bow. "It’s great to see you guys again. I’ll be here the whole summer." The goal of the program is to prepare the students for success in kindergarten. The best thing about going to the school for two years was to see the progress Miguel, Thomas, and the other kids made. I saw the children walk on the stage at the graduation ceremony at the end of the summer term. I know they will be able to excel in kindergarten. I began to visualize Thomas and Miguel being at the top of their class in kindergarten next year. I am proud of the work the school does for the children and the progress the children make in the school. I look forward to returning to volunteer next summer. Source Here’s what makes this Boston College essay work: It tells a detailed, interesting story. Many students have volunteered at schools or helped out younger children, but this Boston College essay lets readers really see the uniqueness of the applicant's experience. We learn about two children, Thomas and Miguel, and how the experience of helping them positively impacted the applicant. It’s highly focused. No part of this essay feels extraneous or as if it doesn't belong. It uses a well-organized structure that’s easy to follow. We also learn through small details that the applicant successfully maintains other commitments, too, such as varsity basketball. It focuses on a key Jesuit value: giving back to others. If you plan to respond to Prompt 4, this is a great essay to look to for tips. It’s all about helping the common good and highlights, especially with its last line, the applicant’s desire to continue helping the community. How to Write a Great Boston College Essay: 4 Tips Before we wrap up, here are four general tips to help you write a great Boston College essay. #1: Be Clear and Specific Your Boston College essay should be clear, with specific, concrete details that tell a compelling narrative about you and what you value.Your essay will have more personal impact if you can incorporate critical details, such as the names of people, your reactions/emotions to events or actions, etc. In addition, make sure your story is focused and doesn't meander onto less relevant, less interesting, or less significant topics. For instance, if you’re writing about how you enjoy volunteering at retirement homes, there's no point in elaborating on other values you have or other service projects you’re involved in since doing so will take away from the main focus of your essay. #2: Use an Honest Voice While Embracing Jesuit Values As with any college essay, try to channel an authentic voice.Exaggerations in your emotions or reactions are generally pretty easy for admissions committees to detect, so don't bother trying to make a particular experience in your life seem more significant than it really was. Be honest with yourself: what is important to you?What do you believe Boston College must know about you?And what do you feel defines who you are and what you want to do? Remember that Boston College is a Jesuit school that strongly values specific qualities, including morality, honesty, and community service. If you have a strong passion for any Jesuit values and often exercise them in your life, make sure you’re clearly touching on these in your essay so you can further emphasize how Boston College is an ideal fit for you. #3: Don’t Repeat What You Wrote for the Common App Essay All Boston College applicants must write, in addition to the essay we’ve talked about in this article, a separate personal statement that responds to one of the Common App prompts. Since many of these prompts are similar to the Boston College essay prompts listed above, it’s critical that you do not repeat any major themes or topics in your two essays. Each essay is meant to showcase a different side of you, and if you’re simply repeating yourself in both essays, you won’t be revealing anything unique or interesting about yourself- which will not impress the Boston College admissions committee at all! #4: Edit and Proofread a Lot You’ll want to spend a good amount of time editing and proofreading your Boston College essay. The best way to do this is to write a rough draft and then put it away for a few days.After some time has passed, take out your essay so you can look it over with a fresh perspective.Note any areas that are irrelevant, awkward, or grammatically incorrect. Once you’ve done this a few times, give your essay to someone else to read, such as a teacher, parent, or older sibling.Ask for feedback on what you can improve in terms of flow, organization, and overall story. You should now have an excellent Boston College essay ready to submit! What’s Next? If you're applying to Boston College, you're likely applying to other colleges on the East Coast, too. Check out our expert guides to the Duke essay, the Tufts essays, and the Harvard essay. Need help writing your Common App essay? Our tips will show you how to write a Common App essay guaranteed to make you stand out from other applicants! To learn more about Boston College, including what GPA and SAT/ACT scores you'll need to get in, check out our Boston College admission requirements page. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. 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Empowerment. Does it work Essay Example | Topics and Well Written Essays - 500 words

Empowerment. Does it work - Essay Example This paper seeks to explain empowerment and its impact in workplaces. Empowering an employee in the work place leads to increased productivity as compared to underpowered ones. Their performance levels are high, and they are happier with their job leading to job satisfaction and lesser complacency. Employees appraise their work in regard to the amount of pay they receive from their employer; thus an employee with more say in the workplace finds the conditions of more conducive for work. Empowerment creates a sense of responsibility and motivates them to put in more effort as they learn their role in the success of the organization. As a result, the productivity and output in terms of the organization’s fortunes increase. Freedom and democracy in the workplace, empowerment, provoke the creativity of workers towards coming up with new ideas and concepts that lead to increased productivity and efficiency in work (Bednarz, 2012, par. 12). It also contributes towards positive attitudes and relationships between all members of staff. This is the result of ; proper communication between all parties involved in decision making as they are all allowed to make their opinions known and also contribute on how they affect them (Sptreitzer et al par. 12). At the workplace, employee empowerment ensures pay based on the level of knowledge that one has and the qualifications. This, in turn, leads to safety as employees do not participate in activities that they have no adequate knowledge in. As a result, employees are involved in personally managing their tasks and thus encourage a sense of responsibility for their jobs and wellbeing. Empowerment, therefore, leads to fewer investments concerning safety and compensation for workplace accidents (Bednarz, 2012, par. 11). In addition, lawsuits against the organization are reduced leading to increased savings by the organization and better working relations between employees and employers. It also boosts the relations

Commercial law Essay Example | Topics and Well Written Essays - 2000 words - 3

Commercial law - Essay Example Lord Atkin asserted that a manufacturer owed a legal duty of care to the ultimate consumer of his product. In discussing duty of care as a legal concept, Lord Atkin established the â€Å"neighbour† principle. Furthermore, in the case of in the Bolton v Stone2 the House of Lords held that whilst foreseeability was relevant to the issue of whether as duty of care exists, once established the issue of breach was ultimately dependant on the reasonableness of the defendant’s actions. In order for a manufacturer to be liable in negligence there has to be proximity and the case of Anns v Merton London Borough3 asserted that the proximity test relies on a consideration of the nature of the relationship between the parties. Once duty of care has been established, a claimant has to establish that the manufacturer’s breach of duty caused actionable damage. The standard of care imposed by law in order to determine a breach of duty is objective and that of â€Å"the reasonable and prudent man4†. The degree of care to be expected is founded on considering what a reasonable man, careful for the safety of his neighbour would do and requires a consideration of the degree of the likelihood of harm occurring, the cost and practicability of measures needed to avoid it and the seriousness of the consequences5. The preliminary test for determining causation is the â€Å"but-for† test and whether the claimant would not have suffered the damage â€Å"but-for† B’s negligence6. Moreover, the Wagon Mound No.17 decision asserted that a defendant is only liable to pay damages if the damage was reasonably foreseeable and not too remote. The primary legislative measures pertaining to manufacturer liability are governed by the Trade Practices Act 1974 as amended (TPA), which implies certain rights and warranties into commercial contracts and consumer sales agreements. The TPA

Gaddafi Essay Example for Free

Gaddafi Essay The person that I chose to represent Machiavellis ideas is Muammar Gaddafi. He is the longest serving head of state in the world next to Queen Elizabeth II. He is known for his controversial political strategy and his very unusual personality. Gaddafi is easily spotted in animal skins and colorful clothing. His name regularly pops up on lists of the worst dressed world leaders. Ronald Regan named him the Mad Dog of the Middle East. Muammar Gaddafis reputation ranges from a popular revolutionary to an international reject. Gaddafi graduated from the University of Libya then continued to pursue a British military education. While in Great Britain he began to devise a plan to overthrow the Libyan monarchy. In 1969, Libyan King Idris was overthrown by a small group of Gaddafis Junior military leaders. A year later, being inspired by Egyptian President Gamal Nasser, he decided to close US and British military bases and expel all Italians and Jews. While trying to enforce Islamic socialism, he banned alcoholic beverages and gambling and failed at trying to unite Libya with other countries. By the mid-1980s, he was widely regarded in the West as the principal financier of international terrorism. He was also accused by the United States of being responsible for direct control of the 1986 Berlin discotheque that killed three people and wounded more than 200, of whom a substantial number were U. S. servicemen. Gaddafis adopted daughter was killed in a bombing of Libya that was retaliation for the U. S. After that two Libyans were accused of placing a bomb on Pan Am Flight 103, which exploded and killed 270 people, Gaddafi refused to give up the suspects to America or Britain. Gaddafi finally admitted responsibility for the attack in 2003 and paid more than $2. 7 billion to the families of the victims, initiating the end of Libyas international isolation. Now in Machiavellis The Qualities ofa Prince the very first paragraph talks about how everything dealing with the government is viewed through a military lens. Machiavelli doesnt believe that the prince is a man who is skilled in many disciplines, but he believes that the prince should own a responsibility to make sure that whatever he governs is stable. Gaddafi took responsibility for Libya by creating his own form of government called Jamahiriya, in which the nation is governed by the masses or local councils and he defended his government by saying, There is no state with a democracy except Libya n the whole planet. Machiavelli also raises the question whether it is better to be loved than to be feared. In the twelfth paragraph he states l say that every prince must desire to be considered merciful and not cruel; nevertheless, he must take care not to misuse this mercy. It is said that Gaddafis examples and thoughts inspire the struggling troubled masses and haunts the ones doin g the trouble. This is why he is loved by people of the world, but feared by the ruling cliques who know that his words and actions expose them for what they are.

Linking Media Violence and Negative Behavior Essay -- Argumentative Pe

  Ã‚  Ã‚  Ã‚   Many Americans feel that the viewing of violence in the media reinforces negative behavior in society, especially among children and young adults. "Three thousand studies have been done since 1955 on the link between television and violence; 2,980 of them found a correlation between the two.   We hear little about that because we get most of our news from television" (Peterson).   With this much research one must acknowledge that there is a problem in America involving sex and violence in the media.   We cannot blame all societal problems on the media and its portrayal of these issues, but we can become educated, ourselves, in order to better facilitate the healthy lives of our children. "We, as a society, did this to ourselves," said psychologist Dr. David Walsh, executive director of clinics and systems operations for Fairview Behavioral Services in Minneapolis. "Violence grabs the headlines, but violence itself is a result of a society that promotes selfishness, greed and instant gratification" (Peterson).   Violence on public television often catches us in a serious debate.   Concerned parents fear that viewing inappropriate images presented by the media will corrupt America's youth.   They cringe at the idea of our nation's children growing up to be vicious killers due to the brutal violence often seen on TV.   Some blame television for most, if not all, of the ills of society and its children.   "Truly it accounts for about 10 percent of violence, which means that 90 percent is caused by other things," Leonard Eron says.   "Violence is a multi-determined behavior. It's caused by genetic, biological, physiological, macroeconomic and macrosocial facto rs, all of which can account for some part of the variance."   Understanding... ...http://www.apa.org/pubinfo/violence.html "Media Violence Chronology."   [Online] http://www.cfc-efc.ca/docs/00001061.htm Mortimer, Jeff.   "The 'V-Chip' and TV Violence."   [Online] http://www.umich.edu/~newsinfo/MT/96/Jun96/mta14j96.html Murray, John P. "Children And Television Violence." [Online] http://www.ksu.edu/humec/kulaw.htm Peterson, Patricia.   "Are We Selling Out Our Children's Minds?".  Ã‚   [Online] http://www.cyfc.umn.edu/Media/tvviol.html Redfern, Michael G.  Ã‚   "Youth Need Help to Process Messages of Sex and Violence."   [Online]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.mediaawareness.ca/eng/med/class/support/mediacy/violence/mediavi.htm Run, Alvin B.   [Online] http://guide.lp.findlaw.com/casecode/ Talbot-Allan, Laura M.   "Canadian Radio-Television and Telecommunication Commission."   [Online] http://www.media-awareness.ca/eng/gov/crtc/crtc.htm

Policing the Internet

Chapter 6 Debate 1. Are governments ever justified in regulating what their citizens can access? The Internet was created in the late 1960s so that U. S. Department of Defense researchers could share information with one another and with other researchers. The scientists and academics who created the internet soon saw the power of the new technology: Wires linking computer terminals together in a â€Å"web† of networks allow people anywhere in the world to communicate over the computer.Even though it was developed by the government, the Internet is not government run. The Internet Society, a volunteer organization, addresses usage and standards issues. The term NEA was created by Authors Doc Searls and David Weinberger which is an acronym that stands for: No one owns it, Everyone can use it, and Anyone can improve it. Therefor it is not in any government’s power to regulate what can and cannot be viewed on the internet. It cannot be owned by any government or corporatio n because the internet in itself is classified as an agreement, not a thing.It is a communication source where the whole world can stay connected. Countries such as China and Egypt, as well as many other countries in Asia and Europe, continued to have their rights taken away by their government and are blocked from going on news sites that would keep them up to date on world news. Although there are people who would use the internet as a tool to illegal means, censoring the internet for all citizens is not going to prevent a determined person from saying what needs to be said.It only makes it illegal to do so. Governments that regulate and restrict informational websites end up making themselves look even worse than if they were to just let their citizens have free roam of the world wide web. 2. Should anyone be responsible for policing the internet? No one should be responsible for policing the internet because it simply was not designed to be so. It would take as many people as th ere are online every second of the day to keep up with the amount of updates and constant uploading.Even now the government tries to police pirating of movies and music but it simply can’t be done. There will always be people who can beat the system, override it, hack into it, do whatever means necessary to get what they want and do what they want online. Work Cited Bradsher, Keith. â€Å"China Toughens Its Restrictions on Use of the Internet. † Nytimes. com. New York times, 28 Dec. 2012. Web. 27 Mar. 2013. Searls, Doc, and David Weinberger. â€Å"What the Internet Is and How to Stop Mistaking It for Something Else. † N. p. , 2003. Web. 27 Mar. 2013.

How useful are typologies of welfare states?

Given the complexity and depth of questions faced by undergraduate students of Social Policy, let alone academic researchers, the classification of different welfare states into typologies is only natural. As an aid to academic study, the formulation of typologies represents a logical progression in the field of welfare state research. When Titmuss gave his lecture on ‘Social Administration in a changing society' in 1951, he noted that at the start of the study of Social Policy (or administration) in 1913, most issues discussed were entirely contemporary, designed to prepare those who wanted to work in the charitable of voluntary field. After World War Two, Titmuss and other academics such as Marshall, started laying greater theoretical foundations – examining the welfare state that was growing around them and its motivations. The intensive study of ‘typologies' of welfare states, widely recognised as being prompted by Esping-Anderson's ‘The three worlds of Welfare capitalism' (1990), is a natural progression – an attempt, in search of a fundamental theory or law, to bring together earlier theoretical work on the welfare state and its foundations. The use of typologies is useful because it provides a tool that can be used to simplify complex comparative work, thus making it easier to work on a universal theory of welfare state formation and development. Similarly, typologies can also provide ‘an approximate picture of the range of options available to policy-makers for policy reform' (Bonoli, 1995, 352). However, despite these apparent attributes, the concept of using typologies as a methodological tool has not been entirely uncontested. Those such as Baldwin have disputed that typologies have any explanatory power whatsoever, claiming that they most certainly cannot be useful in the formulation of theories about current and future development of welfare states (Arts & Gelissen, 2002). Most criticism along these lines deals with the apparent impossibility that, given the massively varied complexity of welfare states across the world, no typological theory is capable of summarising these differences except in a deeply misleading way. Esping-Anderson (1990, 2) fully accepts that a ‘trade-off' must be made, which this means that it will be impossible to make ‘detailed treatments' of differences between regimes, but asserts that this is the ‘price to be paid for making grand comparisons'. This seems commonsensical to me. We simplify the levels of detail about economic activity by creating an assumption of ‘homo-economicus' and even though we know this model not to be completely accurate, no-one would deny that the results the model produces are not instructive. Similarly, in creating a model of welfare-state typologies, we look to gain insights into the nature of welfare states, which we can then use in further theoretical work. The ideal types used in typologies are, as Klant (1984, cited in Arts and Gelissen, 2002) notes, a ‘representation of a reality, which cannot (yet) be described using laws'. As long as we recognise that the typologies themselves are not ever claimed to be, even by their proponents, complete explanatory theories, then they can usefully be used to gain insights into the past, present and future of welfare states. Therefore, I will move to look quickly at the different varieties of typological survey that have been conducted, before then spending some time comparing the different sorts of ‘welfare state regimes' that emerge. Different typological classifications of welfare states vary in both the amount, and kind, of variables used for analysis. The most basic attempt to categorise welfare states has been to compare the levels of public expenditure between countries. For example, it is posited that the Scandinavian countries, all spending in excess of 30% of GDP on social expenditure in the period 1989-92, constitute a type of welfare state regime significantly different to the kinds experienced in the United Kingdom or in Italy, countries which both experience much lower levels of social spending. However, such crude classification seems to go against any conception of varied mixed economies of welfare – while two countries may appear identical in terms of their % GDP social spend, they may be completely different on the level of overall welfare provided by the other welfare ‘pillars' – the voluntary and family sector. Similarly, other, more recent models have also tried to classify welfare states using a one-dimensional approach. Ferrera (1993) uses the ‘coverage model', which, rather than looking at the quantity of welfare provided, instead looks at the method of provision – specifically whether welfare states provide services on a universal basis, or on an occupational basis. However, as Bonoli (1995) points out, the problem arises in distinguishing between the generosity of benefits offered by welfare states of the same ‘method' typology – for example, the Netherlands and Switzerland are both included in the Ferrera's same set of welfare states regimes, despite massive differences between the extent of welfare provision between those two states. Esping-Anderson's (1990) approach was two-dimensional in the sense that it considered two factors – the degree of decommodification and social stratification. These variables are explicitly outcome, rather than means, based – decommodification, for example, is defined as ‘the degree to which individuals or families can uphold a socially acceptable standard of living independently of market provision'. Thus, independence is deemed identical, whether achieved through state or voluntary provision. This practical approach implies a value-judgement that it does not matter if states actually provide the welfare or not, that it is just outcomes that matter, which may be controversial to some socialists. However, this must be considered justified as a modelling assumption. Despite praise for the two-dimensional nature of Esping-Anderson's approach, some questions have been raised about whether the correct two variables were chosen. Bonoli (1995), raises concern that what he perceives as being the two fundamental distinctions between different kinds of welfare states – ‘how' and ‘how much' – are merged in both of Esping-Anderson's variables, and that as a result, they are both ‘taken into account only so far as they affect the decommodifying [or stratifying] impact of social policy'. He therefore suggests two different variables – level of social spending and the method (measured in terms of the % of benefits that are contribution-based) of welfare delivery. Similarly, most other criticisms of Esping-Anderson have not disputed the methodological use of typologies, but instead have sought to question the variables used to measure the relative congruence of different welfare states in order to form sets of welfare regimes. While requirements for brevity make it impossible for me to outline all here, a useful summary can be found in the tables of Arts & Gelissen's 2002 article. While the indicators/factors used in typology classification vary widely, the extent of similarity in the output of empirical testing is striking. All models find three or four different typologies, which, rather than being completely distinctive, are similar in terms of characteristics and the country assignments. To start, let us examine Esping-Andersen's typology, which distinguishes between three clusters of welfare regimes, each of which represents a different ‘world of welfare capitalism'. The three ‘ideal-typical' regime types are the liberal, the conservative (or corporatist), and the social-democratic regimes. The main characteristic of the liberal welfare regime is the important role assigned to the market and the strong emphasis placed upon individual responsibility. In general, only if the market fails will the state interfere. Benefits are means-tested and targeted for low-income dependents, who accordingly make the intensive use the welfare state. Financed by taxation, this leads to significant income redistribution. In contrast, the state is generally passive with regards to gender issues – the market determines the position of women, who are neither encouraged nor discouraged by the government to work for pay. In the conservative/corporatist welfare regime less stress is placed on the role of the market. The regime's main goal is to preserve existing status/class differentials, a task which is often left to other non-state actors such as the church, classes and the family. They play a crucial role in society, and the state supports them in this role. Social benefits are more elaborate than in liberal welfare regimes and are usually organized along occupational lines, with negligible amounts of redistribution. With regard to the position of women, the breadwinner model (husband as breadwinner, wife as caregiver) is implied and perpetuated through the design of the welfare system, which thereby systematically discourages women from participating in the labor market. Finally, the social-democratic welfare regime distinguishes itself from the other two models in that much more emphasis is laid on the interventionist role of the state. The idea of equal rights for all citizens is guaranteed by the social democratic state, which delivers extensive, universal welfare services not usually subject to means testing. The welfare regime is designed around active-labour policies – both men and women are expected to participate fully in the labor market, and therefore the government makes arrangements to overcome any gender-obstacles to doing this, for example, by providing extensive free childcare. Leibfried (1992) and Ferrera (1996) initially criticized Esping-Anderson's group of typologies for the omission of what they called a ‘Latin-Rim' model of the welfare state, characterized by strong family-centric properties and an immature and selective social security system that offered poor benefits and lacked a guaranteed minimum benefit system. Esping-Anderson (1999) accepted that more emphasis should be put on the family-effects of welfare regimes, and made a distinction between familalistic regimes on the one extreme (e. g. , Italy), and defamilialising regimes on the other extreme (e. g. , Sweden). A familialistic regime was defined to be where â€Å"public policy assumes that households must carry the principal responsibility for their members' welfare†, as opposed to a de-familialising regime â€Å"which seeks to unburden the household and diminish individuals' welfare dependence on kinship† (1999, 51). Given the late inclusion of a ‘Latin-Rim' model in Esping-Anderson's work, we have four examples of welfare-state regimes that we can compare with other models. Bonoli's (1997) classification, based on the expenditure and method factors as described earlier, produced four ideal-types – Continental, British, Nordic and Southern – to which he assigns countries through the empirical work. These clearly correspond respectively with Esping-Anderson's Conservative, Liberal, Social-Democratic and Latin-Rim typologies. The British regime is characterized by a low level of social expenditure which is mainly financed through general taxation rather than contributions – this fits in with Esping-Anderson's description of the Liberal regime as being limited in scope and mildly redistributive in nature. Similarly, Bonoli's Nordic regime, with low levels of contributions but high levels of overall spending, brings to mind Esping-Anderson's social democratic regime, characterised by universal benefits for all on the basis of citizenship and not contribution. There are minimal differences in state-placement between the two writers' typological systems. The Netherlands and Belgium are perhaps the only significant variation, placed in the ‘continental' typology by Bonoli but in the ‘Social Democratic' by Esping-Anderson. Such disagreements about the placement of the Benelux states are repeated in various other schemes of classification – such as in work by Korpi and Palme (1998, cited in Arts & Glissen, 2002) and by Visser and Hemerijck (1997, cited in Arts & Glissen, 2002). Such variability of outcome on ‘border cases' between typologies returns us to the original debate about the methodological justification and accuracy of such explanatory systems, and thus it seems to be a sensible place to conclude this essay. It would not be right, though Esping-Anderson (1999) has tried, to try and plead the ‘unique' nature of these ‘rogue' states – the initial simplification and assumptions made by any typological system are done so on in full knowledge that detailed individual characteristics, the ‘uniqueness' of each regime will be obscured. Rather than attempting to remove previously imposed assumptions, we must accept the limits of typological classification. Ideal-type classifications are exactly that – ideal, and there will undoubtedly be some states that are ‘hybrid'. The continued existence of such apparent ‘anomalies' gives purpose to further theoretical work – to examine the interactions and movements between the different ‘ideal types' of states, and to identify whether there is any trend that will make the occurrence of such a hybrid regimes more common and explainable in the future.

Bilingualism and Multilingualism

Bilingualism and Multilingualism Language is the influential aspect which determines the peculiarities of the people’s interactions in society. It is possible to discuss the usage of language for communication from psychological, linguistic, and sociolinguistic perspectives because language plays an enormous role in the formation of human identity.Advertising We will write a custom essay sample on Bilingualism and Multilingualism specifically for you for only $16.05 $11/page Learn More The peculiar features of the social development influence the progress of the situation when today many people are considered as bilingual or multilingual. Economical, political, cultural and social shifts to the development of international economy and integration caused the fact that the notions of bilingualism and multilingualism which are closely connected with the phenomenon of globalization became important aspects of a modern society. To understand the peculiarities of this tendency, it is neces sary to examine the definitions of bilingualism and multilingualism and determine the features in which these notions are similar or different. The issue of defining such notions as bilingualism and multilingualism is widely discussed by many researchers nowadays. The main difference of their approaches is in the consideration of these notions as similar or different in relation to their major characteristics. In her work, Pavlenko accentuates the fact that traditionally bilingualism and multilingualism are discussed as the same notions that is why she uses use the term ‘bilingualism’ in order to study the aspects of bi- and multilingualism with paying attention only to the number of languages used by a speaker (Pavlenko, 2006). According to this idea, bilingualism should be defined as the phenomenon when people use two languages to realize their social interactions, and multilingualism is the phenomenon when people use more than two languages to complete their social n eeds (Altarriba Heredia, 2008).Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, to discuss the aspects of bilingualism and multilingualism, it is necessary to focus on the factor of the social motivation and psychological peculiarities of the ability to use two or more languages for interactions. To discuss the notions as the same, it is necessary to state that bi/multilingualism is a complex phenomenon which is influenced by social and psychological factors and also affects the structure of the languages used. This phenomenon is connected with the notion of codes. Thus, bilingualism is a result of â€Å"psycholinguistic functioning of the mind when having two codes† (Ceroz Gorter, 2011, p. 357). Nevertheless, it is also possible to notice that multilingualism is a result of using more than two language codes. The usage of two or more codes results in developing code-mix ing and code-switching during the communication process (Ceroz Gorter, 2011). The peculiar features of code-mixing and code-switching are widely discussed by those researchers who support the opinion that bilingualism and multilingualism cannot be considered as the same notions. The base for their arguments is two views known as the ‘fractional’ view and ‘holistic’ view (Perani Abutalebi, 2005). According to the first perspective, a bilingual is a person who interacts as two monolinguals depending on definite circumstances (Altarriba Heredia, 2008). The ‘holistic’ view is more general and states that the languages used are interdependent and influence each other. Thus, the person who uses them should be considered as a unique personality following definite sociolinguistic peculiarities. Focusing on these two views, sociolinguists and psychologists accentuate that code- switching as the selection of definite linguistic elements in languages t o use is more typical for bilinguals and code-mixing is more typical for multilingual persons who combine the elements of many languages in one speech to complete the conversation goal (Myers-Scotton, 2006). Moreover, it is significant to pay attention to such points as the types of bi/multilingualism and their differences. Researchers define circumstantial bilingualism as the person’s usage of two languages according to the situation of communication and other socio-environmental factors which influenced the necessity to learn the second language (De Bot, Lowie, Verspoor, 2008).Advertising We will write a custom essay sample on Bilingualism and Multilingualism specifically for you for only $16.05 $11/page Learn More Circumstantial multilingualism can develop on the base of previous bilingualism under the definite living circumstances. That is why it is almost impossible to determine any strict differences in these types. Sequential bilingualism is based on the fact bilinguals develop some proficiency in their native language and then learn the second language. Thus, their knowledge about the native language can influence their acquiring the second language. The next stage after acquiring the second language can be multilingualism when a person studies languages sequentially. Thus, there are no obvious differences in sequential bilingualism and sequential multilingualism. The only fact which can influence the peculiarities of multilingual persons’ interactions is the ability to learn languages more effectively with using the knowledge about the first two or more languages (Wei Moyer, 2008). Passive bi/multilingualism is characterized by a person’s knowing two or more languages, but active usage in communication of only one of them (Paradis Navarro, 2003). Thus, the peculiarities of circumstantial, sequential, and passive bi/multilingualism cannot be considered as decisive for determining the differences in usin g the notions. Those researchers who develop the idea that bilingualism and multilingualism are similar notions accentuate the fact of ‘soft boundaries’ between languages which are typical both for bilinguals and multilingual persons (Ceroz Gorter, 2011). Nevertheless, the other linguists argue that because of predominantly circumstantial character of bilingualism, ‘soft boundaries’ between languages are more typical for the multilingual practice (Myers-Scotton, 2006). To determine the differences and similarities in the notions of bilingualism and multilingualism, it is possible to provide the general definition which is based on the opinion that a multilingual person differs from a bilingual only in the number of languages he knows. Moreover, multilingualism can also include the concept of bilingualism as the certain type of the phenomenon.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, according to the ‘holistic’ view with focusing on such aspects as code-mixing and ‘soft boundaries’ between languages, it is possible to define a multilingual person as a man who uses more than two languages for realizing everyday social interactions. The main peculiarities of multilingual persons is the effective usage of more than two languages as the combination of codes (code-mixing) in order to achieve the goal of communication in spite of environmental factors. Multilingual persons differ from bilinguals in such aspects as the intensity of interdependence of the languages used, forming a unique personality from the psychological and sociolinguistic perspectives, and the usage of two or more languages and their combinations depending on their effectiveness according to the communicative goal. References Altarriba, J. Heredia, R. R. (2008). An introduction to bilingualism: Principles and Processes. USA: Psychology Press. Ceroz, J. Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95(iii), 356-369. De Bot, K., Lowie, W., Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10, 7–21. Myers-Scotton, C. (2006). Multiple voices. USA: Blackwell Publishing Ltd. Paradis, M. Navarro, S. (2003). Subject realization and crosslinguistic interference in the bilingual acquisition of Spanish and English: What is the role of the input? Journal of Child Language, 30, 371–393. Pavlenko, A. (2006). Bilingual minds. USA: Multilingual Matters Ltd. Perani, D. Abutalebi, J. (2005). Neural basis of first and second language processing. Current Opinion in Neurobiology, 15, 202–206. Wei, L. Moyer, M. G. (2008). The Blackwell guide to research methods in bilingualism and multilingualism. USA: Blackwell Publishing Ltd.

7 You Know What I Meant Mistakes

7 You Know What I Meant Mistakes 7 â€Å"You Know What I Meant† Mistakes 7 â€Å"You Know What I Meant† Mistakes By Mark Nichol One can often stumble through a sentence that isn’t quite right and then backtrack to make sense of it and then, reasonably confident of its meaning, slog out again and continue on one’s way. Or one can waltz right through a sentence and keep right on dancing. Which technique do you prefer your readers to follow? (Hint: What would you, as a reader, rather do?) Don’t let â€Å"You know what I meant† be your byword for stringing trains of words together avoid these almost-right constructions. (Links to related posts follow each example.) 1. â€Å"The agency acquired the parcel in 1931, but at that time in the heart of the Great Depression public acquisition of the adjacent property was not feasible even though it grove was offered at a bargain price.† A sentence is allowed one em dash, which sets off one part of the sentence from another with a sudden break to indicate an abrupt change in direction or a surprising statement, or a pair of em dashes to serve as a more emphatic replacement for two commas or a brace of parentheses. If you find yourself with three em dashes, convert a singleton to a comma or use parenthetical alternatives for the pair; two’s company, but three’s a crowd: â€Å"The agency acquired the parcel in 1931, but at that time in the heart of the Great Depression public acquisition of the adjacent property was not feasible, even though the grove was offered at a bargain price.† (em dashes). 2. â€Å"Those who opt for military service would only serve as military police, truck drivers or in homeland-security posts.† In a list of items, use one preposition to serve the entire list, or pair each item up with its own preposition; opting for something in between violates the requirement of parallel structure. My revision makes â€Å"military police or truck drivers† a single compound list item. Note, too, the inversion of only and serve (and the resulting change of meaning): â€Å"Those who opt for military service would serve only as military police or truck drivers or in homeland-security posts.† (parallel list structure in a sentence) 3. â€Å"The film is less concerned with naval warfare than close-ups of the star’s face.† The lack of a parallel marker in the sentence makes the reader stumble, as if one has reached the top of a stairway before one expects to. (The statement appears to mean that the film is less concerned with naval warfare than close-ups of the star’s face are concerned about naval warfare, and the sentence should end with are no, wait, that’s not what it means.) The insertion of a second with to more clearly identify the juxtaposed parallel phrases â€Å"naval warfare† and â€Å"close-ups of the star’s face† guides the reader’s steps: â€Å"The film is less concerned with naval warfare than with close-ups of the star’s face.† (parallel phrase structure within a sentence) 4. â€Å"As an entrepreneur, name recognition is important and the new name is more recognizable.† The implication of this sentence is that name recognition is an entrepreneur. However, the intent is to communicate that the writer is an entrepreneur and that for that reason, it is important that the name of the person’s business stand out. To express this idea effectively, the introductory clause requires a personal pronoun; I have also inserted a comma before the beginning of the final clause to set it off more distinctly: â€Å"Because I am an entrepreneur, name recognition is important, and the new name is more recognizable.† (dangling modifier) 5. â€Å"The agency cites strong evidence linking a cold virus to the mysterious SARS that has killed seventeen people worldwide.† This sentence implies that more than one mysterious SARS exists, and the one in question is responsible for seventeen deaths. However, the writer is referring to the one and only SARS, which is mysterious and which has killed seventeen people. That reading is effected by the simple insertion of a comma and the change of the restrictive that to the nonrestrictive which: â€Å"The agency cites strong evidence linking a cold virus to the mysterious SARS, which has killed seventeen people worldwide.† (restrictive and nonrestrictive clauses) 6. â€Å"It would be something analogous to a YMCA (which stands for ‘Young Men’s Christian Association’).† This sentence indicates that a YMCA a building stands in for a spelled-out name. It is the initials, however, that substitute for the full name: â€Å"It would be something analogous to a YMCA (the initials of which stand for ‘Young Men’s Christian Association’).† (mistaking a name for an entity) 7. â€Å"Smith himself could not do the job because he had angered many supporters through his support of the reservoir project.† As (not) punctuated, this sentence implies that Smith could do the job, but not for the reason stated; another (unstated) reason explains his suitability. But what the writer means is that Smith could not do the job, and the dependent clause (the one beginning with because) explains why. A comma inserted before the clause clarifies that this latter interpretation is correct: â€Å"Smith himself could not do the job, because he had angered many supporters through his support of the reservoir project.† Better yet, invert the clauses, but trade the pronoun in the dependent clause for the person’s name: â€Å"Because Smith had angered many supporters through his support of the reservoir project, he himself could not do the job.† (punctuating before a dependent clause) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your Story5 Brainstorming Strategies for Writers90 Verbs Starting with â€Å"Ex-†

Prospetive study of major dietry patterns and risk of coronary heart Essay

Prospetive study of major dietry patterns and risk of coronary heart disease in men (Epidemology case study) - Essay Example Two major dietary patterns were observed: prudent, which is heavy on vegetables, fruits, fish and poultry; and western, loaded with red and processed meats, refined grain, desserts, French fries, and dairy. Increased prudent patterns were found to decrease incidence of CHD while increased western pattern also increased the CHD incidence. Previous researches correlated CHD to single nutrients in the diet. This study considered overall dietary patterns in subjects for 8 years and how these relate to the occurrence of CHD within the study period. Diet plays an important role in disease as observed in disease occurrence in countries that have a distinct dietary pattern. The study is appropriate because it considers the interaction of the different components in the diet taking into consideration food preferences and habitual food use. The study is also very appropriate and timely because of the high incidence of CHD in many countries and therefore nutritional intervention by recommending changes in dietary patterns may be more acceptable to the public. In this study, exposure refers to the dietary patterns; outcome is the incidence of CHD and confounders are other risk factors like smoking, alcohol consumption, total caloric intake, age, level of physical activity, genetics. Notably, the researchers did their best to remove the effects of confounders through factor analysis. The dietary assessment came from food consumption data provided in the FFQ. The FFQ had itemized 131 items further grouped into 40 distinct categories. Factor analysis was done to derive dietary patterns. Factor analysis removes effects due to lifestyle and other risk factors therefore removing confounding effects. FFQ and factor analysis were appropriate for this type and size of experiment. FFQ was shown in previous studies to effectively determine dietary preferences while factor analysis is appropriate in determining the statistical significance by minimizing systematic errors