Admission Essays Writing

Admission Essays Writing Admission Essays Writing Admission Essays Writing: The Introduction Admission essay writing is obviously included in the list of admission and exams to the MBA. Some MBA schools even require several essays, the quantity of which depends on the school. The essence of the MBA essay topics is usually the same every year. They do not usually change much: The Most Widespread Questions We offer you several of the admission essay questions. There are questions about your contribution to education and about your versatility. What reasons influenced your professional choice? Please, tell us about your plans for the professional future. Where do you want to get your MBA degree to achieve the desired objective? Tell us about your career. Why do you need the MBA degree? How will develop your career after receiving MBA degree? Tell us more about, what is your plan to do in the near future and in the future after receiving your MBA degree. How will education at MBA School contribute to the achievement of your goals? Briefly tell us about your professional achievements. Tell us details about your plans for the future and what caused you to get MBA degree at the university? What are your plans after receiving MBA degree? These are the most typical essay topics of every business school. You must clearly and precisely explain, why you need an MBA degree, and be able to prove it, writing an essay. Essay questions are usually divided into several parts. Most of them concern your past. Did you succeed in business today? Tell us, what influences your future. How will develop your career after receiving your MBA degree? What are your future plans? Admission Essay Help: Responsibility And Trust Why should you order custom essay writingat our company? We have well-organized and well-structured staff. Each employer is responsible for his own work. For example, the essay writer writes, professional editor edits, manager controls the process of performance of the custom essay order. Unlike other companies, where one person performs admission essay service, all our employees are divided into groups of specialization: economics, law, science, humanitarian, technical etc, and thus the organizational structure of the company is created. Secondly, in order to take a systemic approach to take and control essay orders a service administration was established. And thirdly, most important, is that an organized group of editors are responsible for the quality of the custom essay order. We are a reliable, experienced company! Contact us to convince of the best results and 100% guaranteed success! Read also: Much Ado About Nothing Coursework Marketing Coursework Self Critique Essay MLA Format Bibliography Critical Essay Essays on Patriotism

Where Should I put my Quotation Marks Slate Magazine and the Rise of Logical Punctuation.

Where Should I put my Quotation Marks Slate Magazine and the Rise of Logical Punctuation. On May 12, 2011, not one, but TWO of my friends and colleagues pointed me toward an article in Slate Magazine entitled, â€Å"The Rise of Logical Punctuation†. In the article, author Ben Yagoda explores the nuances of where to place periods and commas within quotations (inside or outside the quotation marks?).   Not long ago, I wrote an article touching upon much the same topic:   The Quandary of Quotation Marks (â€Å" â€Å").   My conclusion was that the British are much more logical than we are in the U.S., following the rule that punctuation goes inside the quotation marks only when it is part of the quotation.   How simple is that?   And yet I continue to follow the U.S. protocol. Slate Magazine itself, as well as The New York Times and the Washington Post, follow AP guidelines and put periods and commas inside the quotation marks.   But Yagoda references a Twitter post by Conan O’Brien, a Wikipedia entry on Frank Sinatra, and the website Pitchfork, all of which follow the British way, with periods and commas lying outside the quotation marks.   He also relates that his students largely refuse to follow the traditional U.S. rules even when they know they will be penalized for doing so.   I highly recommend taking a look at his article for an interesting exploration of why we choose to punctuate the way we do. Last week my blog explored the distinction between grammar purists and progressives in Steven Sawyer’s guest article, Top 10 Obsolete Grammar Rules.   It looks like we can add number 11.   According to Yagoda, despite the Chicago Manual of Style’s adherence to the traditional style, we may be fast on our way to an obsolete punctuation rule – another feast for progressives.   As Yagoda claims, â€Å"A punctuation paradigm is shifting.†Ã‚   Note:   even under the â€Å"new† rules, or the â€Å"new normal,† the period belongs inside those quotation marks because it was indeed part of the original sentence in Yagoda’s article.   Crystal clear, right? By the way, â€Å"new normal† was the phrase chosen as â€Å"Cliche of the Week† last week by Chris Pash in his blog. Do you choose to follow the progressive â€Å"new normal† when it comes to quotation marks?   Or will you remain a purist?   So far I’m sticking with the old fashioned way, but I feel a possible change erupting. Category:Grammar Writing TipsBy Brenda BernsteinMay 23, 2011 1 Comment Steven Sawyer says: October 20, 2011 at 5:15 pm Brenda, good stuff. And thanks for the mention of my guest article. I wanted to share that I correspond regularly with teachers and students from places like Russia, Ukraine, Greece, Argentina and Columbia. It appears to me, from their comments and writing that these countries are leaning more heavily towards learning British English, not only in punctuation and grammar, but in spelling as well. For example, the British spelling of these words differs from how we spell them: centre, litre, metre, colour, favour, honour, labour, to name just a few. Do you think we will ever adopt British English if it becomes the standard for most of the rest of the world? Log in to Reply

Working Impression Case Study Example | Topics and Well Written Essays - 1250 words

Working Impression - Case Study Example If the working impression holds after confirmatory test/s, then it will hold to be the diagnosis, and the future steps will be dedicated onto eradicating the sources and treating the symptoms accordingly. However, if the PWI turns out not to be the diagnosis, then the differentials will then be tested, so that the primary root of the chief complaint be identified. Treatment will thus be planned based on the definitive diagnosis. Working Impression In coming up with our primary impression, we should look into the information we have for any pertinent data. In summary, we have four female employees of a food distribution warehouse facility who complain of dizziness. They conduct blister packing in an area with a 40Â °F temperature, and two railroad car lines and gas-powered forklifts nearby. The facility also has a special seal that insulates in the cold temperature needed for storage. There was no noticeable odor, nor there mention of a ventilating system for the area. Because multip le cases (four) have been reported in the facility, we consider this as an occupational health issue. Because of the nature of their work, the only possible factors that might have caused dizziness are inhalation of toxic fumes, exposure to chemicals from the food products, and the cold temperature (40Â °F). Because there are no reports of food poisoning caused by the products of the facility, then we can rule out the second factor. In considering the presence of toxic fumes, we must take note that the suspected inhalant must be odorless and colorless. In addition, the special insulating system in the warehouse might have been contributing in keeping the toxic fumes in the facility. A possible source of such fumes must be established, and the symptoms observed in our case should be explained by its presence. With these qualifications, we take carbon monoxide (CO) poisoning as our primary working impression. CO is an odorless, colorless gas that may come from the incomplete burning of organic substances such as gasoline, kerosene, oil, propane coal or wood (Canadian Centre for Occupational Health and Safety, 2008; WorkSafe Victoria, 2008). In our case, CO may have been emitted by the car and forklift exhaust and possibly, a kerosene-powered heater, although the presence of such equipment must first be verified. CO gas interferes with the oxygenation of red blood cells and subsequently of tissues such as the brain, causing dizziness. Other symptoms include chest pains, headache, fatigue, dizziness, drowsiness or nausea. Prolonged exposure may result to weakness, vomiting, confusion, loss of consciousness, coma, and death (Canadian Centre for Occupational Health and Safety, 2008). Differential Diagnoses It is important to consider other causes of the incidents, as the PWI might not be the root cause, or there are environmental conditions that may cause harm to the employees. Low oxygen levels In preserving food products, it is important to have a room wherein ox ygen levels can be kept at a low level (1% to 2%) to prevent the growth of aerobic microorganisms that compromise the quality of food products. This room is referred to as a controlled atmosphere (CA) room. Inhalation of this highly deoxygenated atmosphere from CA room has detrimental consequences to employees, who need oxygen levels of 19.5% to 23.5% to survive. In fact, inhaling a single breath of this highly deoxygenated atmosphere will result to instantaneous loss of consciousness, with consequent brain and health injuries. Employees who work near a CA room are thus susceptible to health risks (WorkSafe Victoria, 2008). If a CA room is present in the warehouse, then this diagnosis is highly likely. Ammonia The cooling condition exposes the employees to many factors. One of

What effect does the financial crisis have on the luxury fashion Essay - 1

What effect does the financial crisis have on the luxury fashion market - Essay Example Companies are looking forward to commence with some sort of strategies which would help them to retain their revenue and sustain in such economic turbulence. The predictions have been made that financial woes would continue for few years and will deflate consumer spending even more. (your statement) Â   The term financial crisis is largely used when the financial institutions lose a large quantity of their value. The financial crisis is allied with banking panics, stock market crashes, bursting of financial bubbles, currency crisis and sovereign defaults. The global financial calamity started in July 2007, when around the world stock markets collapsed, and the financial institutions plunged. The governments started to release some effective packages in order to save their financial systems. The investors became frightened by the abrupt decline in the stock market, which reduces their investments in the market. A luxury good is a good for which the demand of the consumer increases as the income level increases. Luxury goods have always been a symbol of prosperity and wealth for ages, for the spendthrifts, who desire and enjoy buying. Owning and wanting to be the owner of luxury items such as the latest designer clothes, jewelry, watches, is a pleasure on its own. Items that comes with a heavy price tag than ordinary items and have a known brand name is identified as luxury item. In economics, luxury goods have said to have high elasticity of demand, which means that when buyers become wealthier they would like to spend more and more cash on the luxury items. It also means that when there is a turn down in income level there will be a decrease in demand. Both income and demand are directly proportional to each other, if one increases the other rises as well and vice versa. Income elasticity of demand is not constant with respect to income, and the demand may changes at different income leve ls. That is to say, a

Transition Services for Special Education Students Essay Example for Free

Transition Services for Special Education Students Essay Abstract This study examined the issues on life-span transition services for special education students. By exploring the existing approaches to transition services and analyzing outcomes they provide for the disabled persons the study tried to find out the strengths and weaknesses of these approaches as well as to define the future trends able to enhance transition programs designed to increase the likelihood that the disabled person will be able to secure and maintain employment, function independently in the community, and ultimately become a satisfied and productive member of society. The results of the study demonstrated that to be successful transition services have to be transdisciplinary in nature. Besides, the use of collaborative teaming among professionals, agencies, the student, and family members, the use of the curriculum that focuses on the interactions between the student and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth transfer of support and training from the school to adult and community agencies when the student exits public schools are the most important components of successful life-span transition programs. A few decades ago the society faced disturbing outcome data of the students with disabilities (Repetto, 1995, p. 128) and fully realized that due to little concern given to vocational and transition programs for these students the latter experienced increased school dropout and unemployment rates as statistics showed. Those students have often graduated from the school lacking the skills essential to live or function autonomously in the community, and often failing to find and keep job (Levinson, 1998, p. 29). It is evident such state of things has been costly for both financial and personal considerations. On the one hand, the society was to provide social security for these persons, and on the other hand, the person himself was not satisfied with job career and own dependence. The necessity to change this state of affairs has led to growing concentration upon enhancing transition services for the persons with disabilities within the past one and a half decade. Three factors contributed to this process: adoption of federal legislation supporting and promoting transition services; availability of state, federal, and local funds invested in their development (Shapiro Rich, 1999, p.51); and a number of scientific and empirical studies on effective transition practices (Kohler Field, 2003, p. 174). The purpose of this study is to explore how life-span transition services can ensure smooth integration of the special needs students into the community and provide them with the skills sufficient for successful career development. Toward this end we will scrutinize prevailing approaches to transition services, discuss their advantages and shortcomings; analyze the components making transition programs implementation successful; and make the conclusions as to the ways of these programs improvement. Definition of Transition Services Transition services were defined in by the law as: A coordinated set of activities for a student, designed with an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities shall be based on the individual students needs, taking into account the students preferences and interests, and shall include instruction, community experiences, the development of employment, and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation (P.L. 101-476, pp. 1103-1104). Thus, transition services, mandated by legislation, reflect the major performance areas that are typically addressed by transition services: work or education, independent living including activities of daily living, and community participation, which may include community mobility and transportation, access to community services and activities, recreation and leisure, and socialization and relationships. This definition distinctly implies that transition services should involve a diversity of school and community staff. It also assumes that they have to contain the parents of the children and the children themselves (Shapiro Rich, 1999, p. 132). Besides, the definition entails that a transition program is an outcome-oriented, well-planned and methodical process to be launched long before the student is graduating from school (Levinson, 1998, p. 2) to achieve its goals. Legislative Background of Transition Services As it was mentioned above one of the main factors promoting transition services prevalence was adoption of supporting federal legislation and availability of state, federal, and local funds invested in their development. Since the 1970s the United States Congress has passed several legislative acts that have directly affected the availability and use of transition services for the individuals with disabilities. Since the passage of Public Law 94-142, The Education for All Handicapped Children Act of 1975 (EHA), special education and related services have been made available through the public education system to the nations children and youth who have disabilities (Levinson, 1998, p. 27). The Rehabilitation Act, which was first introduced in 1973 and then rewritten in 1986 (Public Law 99-506), stipulates for provision of transition services to individuals with disabilities to (1) have greater control over their lives; (2) participate in home, school, and work environments; (3) interact with peers who do not have disabilities; and (4) otherwise do acts taken for granted by individuals without any known disability (Repetto, 1995, p. 127). The EHA and its subsequent amendments (Individuals with Disabilities Education Act (IDEA), 1990, 1997) guaranteed the provision of transition services as required to provide free and appropriate education for all children with disabilities (Benz, Lindstrom Yovanoff, 2000, p. 509). An appropriate education is one in which children with disabilities acquire, to the maximum extent possible, the skills, knowledge, and behaviors that will ultimately help them function successfully as adults. After initial passage of the EHA, several major benefits were realized: Formal mechanisms were established to identify and bring children with disabilities into the public education process. Parents and guardians were identified as essential members of the educational team and were provided with legal rights related to their childs education. All identified children were provided with Individualized Education Programs (IEPs) developed by an educational team that included the students parents or guardians (Shapiro Rich, 1999, p. 131). The 1997 amendments to IDEA continued to emphasize the use of transition services to enable the success of students with disabilities in their educational and school-to-career programs. These legislative acts have improved the access to transition services by children with disabilities (Levinson, 1998, p. 29). Moreover, through the Tech Act (Public Law 100-407), states have established resource centers and information systems for consumers of transition services. The goals of this legislation are to foster interagency cooperation, develop flexible and effective funding strategies, and promote access to transition services for individuals with disabilities throughout their life spans (Johnson et al., 2002, p. 520). The Goal of Transition Services – Life-Span Assistance for the Student’s Empowerment Such well-founded legislation on transition services paved the way for their wide spread implementation all over the nation, successful realization and continuous enhancement of the delivered services. From the definition of transition services it is clear they require â€Å"an outcome-oriented approach that looks at future vocational placements, residential options, funding sources, and community resources† (Nuehring Sitlington, 2003, p. 23). A number of studies examined the practical ways of applying this approach. In particular, Wehman Revell (1997) found the following: Transition for any student with a disability involves several key components, including: (1) an appropriate school program; (2) formalized plans involving parents and the entire array of community agencies that are responsible for providing services; and (3) multiple, quality options for gainful employment and meaningful post-school education and community living. (p. 67). All these components in combination are assigned to promote the smooth movement of young children with disabilities from a preschool program to a kindergarten class and into a school setting, and further the movement of young adults from one grade of the secondary school to the next and to post-school activities.   Thus, the special needs children may spend from 12 to 18 years getting the certain form of transition services (Spencer 2001, p. 893) which Donald Super in his theory of career development called â€Å"life-span and life-space transition† (Szymanski, 1994, p. 402). Many scholars agree that early childhood influences are the crucial determinants of later professional behavior (Turner Szymanski, 1990, p. 20). Reflecting this concept, IDEA 1997 while not requiring the local education agency to consider transition activities and sites for students with disabilities before the students 14th birthday, does require that services be provided earlier if the IEP team feels such is appropriate (Daugherty, 2001, p. 45). Therefore, families and educators should consider the child’s abilities, interests, and opportunities for community-based activities and kindergarten- or home-based special education while the child is in pre-school years and in elementary school. Doing so should help the child to develop skills and interests for maintaining that activity later in life (Levinson, 1998, p. 10). Research indicates that such early involvement of the child with special needs into transition programs improves and enhances self-concept, competence, and social skills of him/her (Szymanski, 1994, p. 403). The very important thing here is that professionals and families should recognize that families play an integral role especially in early year’s transition planning (Scott Baldwin, 2005, p. 173). The scholars suggested a number of guidelines for such planning: transition should be viewed within a larger context of community inclusion and participation; transition should be family- and individual-directed; families should be educated and empowered to acquire and assist in the creation of appropriate inclusive services and supports; transition should be embedded in elementary and secondary curriculum reform; the process required to create the Individualized Transition Plan (ITP) should not distract families; to achieve the most satisfactory result for their children, families should provide basic support to one another (Levinson, 1998, p. 3). As to the instruction the basic academic skills in reading, writing, and computation is usually emphasized at the elementary school level, but some elements of them are being taught as early as during pre-school years (Repetto, 1995, p. 125). When structuring instruction, educators sequence skills properly. Each skill is taught in sequence, and only when mastery of one skill is attained the next skill should be introduced. This is particularly important with skills that are dependent upon each other (Levinson, 1998, p. 91). Indeed, it may be difficult for some families to focus on post-school transition needs when their child is just in the kindergarten. If this is the case, professionals should take care not to overwhelm families with transition planning. Professionals should appropriately explain the importance of developing skills and interests in mental and physical activity while the child is young in order to maximize current and future involvement in various activities offered through the school and community. Such explanations, among other advantages, allow to prevent secondary disabilities, to help the child to socialize and get the necessary social skills as early as in childhood (Scott Baldwin, 2005, p. 174). Research proved that it is never too early to begin planning for transition to family- and community-based transition programs. Good planning always includes identification of the childs abilities and the childs and familys interests and goals for education considering their cultural beliefs and values. Such transition plan for the pre-school or elementary student remains flexible, because the childs abilities may change and/or the childs or familys interests and resources may change (Benz, Lindstrom Yovanoff, 2000, p. 512). General education and special education teachers are in the best position to encourage parents of pre-school and elementary school children to facilitate the transition planning. Studies show that children who are participants of transition programs from the early years have a better chance of becoming socially active, intelligent, competent and healthy adults (Carter Wehby 2003, p. 450). Moving from the kindergarten and elementary school to the secondary school implies the new challenges for the students of special education. Scholars defined what secondary transition practices are contributing to the future children retention and success when they enter high school and further get job. These are: direct, individualized tutoring and support to complete homework assignments, attend class, and stay focused on school; 2. participation in vocational education classes during the last 2 years of high school, especially classes that offer occupationally specific instruction; 3. participation in paid work experience in the community during the last 2 years of high school; 4. competence in functional academic [†¦] and transition [†¦] skills; 5. participation in a transition planning process that promotes self-determination; 6. direct assistance to understand and connect with resources related to post-school goals [†¦]; 7. graduation from high school. (Benz et al., 2004, p. 39). Such comprehensive list of factors evidently testifies that due to recent standards-based secondary school reform the requirements to academic performance raised substantially. Accepting this challenge special education teachers have worked hard to make sure that the special needs students are involved in these general reform efforts (Benz, Lindstrom Yovanoff, 2000, p. 511). They developed adoptive methods helping to ease the process of learning. For instance, when the student has difficulty in learning needed skills combined with incapacity to readily transfer or generalize learning to new environments or situations, they provide education in the actual environments that the student will be using, which allows for explicit teaching to the real-life demands of a particular environment and eliminates the need for the student to transfer skills (Spencer 2001, p. 884). At this all it is significant that emphasizing of an environmental curriculum on preparing the students of secondary school to functionate in main life domains (domestic, school, community, leisure, and vocational), efficient transition practices demand continuous assessment of the extent and quality of performance in each domain (Turner Szymanski, 1990, p. 22). Modern science in the sphere of special education developed several methodologies which allow achieving high academic performance by the secondary school students with disabilities. They include direct instruction, meta-cognitive reading comprehension strategies, peer-mediated instruction and interventions, and social skills training (Conderman Katsiyannis, 2002, p. 169). One of the important issues in secondary school transition services is inclusion of the students with disabilities in the general curriculum. Federal legislation gives the clear mandate for educating all children with disabilities in the regular classroom to the maximum extent appropriate or possible (Daugherty, 2001, p. 48). The inclusion of students who have disabilities in typical educational activities and environments is believed to promote student performance, offer rich opportunities for learning, provide age-appropriate role modeling, increase awareness among all students of diverse learning styles and abilities, and provide opportunities for relationship building that is so important especially during adolescent development (Scott Baldwin, 2005, p. 175). Age-appropriate placement does not mean that students with disabilities are simply placed in a typical class or at a community job site. Appropriate support services and resources that facilitate the students full inclusion and maximum participation in the environment must accompany these placements. Thus, IDEA recognizes that a students successful transition from school to adult life requires opportunities to learn and to practice skills in a variety of relevant school and non-school learning environments. These environments may include the classroom, school lunchroom, home, public transit bus, work site, community recreation facility, and a variety of other relevant settings (Daugherty, 2001, p. 49). But here a danger exists that content instruction could impede the goals of inclusion education. As more special needs students are included in general education curriculum, they often need supplementary assistance from the special education teacher to do class and home assignments, to review the learned material, and to prepare for the exams which sometimes is given by these teachers when their students pass the tests, for example. The pressure on special educators to provide academic progress of their wards could make more harm than good for them. Passing grades in school progress record sometimes do not mean quality of the student’s knowledge and skills (Conderman Katsiyannis, 2002, p. 170). Although the general education curriculum contains both academic (e.g., math, science) and nonacademic (e.g., career education, arts, citizenship) domains, student performance is assessed primarily in academics. As a result, it is not uncommon for portions of the general curriculum as well as transition goals to receive limited or no attention. There also may result a narrowing of curriculum and instruction to focus on content assessed in state or local tests. This may limit the range of program options for students due to intensified efforts to concentrate on areas of weakness identified by testing. Efforts must be undertaken to ensure that students with disabilities remain on a full curriculum track, with learning expectations that guide the instruction of general education students. IEP teams must work to ensure that high expectations are maintained and students are afforded opportunities to develop skills through a wide range of curriculum options, including vocational education, service learning, community work experience, and adult living skills (Repetto Correa, 1996, p. 553). The present challenge is to integrate the IDEA requirements concerning access to the general education curriculum with the transition service provisions. There is an urgent need to view these requirements as unified and complementary in helping students to achieve the broadest possible range of school and post-school goals and results. Strategies for accomplishing this include promoting high expectations for student achievement and learning, making appropriate use of assessment and instructional accommodations, and ensuring that students have access to the full range of secondary education curricula and programs (Benz et al., 2004, p. 41). Another important issue, especially concerning the students with mild disabilities, is availability of continuous instruction of basic skills within the curriculum at the middle school and high school levels. Those skills need to be taught within the context of real-life applications (Spencer 2001, p. 881). That is, in elementary school, students are taught to add, subtract etc. using worksheets and other materials but are rarely given the opportunity to apply those skills to balancing a checkbook or determining whether they have received the correct change during a purchase. Additionally, in elementary school little opportunity is provided to apply those skills to vocationally or occupationally relevant activities. Although to make a successful transition from high school to work, college, or community living, students need to possess basic academic skills in reading, writing, and computation, at both the middle school and high school level students need to be provided with continuing opportunities to practice those basic skills in real-life situations (Conderman Katsiyannis, 2002, p. 172). At the same time after the students with disabilities graduated from the school they are still eligible for the transition services. At this stage namely the student is a person who defines which areas are given emphasis. For instance, the student with learning disabilities planning to enter the college may not need to be provided with extensive vocational and occupational training in high school but may need to focus on the development of academic skills specific to admission to and success in college, and life skills specific to making a successful adjustment from high school to college. In contrast, the student with severe cognitive and physical disabilities may need to focus on vocational and occupational functioning and basic life skills necessary for independent living (Repetto, 1996, p. 553). Besides, several other factors have an effect on the design of the vocational syllabus. Local conditions often define the studens’ plans for the future such as urban or rural district, the peculiarities of local economy and labor market, the rate of employment, the personal traits of the student himself and the type of his/her disability, and indeed availability of transition services. The vocational syllabus has to be designed in such a way to prepare the students with disabilities for jobs in demand on local labor market, because as a rule such students do not leave their communities trying to find job (Levinson, 1998, p. 88). When we consider post-secondary transition services for the college-bound students it is important to pay attention to the differences between high school and college requirements, such as time spent in class, class size, time for study, testing approaches, grading methods, teaching strategies, and freedom and independence. They all pose additional challenges for students with disabilities who are making the transition from high school to college. Discussing those differences and assessing student practices are important for students survival and adaptation. When evaluating post-secondary options, the students need to assess the amount and type of learning disabilities support services they require to be successful (Shapiro Rich, 1999, p. 171). Assisting the students with special needs to cope with the new challenges most post-secondary educational settings have programs for such individuals that provide the necessary support for them. These institutions often have an Office for Students with Disabilities that employs counselors and tutors and that provides a wide array of services for all students with disabilities. For instance, structural accommodations such as ramps and elevators exist to accommodate students with physical disabilities. Large-print and Braille textbooks exist for students with visual impairments. Students with hearing impairments can be provided with prepared lecture notes (Levinson, 1998, p. 152). In addition, modifications in test-taking procedures, tutoring, and academic and personal counseling are available for the special needs students. Given the array of services available, post-secondary educational settings are now an appropriate option for many students with disabilities whose occupational aspirations require advanced formal education (Benz, Lindstrom Yovanoff, 2000, p. 513). Numerous methods are available to provide individuals with the additional post-secondary training they need in order to acquire the skills and credentials necessary for entry into their chosen occupations (Benz, Lindstrom Yovanoff, 2000, p. 510). In addition to the vocational training and work experience programs offered by most school districts, individuals with disabilities may gain additional training after high school via apprenticeship programs, the military, trade and technical schools, community colleges and junior colleges, and four-year colleges and universities. All offer programs that may be suitable post-secondary options for the students with disabilities (Johnson et al., 2002, p. 522). In general, the legislation includes the following in its description of post-school activities: post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation. Clearly, then, transition is meant to address not just employment needs, but future needs within the broader focus of life within the community (Repetto, 1995, p. 130). In any case, to the maximum extent possible, the individuals with disabilities should be placed in the least restrictive environment and in settings that facilitate the normalization process. Delivering transition services from high school to work-force, transition personnel should attempt to ensure that a full range of placement options exist for the individuals with whom they work. This often necessitates that transition personnel market individuals with disabilities to employers, neighbors, or admission personnel and conduct public relations campaigns on behalf of their clients. Because many people have unrealistic and faulty expectations and perceptions of individuals with disabilities, transition personnel also have to educate the public about disability issues and have to work hard to overcome the public resistance that so often accompanies the placement of those individuals in occupational, residential, and educational settings (Johnson et al., 2002, p.   520). Both scholars and special educators recognize the importance of specific career development skills to a students success in the workforce. Learning how to search for job openings, write a CV, establish and prepare for an interview, understand the relationship between employer and employee, and be knowledgeable as to the rights of workers are all important areas to address. Additionally, successful transition programs address work ethics, work habits, and motivation issues as well. For instance, the students with disabilities would greatly benefit from preparation regarding employers expectations in terms of work habits. For instance, they should learn the importance of taking responsibility for calling in if they were unable to be at work. Very often these major work habits and ethics are missing from the students skills. Besides, students with disabilities are excessively sheltered and are often not compelled to take responsibility for their own actions while responsibility is crucial for getting and keeping employment (Nuehring Sitlington, 2003, p. 28). Conclusion In summary, the study showed that the transition process is in fact a part of the broader process of career development. Moreover, transition is about societal empowerment not only of the individuals with disabilities, but of all of us. Our communities and our society will be enriched and empowered when all citizens, including those with disabilities, are valued and seen as contributing members. The challenge of transition professionals is to facilitate that empowerment through appropriate transition services that empower individuals and their families and through the actions as community catalysts who work in a respectful partnership with people with disabilities. The conducted study clearly demonstrated the concept of transition-focused education represents a shift from disability-focused, deficit-driven programs to an education and service-delivery approach based on abilities, options, and self-determination. This approach incorporates quality-of-life issues, life span and life space considerations, and suggestions for seamless transition approaches together with the key elements – outcome-oriented, community-based, student-centered, and family-centered transition services. At the same time the study proved that there is no one fitting all transition planning strategy able to effectively prepare students with disabilities who all have unique needs for successful, fulfilling adult roles. Only through continued attention to establishing effective transition services flexible enough to meet individual student needs, the society can arm students with information and opportunities on which they can build their futures. Thus, the society has to bend every effort to ensure that students with disabilities fully access and benefit from the general education curriculum, and leave our school systems prepared to successfully participate in post-secondary education, enter meaningful employment, live independently in communities, and pursue lifelong learning opportunities.       References Benz, M. R., Lindstrom, L., Yovanoff, P. (2000). Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives. Exceptional Children, 66, 509-516. Benz , M. R., Lindstrom, L., Unruh, D., Waintrup, M. (2004). Sustaining Secondary Transition Programs in Local Schools. Remedial and Special Education, 25, 39-44. Carter, E. W., Wehby, J. H. (2003). Job Performance of Transition-Age Youth with Emotional and Behavioral Disorders. Exceptional Children, 69, 449-458. Conderman, G., Katsiyannis, A. (2002). Instructional Issues and Practices in Secondary Special Education. Remedial and Special Education, 23, 169-176. Daugherty, R. F. (2001). Special Education: A Summary of Legal Requirements, Terms, and Trends. Westport, CT: Bergin Garvey. Individuals with Disabilities Education Act Amendments of 1990 (Public Law 101-476). 20 U.S.C., 1400. Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., Mack, M. (2002). Current Challenges Facing Secondary Education and Transition Services: What Research Tells US. Exceptional Children, 68, 519-527. Kohler, P. D., Field, S. (2003). Transition-Focused Education: Foundation for the Future. Journal of Special Education, 37, 174-186. Levinson, E. M. (1998). Transition: Facilitating the Post-School Adjustment of Students with Disabilities. Boulder, CO: Westview Press. Place of Publication:. Publication Year:. Nuehring, M. L., Sitlington, P. L. (2003). Transition as a Vehicle: Moving from High School to an Adult Vocational Service Provider. Journal of Disability Policy Studies, 14, 23-34. Repetto, J. B. (1995). Curriculum Beyond School Walls: Implications of Transition Education. Peabody Journal of Education, 70, 125-140. Repetto, J. B., Correa, V. I. (1996). Expanding Views on Transition. Exceptional Children, 62, 551-557. Scott, J., Baldwin, W. L. (2005). The Challenge of Early Intensive Intervention. In   D. Zager (Ed.), Autism Spectrum Disorders: Identification, Education, and Treatment (pp. 173-228). Mahwah, NJ: Lawrence Erlbaum Associates. Shapiro, J., Rich, R. (1999). Facing Learning Disabilities in the Adult Years. New York: Oxford University Press. Spencer, K. C. (2001). Transition Services: From School to Adult Life. In J. Case-Smith (Ed.),   Occupational Therapy for Children (pp. 878-894). St. Louis, MO: Mosby. Szymanski, E. M. (1994). Transition: Life-Span and Life-Space Considerations for Empowerment. Exceptional Children, 60, 402-407. Turner, K. D., Szymanski, E. M. (1990). Work Adjustment of People with Congenital Disabilities: A Longitudinal Perspective from Birth to Adulthood. The Journal of Rehabilitation,   56.3, 19-26. Wehman, P., Revell, W. G. (1997). Transition into Supported Employment for Young Adults with Severe Disabilities: Current Practices and Future Directions. Journal of Vocational Rehabilitation, 8, 65-74.

King Henry IV :: essays research papers

Henry IV was born in April 1367 and was the only son of John of Gaunt, the son of Edward III, and Blanche, the daughter of Henry Grismond, Duke of Lancaster. Known as Henry of Bolingbroke after his birthplace in Lincolnshire, he was made a knight of the Garter in 1377. In 1380, at the age of 13, he married Mary de Bohun, the youngest daughter and coheiress of Humphrey, the last Earl of Hereford. They had four sons and two daughters before her death at the age of 24, in 1394. As the Earl of Darby, Henry entered the House of Lords in 1385. In 1387 he supported his uncle Thomas, Duke of Gloucester, in his opposition to Richard II. (Gloucester was also Richard’s uncle, and Henry was the King’s First cousin.) While taking part in the "Merciless" Parliament of 1388, Henry regained the favor of the King and in 1390 departed on the Crusade to Lithuania and then to Jerusalem. Visiting the kings of Bohemia and Hungary and the Archduke of Austria and then Venice in 1392-1393, he went only as far as Rhodes and then returned to England as a popular hero. He soon entered the government; he served on the Council while Richard was absent in Ireland in 1395 and for his efforts was made Duke of Hereford in 1397. Henry soon quarreled with the Duke of Norfolk, each accusing the other of arranging the murder of the Duke of Gloucester and calling for a trial by battle. Both men were banished from the realm. Norfolk for life and Henry for 10 years with a proviso that he would be allowed to inherit from his father. But on the death of John of Gaunt in 1399, the Lancastrian estates were confiscated by the King, and Henry decided to return, seemingly to claim his promised inheritance. Taking advantage of the King’s absence in Ireland, Henry landed on July 4, 1399, at Ravenspur, near Bridington, where he was soon joined by the northern nobles who were unhappy with the policies of the monarchy. By the end of the month Henry and his followers had raised an army and marched to Bristol. When Richard returned in August, the royal army started to desert; Henry claimed the throne for himself, and on August 19 he captured Richard near Conway. He then went with his prisoner to London and there, on September 29, Richard abdicated the throne.

A Study of the Impact of Health Care Management and Health Care Delivery

This research paper is aimed to show the impact of the health care management and health care delivery on the health status of the Gabonese.The study, impact assessment of health care management and health care delivery profile will builds up from previous work and is expected to serve as a future building block that advances the conceptualization and practical understanding of how to evaluate the competence of health care management and delivery in Gabon.Throughout Gabon, there is a growing consensus about the nature and importance of health care management and delivery competence a necessary component to accessible, responsive and high quality health care (Gerardi, 2004).   Nevertheless, the pursuit of competence in health care management and delivery institutions is somehow constrained partly by the health industries’ deficiency of a systematic procedures and instruments for assessing competence in relation to health care status.The health care management and delivery wil l be gauged on its presence, quality level as well as its contribution to good health and health care of the entire population of Gabon.The particular aims of the research are to develop an analytic framework for accessing the impact of health care management and health care delivery in the health care delivery organizations, point out specific indicators that can be used in connection to the framework as well as assessing the importance, feasibility and practical implication of the framework and its indicators.The health status indicators in Gabon will mainly be focused on quality of provision of primary health care, general mortality rates for both adults and children and the effects of health care management and delivery on average life expectancy of the people of Gabon (MSH, 1991).Problem of the StatementTo study the impact of health care management and health care delivery in Gabon, the research team will apply various methods to reach these objectives.   The research team wi ll solicit inputs from individuals with wide expertise on issues related to health care management and delivery.These individuals will share information, insights as well as opinions throughout the research period on ongoing basis through meetings and written commentaries.   The research team will also receive inputs from a wide range of key informants in private and public sector who have knowledge on health care management and health care delivery in Gabon.Further, the research will also include inputs from workshops with the public in different zones.   Finally, the research team will make visits to best practice settings in the health care delivery institutions that have been recognized by the public for their creative and innovation in the health care delivery.   Visits will be made to both public and private health care facilities.The sites to be visited should be varied in size, population served, auspices as well as history and scope of health care management and deliv ery competence activities.   These visits will offer opportunities to get experience-based practical views about the impact of health care management and health care delivery in Gabon.The research intends to use an interactive process in developing the research findings.   Initially, there will be preliminary assessment of guidelines and initial set of indicators’ needs to be developed in literature review.This will be followed closely by refining the preliminary framework, set of indicators and related assumptions.   This will be done by considering the feedback from the key informants, input from the professionals in the health care industry as well as findings from site visits.   Finally, the framework and indicators resulting from this refinement will further be revised based on the wide range of inputs from the experts as well as various persons contacted during the site visits.   The final report of the findings of the research will be compiled and presented f or analysis and evaluation.For this research purposes, the health care management and delivery will be referred to as behaviors, policies and attitudes that combine in a system among professionals and/or agency in agency in facilitating the above to work effectively in improving the health status of the Gabonese. To develop tools to access the impact in the context of health care, the research team is to concentrate on organizational level only.The organizational structure in health management and delivery is an integral part of systematic patient-centred and has the momentum to improve the access to care, quality of care as well as health outcomes (MSH, 1991).The organization normally serves as the driving force in the development and maintenance of individual health care provider competence by providing the managers, policies and systems that support the experiences they encounter.   Moreover organizational culture affects the service delivery and also serves as a mechanism for maintaining quality health care delivery.Historical Perspective of Health Care Management and DeliveryResearch and other studies have indicated that late neo-natal deaths are attributed to perinatally related experiences.   The survival of infants at 24-27 weeks gestation depends on the effectiveness of maternal and/or prenatal care (Weir, et al, 1993).   Although Gabon’s expenditure on health care provision is higher, infant survival rates are low relative to other developing countries.Lower child maternal rates in Gabon can be avoided by improving the policy of health care delivery mainly by focusing on process issues. Recent studies show that prenatal maternal rates in Gabon are approximately 82 per every 1,000 total births and there is gradual increase in rate over time (Weir, et al, 1993).Prenatal deaths are mostly caused by asphyxia, immaturity and macerated stillbirth.   The prevalence of low birth weight babies, multiple pregnancies and admitted patients are som e of the major reasons for high mortality rates, particularly in Gabon.To reduce the current high prenatal maternal rates in Gabon, public education on danger signs of prolonged labour and regular training of health professionals as well as improving neo-dental facilities are very important.   Recent studies on global prenatal mortality figures show that between 6 and 7 million prenatal deaths occur for every 132 million births per year (MSH, 1991).It also shows that the dominant causes of those prenatal deaths were mainly caused by poor maternal health, early child bearing and most importantly, lack of appropriate and quality health delivery.   Although technology has provided medical service providers with life-saving practices, almost â…“ of mothers have no access to services during pregnancy and also do not have access to service for childbirth.Infectious diseases such as pneumonia, influenza, malaria as well as tuberculosis are the main causes of mortality in the 20th century in Gabon (Gerardi, 2004).   In the same vein recently measles, cholera as well as intestinal infections are continually and regularly causing mortality in Gabon and many other parts of the world.There has been substantial reduction of prevalence and impact of the above-mentioned diseases due to current improved control of environment, personal hygiene, medical facilities, proper management of human waste as well as dispensation including proper vaccination.

The Outbreak of the HIV Virus, AIDS in 1980s

Who would have ever thought that a disease, possibly brought to America by infected African monkeys, would affect the country forever? This is exactly what happened in the late nineteenth century when the Acquired Immune Deficiency Syndrome (AIDS) was introduced to America. The unpredictable epidemic caused a huge outrage for years to come. The outbreak of the HIV virus, AIDS, in the early 1980†³s resulted in medical research, public misconceptions, and ultimately growing awareness. Appearing first only in homosexual men, AIDS was an unfamiliar virus to the entire United States. Reports of unknown and unexplainable symptoms caused much confusion among patients and even doctors. In 1981, the first reports explained that 41 homosexual men in the San Fransisco area had â€Å"†¦ a rare and often rapidly fatal form of cancer† (Altman n. p. ). After years of researching these cases and millions of others appearing later in the decade, scientists discovered that it was not cancer they were dealing with. They called it HIV (Human Immune Virus) which leads to AIDS (Acquired Immune deficiency Syndrome) that â€Å"†¦ rogressively destroys the body†s ability to fight infections and certain cancers† (ARIC n. p. ). With minimal research there was nothing to initially â€Å"combat† the virus; but, thanks to time and funding, there were some drugs that seemed to help stop the spread of the virus in ones body. These anti-retroviral drugs still don't constitute as cures ! for the virus, but have definitely helped and continue to help patients live longer (ARIC n. p. ). Since a vaccine to â€Å"†¦ evoke an immune system response that will prevent infection or disease development† still has not been found, other treatments have been tested. Accupuncture, stress management, hypnosis, exercise, good nutrition, and an overall positive attitude all seem to alleviate symptoms even if they are not proven cures of the virus (Packer 78-88). Although AIDS is a life threatening disease, there were many people living with it by keeping healthy and staying safe. Scott Fried had not tried any of the aniviral drugs; however, practices such as taking 80 herbs and vitamins a day, staying physically fit, visiting the doctor every three months, and being happy have kept him alive with the virus for thirteen years (Fried speach). Most victims have not lived as long as he which is why AIDS has lead to some extensive research. Investigators supported by private and public funds continued to search for a cure or even an explanation of HIV/AIDS for two decades because like the â€Å"b! lack plague†, AIDS has killed off millions of people in a short time. Also like the black plague did, AIDS carried with it a long string of misconceptions. In the Middle Ages anyone carrying the â€Å"black plague† was to be avoided. Similarly, the public would often avoid people with AIDS. There were fabrications that AIDS could be caught by another human being from sneezing, coughing, hugging, kissing or even any â€Å"casual contact† ; so, people stayed away from those who were infected by AIDS. Another lie was that AIDS was caused by something magical or mystical (Taylor 23-24). Though some were overly careful of â€Å"catching† the virus, others were not careful enough. Since the initial outbreak was among gay men it was simply assumed that only gay men could be affected. Then reports of IV drug users having the disease still seemed to eliminate the chance of the common person being infected. Next, hemophiliacs and people who had had blood transfusions were reported followed by blacks, Hispanics, lesbians, straight women and finally white, heterosexual, males. Still everyone said â€Å"It can†t happen to me,† until it did (Fried speech). This assumption that AIDS only affected few amounts of people and only minorities was the basis of all misconceptions about that virus. People did not believe the virus could have any impact on their lives; but, it did impact everyones lives directly and or indirectly. Now that â€Å"AIDS is the second leading cause of death in the United States among people aged 25 to 44†³ (ARIC n. p. ), the misconceptions have been proven to be false. Although it was statistically correct that 66% of people infected by AIDS were homosexual males, 24% were IV drug users, and only 4% were heterosexual males or females (Packer 17) it was still a fact that AIDS can affect anyone. After years of research and statistical reports there were finally people relaying these messages to the public. Motivational speakers, like Scott Fried, continue to reach out to teens and adults about AIDS and sex. Information about these subjects can also be found easily, not only at hospitals or doctors† offices; but in books, magazines, pamphlets, and even on the internet. Conducting a simple search on http://www. yahoo. com came up with 164 â€Å"category matches,† 1,206 â€Å"web site matches,† and 237,000 web page matches. This means that HIV/AIDS appears at least 238,370 times on th! e world wide web and it shows that AIDS in an important component of modern life. Not only are people becoming aware of the AIDS epidemic, but they are becoming aware of sexuality through learning about AIDS. Before the outbreak of this fatal virus sex was only spoken about discretely. Now even kids are being made aware of the dangers of sex and spreading HIV. In this way HIV/AIDS had a positive affect on the country. People are aware of the facts and probably make better decisions. Some experts have said that AIDS will remain the way it is now and others predict it growing into a â€Å"huge epidemic† (Taylor 28). Hopefully due to this expansion of knowledge and recognition, he AIDS virus will not spread as quickly and infect as many people as it has in the past. HIV positive, homosexual, male, Scott Fried, said, â€Å"Ironically one of the blessings that HIV/AIDS has brought me is the abundance of love. . . † and perhaps that is true. Pertaining to the eighties and the early onset of the virus, AIDS caused much more commotion than love. However, every cloud has a silver lining and the hysteria has finally cleared up some myths. It has opened up the public to not only HIV/AIDS awareness, but sexual cognizance as well.

The Nature and Purpose of an Organizations Vision Essay

The Nature and Purpose of an Organizations Vision Essay The Nature and Purpose of an Organizations Vision – Essay Example ï » ¿The Nature and Purpose of an Organization’s Vision 1. What is meant in Porter’s Five Forces Model by competitive pressure coming from suppliers? What are the market conditions that could create an opportunity in this area? What will make this an opportunity? Competitive press pressure from suppliers is known as â€Å"supplier power† and generally speaks to the fact that industry or businesses require inputs of raw materials such as labor, parts, or other supplies. Accordingly, there are relationships between companies that offer goods and services and the suppliers of raw materials. Supplier power occurs when suppliers are able to exert pressure on markets to increase costs to manufacturers. The market conditions contributing to such power include; times when there is a threat of forward integration by suppliers (when the supplier can acquire the distributor or compete directly), times when suppliers are concentrated into just a few firms (like the pharmaceutical industry), if conditions exist where there is a high cost to switch suppliers (say, if Apple stopped making Mac computers), or there is a powerful customer base (like boycotts). The opportunity in this market (if you are a supplier) is to raise prices to capture some of t he industry profits from wholesalers, or increase R&D to forward integrate into a direct competition with wholesalers. 2.Describe the nature and purpose of an organization’s vision? What impact should a vision have on the remaining parts of the strategic process? Organizational vision is the primary driver for the firm’s existence. In the form of a mission statement or vision statement, the company sets forth its values, the things the company wants to achieve, and the things management sees as future opportunities for the organization. The vision is vital to the strategic process as it frames the company’s strategic objectives and provides measurable goals and metrics. These will involve things like guiding the company’s position within its competitive market by establishing metrics such as the organization’s reputation (customer service), its penetration (market share), or its product and service bundle (quality). 3.What is meant by a balanced scorecard? How would you use such a scorecard to address both short and long-term outcomes? A balanced scorecard is when management has set the financial performance goals and the strategic performance goals in conjunction with each other. Financial performance is measured internally, e.g., ratios, profits, and operating costs, and strategic performance goals are measured externally, e.g., market share, competitive strength, and market penetration. These goals are set within time parameters to provide benchmarks in both the short- and long-term. The balanced scorecard is used to address outcomes by looking at both financial and strategic metrics in combination. Focusing solely on financial performance causes the company to become insular and it is likely to miss opportunity. Focusing solely on strategic position can create disaster if the company is losing money and management does not take steps to correct the conditions. When both of these elements are being utilized, the company has maximum opportunity for success. 4.How would you define what constitutes effectiveness of an existing strategy? What tools or processes would you use to evaluate such effectiveness? How would you use them? Simply stated, the definition of an effective strategy is one that works, i.e., one that accomplishes the vision of management. The determination of what â€Å"works† is the reason that companies develop evaluation tools so that management can understand where it is in terms of both market performance and industry benchmarks. The process flow for good evaluation involves five steps: 1. Establish exactly what key indicators are going to be measured. 2. Establish the desired values for these indicators. 3. Measure the indicators defined. 4. Compare the measured indicators with the desired values set forth. 5. Change internal processes or external focus to bring the company in line with the desired values. These are used by applying the process to any specific aspect of the vision. For example, if the vision is to be the cost leader in a market, the key indicators may be the competitor’s pricing, and the desired value for the company would be set at a point where it is lower than the competitor’s but still profitable. Management would then measure the indicators to see if the pricing was set correctly. If, for example, management found that its price was profitable but exactly the same as the competition, it would adjust its pricing points lower to increase volume and profits. 5.Under what conditions would a Broad-Differentiated strategy be most appropriate? How would the organization have to operate to execute this strategy? This strategy, which seeks to provide a very unique product to all segments of the market, is appropriate when the company has the opportunity to convince customers that its uniqueness is a superior quality, and that the price is justified. The conditions for propriety of executing this strategy include; having access to new information with an emphasis on R&D, a strong creative pool for product design, a strong sales and marketing department that can effectively demonstrate the strengths of the product, as well as a good corporate reputation for quality (and innovation).

Definition and Examples of Parsing in English Grammar

Definition and Examples of Parsing in English Grammar Parsing is a grammatical exercise that involves breaking down a text into its component parts of speech with an explanation of the form, function, and syntactic relationship of each part so that the text can be understood. The term parsing comes from the Latin pars for part (of speech). In contemporary linguistics, parsing usually refers to the computer-aided syntactic analysis of language. Computer programs that automatically add parsing tags to a text are called parsers. Key Takeaways: Parsing Parsing is the process of breaking down a sentence into its elements so that the sentence can be understood.Traditional parsing is done by hand, sometimes using sentence diagrams. Parsing is also involved in more complex forms of analysis such as discourse analysis and psycholinguistics. Parse Definition In linguistics, to parse means to break down a sentence into its component parts so that the meaning of the sentence can be understood. Sometimes parsing is done with the help of tools such as sentence diagrams (visual representations of syntactical constructions). When parsing a sentence, the reader takes note of the sentence elements and their parts of speech (whether a word is a noun, verb, adjective, etc.). The reader also notices other elements such as the verb tense (present tense, past tense, future tense, etc.). Once the sentence is broken down, the reader can use their analysis to interpret the meaning of the sentence. Some linguists draw a distinction between full parsing and skeleton parsing. The former refers to the full analysis of a text, including as detailed a description of its elements as possible. The latter refers to a simpler form of analysis used to grasp a sentences basic meaning. Traditional Methods of Parsing Traditionally, parsing is done by taking a sentence and breaking it down into different parts of speech. The words are placed into distinct grammatical categories, and then the grammatical relationships between the words are identified, allowing the reader to interpret the sentence. For example, take the following sentence: The man opened the door. To parse this sentence, we first classify each word by its part of speech: the (article), man (noun), opened (verb), the (article), door (noun). The sentence has only one verb (opened); we can then identify the subject and object of that verb. In this case, since the man is performing the action, the subject is man and the object is door. Because the verb is opened- rather than opens or will open- we know that the sentence is in the past tense, meaning the action described has already occurred. This example is a simple one, but it shows how parsing can be used to illuminate the meaning of a text. Traditional methods of parsing may or may not include sentence diagrams. Such visual aids are sometimes helpful when the sentences being analyzed are especially complex. Discourse Analysis Unlike simple parsing, discourse analysis refers to a broader field of study concerned with the social and psychological aspects of language. Those who perform discourse analysis are interested in, among other topics, genres of language (those with certain set conventions within different fields) and the relationships between language and social behavior, politics, and memory. In this way, discourse analysis goes far beyond the scope of traditional parsing, which is limited to that individual texts. Psycholinguistics Psycholinguistics is a field of study that deals with language and its relationship with psychology and neuroscience. Scientists who work in this field study the ways in which the brain processes language, transforming signs and symbols into meaningful statements. As such, they are primarily interested in the underlying processes that make traditional parsing possible. They are interested, for example, in how different brain structures facilitate language acquisition and comprehension. Computer-Assisted Parsing Computational linguistics is a field of study in which scientists have used a rules-based approach to develop computer models of human languages. This work combines computer science with cognitive science, mathematics, philosophy, and artificial intelligence. With computer-assisted parsing, scientists can use algorithms to perform text analysis. This is especially useful to scientists because, unlike traditional parsing, such tools can be used to quickly analyze large volumes of text, revealing patterns and other information that could not be easily obtained otherwise. In the emerging field of digital humanities, for example, computer-assisted parsing has been used to analyze the works of Shakespeare; in 2016, literary historians concluded from a computer analysis of the play that Christopher Marlowe was the co-author of Shakespeares Henry VI. One of the challenges of computer-assisted parsing is that computer models of language are rule-based, meaning scientists must tell algorithms how to interpret certain structures and patterns. In actual human language, however, such structures and patterns do not always share the same meanings, and linguists must analyze individual examples to determine the principles that govern them. Sources Dowty, David R., et al. Natural Language Parsing: Psychological, Computational and Theoretical Perspectives. Cambridge University Press, 2005.Halley, Ned. The Wordsworth Dictionary of Modern English: Grammar, Syntax and Style for the 21st Century. Wordsworth Editions, 2001.

1. Managing International Recruitment. 2. Succession Planning Assignment

1. Managing International Recruitment. 2. Succession Planning - Assignment Example While recruiting international employees, the HRM in the multinational organization must ensure that global competitiveness of the employees is satisfying. The HRM’s primary goal is to employ the right workers at the appropriate time for the right task. The following approaches may be used; Ethnocentric, polycentric, Region-centric, and geocentric approach (Sparrow 2007, 26). Ethnocentric approach includes employing all the nationals from the Multinational Corporation’s mother country who should report to the company’s headquarters. The logic behind this approach is that employees from the mother country will link well with the business and represent its interests compared to employees who are non-citizens. This type of approach ensures maximum commitment, and the organization can rely on its workers. Polycentric approach involves limiting the recruitment of employees to the host country, and the MNC treats each branch in other countries as a separate entity. The approach ensures that the company has diversified talents and profit margins in the company are high since such an approach is appreciated by the citizens of the host countries (Vanwyck 2010, 56). Region-centric approach takes into account the presence of qualified personnel from the neighboring countries of the host country due inadequacy of trained staff from the host country. This approach increases the chances of expansion of the host country and the products from the company perform better in the host countries. Geocentric approach considers the world to be a single country, and the company sources qualified personnel worldwide. It is the best approach and suits my company very well. It gives room for technological innovations due to the availability of the best talents that meet global competitiveness. The company also becomes adaptable and flexible to the changing global market trends. The problems that might arise when using such an approach may include change of policies