Mechanical engineering Essay Example | Topics and Well Written Essays - 500 words

Mechanical engineering - Essay Example Aerospace is an important field in which mechanical engineers are involved in the making of aircraft engines and control systems for airplanes (Herweck, 2009). Mechanical engineers also use biotechnology in designing and making fluidic systems for pharmaceutical industries and implants. Making electronics and computers is the other thing that mechanical engineers do because they make semiconductors and disk drives (Yadav, 2006). Mechanical engineers manufacture microelectromechanical systems such as micropower generation and actuators. It is the work of mechanical engineers to design ways of converting energy for example by making solar energy panels and wind turbines. They are instrumental in devising ways of environmental control including refrigeration and air-conditioning. Automation is another niche for mechanical engineers because they are able to make image acquisition devises and robots. In manufacturing, mechanical engineers make microfabrication, prototypes, and machine tools (Grote & Antonsson, 2009). Mechanical engineers devise ways of recycling waste, recovering resources from waste and converting waste to biomass all in an endeavor to protect the environment. They are involved in the making of marine vehicles and hyperbaric chambers that can help in utilizing offshore sources of energy. Mechanical engineers manage projects using engineering principles and techniques. They help in the repair, maintenance and upgrading of manufacturing plants and equipment. A mechanical engineer can also work in research and development of products. Mechanical engineers help in handling costly, dangerous, or exotic materials and equipment in industries. Making machines that handle or weave fabrics in textile industries is the work of mechanical engineers (Vashist, 2010). Mechanical engineers help monitor and commission industrial plants and systems. These engineers design and implement cost-effective modifications

Game theory in setting quantity oligopoly Essay Example for Free

Game theory in setting quantity oligopoly Essay Game theory is a formal study of conflict and cooperation in economics. In fact, it is usually concerned with predicting the real outcome of the games of strategy where the potential individuals have incomplete awareness about the others’ plans. The game theoretic concepts usually apply whenever the actions of several agents are interdependent. Probably, these agents are either, groups, individuals or firms. The concepts of game theory give a language to prepare a structure, analyze, and comprehend deliberate scenarios.          Game theory has straight relevance to the study conduct of the venture as well as the performance of the firms in oligopolistic markets. A good approach is the decisions that companies takeover pricing and levels of production. Also, how much money needs to be invested in research and development expenditure (Binmore, 1993).          Oligopoly is a type of imperfectly competitive markets. It has only a few sellers, provide a related or identical product to the buyers in the market. Collusion in economics is simply an agreement of two or more firms with an aim to exclude a couple of competing companies in the market so that may obtain high profits. It is clearly that competition in the oligopolistic markets reduces accelerating the performance of that collusion. For that reason many firms quit the marketing operations enhancing profitability to the relating competitors hence deteriorating their economic decisions. This results to complete dissolution of the firms. The output of the collusion increases since most of the firms have quit the market; others loosen their momentum to adhere to the upcoming changes launched in by the oligopolistic markets (Mertens, 1994). As a matter of fact, this becomes advantageous to the remaining firms in the market (Thomas, 2003).             It is noted that collusion is a characteristic trait of oligopolistic firms. Stiff competition and interdependent decision-making encourage oligopolistic firms to cooperate. In fact, one way to lessen the oligopolistic rival is joined together and meets targeted forces forming collusion. There are two main types of collisions in an oligopolistic market. Exclusively, include explicit collusion and implicit collusion. Explicit collusion is a type of collusion which has more two than firms in the same industry. It is formally agreed to control the market force on their own way whereas implicit collusion also more than two firms in the same business but informally they have the similar outlook in the market, habitually with nothing more than interdependent (Binmore, 1993).The price collusion is a form of criminal offense since several firms work as a team so as to keep the price of commodity high with an aim to receive huge income. The relating firms involved necessar ily try to chase out their competitor. History and impact of game theory          In 19th century, game theory was first discovered by one of the early inventors. Consequently, in 1838, the first publication was done by Antoine Cornet. In broad spectrum, he came up with well-formulated researchers on the Mathematical Principles of this kind of theory basing on wealth. He went further to illustrate more on the principles of the publication relating to the game theory. Notably, he tried to explain the underlying rules constituting the actual behavior of the duopoly in the discipline. Even though this publication was associated with the theory of Games and Economics character in 1944, it had the latest principles of game theory that were formulated in it. The game theory has been greatly applied to the behavior of producers with few or one competitor. This perspective of the game theory was conceived by Von Neumann in 19th century.          In macroeconomics, oligopolistic markets are characterized by a few, large firms and its differences from the other market structures as stated above. It is noted that more competitive markets in the firms are of smaller size and its firm’s behavior have slight or no effect on its close competitors. Besides this oligopoly markets changes its output, enlarge into a new market, provides modern services and even advertize. This will have a consequential impact on the market competitors, therefore, increasing the profitability. This enhances more power in the market operation hence deviating losses had to be encountered. For this reason, the firms in oligopolistic markets are always considering the act of their competitors when implementing their economic decisions. The oligopolistic owners strictly tackle any leakages in their market so that they may attain their set goals and formulated objectives. Information exchange in collusion         In broad spectrum, information is an essential tool in planning to come up with mature and complete mechanization of the involving firms. Basing this argument on the game theory, it is realized that in decision making, information is significantly employed. For that reason, a successful collusion in the oligopoly market has sophisticated means on how to underlie its perspectives in a manner that no rival firm come to know. Therefore, crude ideas empower any collusion with a vision to reduce their competitors in the market. Advances in economic theory have enabled the economists to set competitive distinctions between different types of information exchanged between the firms. The required beneficial effect on the consumers and potential side-effects for competition depend on the nature and characteristic of the information that exchanged and also the type of competition in the market. Therefore, it should be known that firm owns the secret in the industry such as firmâ €™s prices, sales, cost demand and other parameters.According to game theory, the competitors are not supposed to get any of this secretive information. Competition authorities are strictly suspicious when information is conveyed especially about prices and quantities because this information is normally significant for monitoring deviations from collusive arrangements and hence empowering collusion. Mostly exchange of information on the cost and demand is seen in another dimension and more favorably. However, information about the prices and quantities is used to convey information about the cost or demand in collusion. For instance, when the firms share information on the past or current prices and quantities inform other players about the demand in the market. This enables their rivals to obtain inferences on how to predict the future period which is against the game theory. Notably, this will weaken their collusion that later on begins to deteriorate in their existence in th e market. As a matter of fact, demand and cost information is useful since is the central element for predicting future demand.               Effective collusion needs good coordination that is well supported by the exchange of information about their plans. This monitors the performance of the collusion in some days to come. In so doing, their rivals will be unable to out-compete them. They become prominent in the market achieving their set goals and objectives. The aggregated information determines whether the collusion will succeed or not. This depends on how the decision making is done. The aggregated information means anonymous or individualized information. Probably, such information may be valuable to the firms. Therefore, it is necessary to know who or where a certain estimate has been made or whether it is enough to comprehend the private signals in the entire industry. In addition, information can be either private or public. The effects of information exchange extremely differ depending on whether the information is made public or kept private, especially in the industry that exchange inf ormation. The game theory does not support exposure of the firm’s intentions. Definitely, they try it, their rival players will come up with the newest perspectives to out-compete them. Therefore, this should be done privately for future success (Thomas, 2003).          It realized that if the information does not give rise to competition distress it will be definitely positive to welfare. Indeed, the usefulness from information exchange is large compared to its demerits. There are quite number of the ways in which information exchange is useful in the welfare. Information exchange is a great part of the discovery mechanism in the industry economy. This implies that through exchange of information in between the formed collusion encourages expansion of the market economy. It also improves investment decision and organization learning. It is only through information where collusion members come up with complete ideas to uplift their set goals. Information exchange also results to output adjustments and lowering search costs in the firm. In the world, information is really required about the demands and rival activities. Notably, the firms would have to become accustomed to the changing circumstances by a trial and error process. Inform ation exchange is a great tool in playing the role of uplifting market economy in collusion hence output in the firms. Impact of rational behavior in collusion            Rationality is one way of decision-making practice wherein a firm exercises prudent choice making that gives it a maximum amount of benefit. Rational behavior usually facilitates decision making that is not productive in collusion. But it only strives to achieve benefits that are mostly achievable in nature. This usefulness can be either monetary or non-monetary. The word monetary stands for finance activities whereas non-monetary is associated with non-financial activities in a company. Therefore, any successful firm considers the following perspectives. This kind of decision making may not possible return materially to the firms at that moment on (Chatterjee, 2014). Therefore, rational choice theory is an economic principle. It states that firms make prudent and logical decisions so as to attain a complete satisfaction in the firm due to its abundant benefits.            The output of collusion increases over time due to changes made in by the decision makers. The identified plans that based on rational behavior usually alter operation of oligopolistic market. Operations may greatly expand performance of the company undermining its valuable transactions. When the collusion need to uplift its operation have to be economical on the way do operate their activities so that can observe a slight differences. Notably, some measures need to be employed to overcome its competition from its rivals. The firms recruit innovative and competent staffs to invest great fortune in the organization.            Competent economists formulate ideas flourishing functionality of the collusion hence uplifting profits, quantity, and its dignity. This shows how game theory is significantly applied in the oligopolistic market basing on the rational behavior. It is preferably considered as a means of competition through decision making. This scares rival players in the market such that are unable to operate their firms. Due to this condition, many firms in the markets are readily to be dissolved. The cause of this is just continuous losses experienced on every end fiscal year resulting to dissolution.             According to game theory, rational behavior is greatly a crucial tool required to make decisions that are needed to eliminate relating firms in the market. Most importantly, competing firms’ quantity reduces as well as its income accelerates due to well-played game theory in the oligopolistic market. Mainly rationality has a positive impact to the prudent collusion. Therefore, game theory is correlated to rationality behavior as far as decision making is concern in an oligopolistic market as mentioned earlier. Only that rational behavior is conditions suitable for accomplishing this specified theory (Mertens, 1994). Even though, participating firms can employ it, frequently is determined by competency of the collusion. Impact of time horizon in the collusion             In economics, time horizon is also referred to as a planning horizon, is a fixed point of time in the future at which some activities will be evaluated. It is noted that is specified a time when all planned activities or processes are supposed to terminate. Therefore, time horizon is a vital condition to any successful stakeholders. It enhances a strict time layout on how to operate your business transactions before targeted deadline. This minimizes time wastage and considers it as a significant factor in implementing business laws. Actually, the set objectives and underlain goals, with the cooperation of competent experts in business, are easily achieved. Time horizon has optimum benefits to those who put it into consideration.             Collusions have unique pathways on how they operate their organizational activities. Additions to that have business ethics for guiding set goals to reach its financial year and attain them. For a successful collusion, time horizon is much in demand to eradicate other firms out of the market. Especially, it needs strictness so that the set firm’s goal is accomplished on reaching time horizon. It confers bright future to competing firms enhancing increased output in the collusion. Time horizon sharpens performance of the most firms with an aim to make more profits in their organizations. Similarly, time horizon is a beneficial condition on practicing game theory in an oligopolistic market. It creates immense difference in the industry. The time horizon can be a month, a week or a year depending on the decision of the firm (Mertens, 1994).Broadly, time horizon is a viable and secret â€Å"tool† that empowers collusion to diminish performance of its riv als in the industry. Eventually, it becomes determinant condition in collusion leading the business to enjoy huge profits and crude output. Collusion lowers its products’ price encouraging more sales whereas its rivals remain constant to the initial price. Cost is usually lower hence encouraging more sales due to high demand. The collusion stagnates in the same price until time horizon comes. At that planning horizon, several firms would have left the industry enabling collusion with uncompetitive environment to work on (Chatterjee, 2014). Conclusion             In broad spectrum, game theory deals with decision making that reinforce competition perspectives in the market. It is kind of a game whereby participating individuals hide their intentions purposely to win over the other. In this case, information, rationality, and time horizon are determinant conditions that boost succession of collusion in an oligopolistic market. It signifies that to acquire viable benefits in the market has to employ well-formulated conditions.Therefore, cost, demand, and quantity differ from relating firms in the industry. Strictly, collusion tries to lower its prices with an aim to increase its output and eliminate the number of firms in the industry. Similarly, quantity in the industry increases with increased prices from other firms. Due to that reason number of consumers in those firms reduces joining newly formed collusion. This enforces rivals to reduce its prices of their products leading to uncountable losses hence leading to collaps ing of many firms. The collusion succeeds its target of eliminating other firms from the industry henceforth starts enjoying oligopolistic benefits including profits. Reference Binmore, K. (1993). Frontiers of game theory. Cambridge, Mass. [u.a.: MIT Press Telser, L. G. (1971). Competition, collusion, and game theory. London: Macmillan. Chatterjee, K., Samuelson, W. (2014). Game theory and business applications. New York: Springer. Mertens, J.-F., NATO Advanced Study Institute on Game-Theoretic Methods in Economic Equilibrium Analysis. (1994). Game theoretic methods in general equilibrium analysis: [proceedings of the NATO Advanced Study Institute on Game Theoretic Methods in General Equilibrium Analysis, Long Island, NY USA, July 1 12, 1991]. Dordrecht [u.a.: Kluwer. Thomas, L. C. (2003). Games, theory and applications.Voigt, S., Schmidt, A. (2005). Making European merger policy more predictable. Dordrecht: Springer. Source document

Importance Of Accuracy And Fluency English Language Essay

Importance Of Accuracy And Fluency English Language Essay Accuracy and fluency are two key components of second language acquisition. In todays world, it seems that learning the usage of grammar and focusing on accuracy are emphasized by many language students over fluency. This topic of accuracy and fluency has been a controversial issue that has been discussed for many years. Although some formalists argue that learning a language means learning forms and rules, some activists take a different view and claim that learning a language means learning how to use a language (Eskey, 1983). Thus, this essay will argue that accuracy is not necessarily more important than fluency. It depends on learners needs and the purpose of instruction in second language acquisition. In order to demonstrate this, this essay will first focus on the importance of accuracy and fluency in English learning and show that they are both essential by looking at two different teaching methods. Second, it will turn to discuss both accuracy and fluency in term of learner goals, learner variables and instructional variables. Third, it will suggest what language teachers should do to deal with the issue and find the right balance between them. The importance of accuracy and fluency In this section, it will be argued that both accuracy and fluency are needed in second language acquisition. There has been much discussion about these two components, with arguments put forward in support of either one of the other. However, it will be shown that neither component is useful without the other. Early teaching methods promoted accuracy over fluency. For instance, the Grammar-Translation Method has been used by language teachers for many years. It is the traditional style of teaching method emphasizing grammar explanation and translation (Cook, 2001). In such a method, it is important for students to learn about the form of the target language. The role of the teacher is the authority. Students merely do what the teacher says and learn from the teacher, and many students consider that correct answers are essential. If they make errors or do not know an answer, it is the teachers duty to supply them with the correct answer. However, accuracy cannot be regarded as enough in language learning. According to Larsen-Freeman (2000), in the Grammar-Translation Method, the language that is used in class is mostly the students native language. In this case, there is much less attention to second language speaking and listening. When it comes to speaking and listening skills, fluency needs to be taken account in language learning. For this reason, other methods have emphasized fluency in language learning. It is clear that these approaches are built on learning the use of language not on learning the usage of it. For example, compared with the Grammar-Translation Method, Communicative Language Teaching (CLT) emphasizes the process of communication rather than just focusing on language forms (Larsen-Freeman, 2000). Since the concept of CLT places an emphasis on fluency, errors of form can be seen as a natural outcome of the development of communication skills. Another argument in favour of fluency is the implementation of language in an authentic environment. In the real world, language is mostly used to express feeling and thought (Eskey, 1983). When there is a purpose to exchange meaning, fluency is the key element during communication. While communicating with each other, foreign language learners often encounter the difficulty, that is, what they know how to say does not achieve their communicative intention. In order to bridge the gap of such discrepancy, learners may use communicative strategies, such as prediction to make the communication successful. This is because if communicators are in the same context, one may predict what the other is going to say next. For example, before the 2008 Olympic Games in Beijing, taxi drivers in Beijing were trained in order to obtain English speaking ability so that they could communicate with foreign tourists fluently. In this situation, although the taxi drivers were poor at grammar rules, they still can communicate with foreigners. This is because the driver can predict where the foreign passenger will go since their destination may be related to the Olympic Games. In this case, although some grammatical errors exist, communicators can still understand each other because they are in the same context. When listeners can not understand what speakers mean, they usually predict the following conversation and provide immediate response with speakers in the process of meaning negotiation. However, it must be remembered that the achievement of this level of communicative competence does not mean an equal one of grammatical competence (Eskey, 1983). As Eskey (1983: 319) claims, fluency in a language is no guarantee of formal accuracy. A realistic concern is that focusing on fluency may cause the significant effect on accuracy. According to Eskey (1983: 319), rewarding a learners fluency may, in some cases, actually impede his or her achievement of accuracy. For example, in order to get meaning across, language learners find the words, but they either pronounce them wrongly or put them together inappropriately. Such problem happens due to the fact that they can speak English continually but express themselves poorly. Thus, although accuracy is not enough by itself, it is still considered as necessary in language learning. Although learners can still communicate the message to make sense without correct form, it can not be denied that in order to use the language, learners still need to be able to convert linguistic forms into the ability to actually use then. Therefore, when using CLT approach, correcting for accuracy will still be offered by teachers. Although prediction in communicative context may benefit successful communication, fluency is not enough in this circumstance. Without accuracy, misunderstanding may occur because of misspelling, poor pronunciation and grammatical structures. It is therefore clear that as language teachers, both fluency and accuracy must be equally concerned in teaching students to use a language. The elements towards focusing on accuracy and fluency As the first section has mentioned, both accuracy and fluency are needed in the process of language learning. In this section, it will be argued that although these two components are equally necessary, there are three elements that may influence focus on them. The first element to consider is learner goals. It is suggested that many ESL teachers facilitate their students to develop communicative competence to really use the language for authentic purpose. Nonetheless, what students learn from the teacher may not be the outcome that the teacher supposes them to acquire. For example, if Thai children learn English in a rural Thai village, the outcome of language achievement may not all be positive. This is because these children do not need to use English as a tool in their daily life. In contrast, if Thai children learn English in order to sell products to foreigners, then there may be concern about a purpose for communicative competence. Moreover, if they want to pursue higher education in England, accuracy needs to be focused in language learning. Therefore, it seems that the need for accuracy and fluency relates to what goals learners want to achieve. It is considered that learner variables are also a key element which influences the focus on accuracy or fluency. According to Celce-Murcia (1985), a strategy guideline is provided to assist teachers in determining what degree they ought to focus on form in their own classes. In his study, learner variables include age, proficiency level and educational background. It is noted that every individual learns in different ways. Compared with adolescents and adults, young children seem to be more holistic in learning a concept instead of doing apparent analysis. This is because they are too young to analyse the structure of a language. Therefore, if young ESL learners are taught, it is most likely that little grammar instruction is needed. However, if the students are adolescents or adults, focusing on form may be more important. It is also suggested that education level is relevant to focus on accuracy or fluency. This is because teaching learners with preliterate level differs from teaching ones with literate level. If adults are at the level of beginners with little formal education, then focusing on form will be less important while fluency is the top priority. On the other hand, if the learners are at the intermediate or advanced level and are well educated, accuracy may be required and it may be necessary for the teacher to provide some feedback relating to form correction in order for them to make progress. Therefore, focusing on accuracy is not enough, fluency still needs to be concerned in terms of learners age, proficiency level and educational background. Moreover, instructional variables can be seen as the third element, which includes skill, register and need. It is suggested that the need of focus on accuracy and fluency also changes according to the purpose of the instruction. For instance, according to Celce-Murcia (1985), when the teacher is teaching receptive skills, such as listening or reading, the emphasis on form will be less important, since these skills require competence primarily in word recognition. Nevertheless, this does not mean accuracy can be neglected, because when knowing grammatical structure, learners can build up logical connection between sentences, which facilitates both listening and reading comprehension. On the other hand, if the teacher is focusing on productive skills, such as speaking and writing, then formal accuracy will become an essential concern. In addition, it has to be remembered that fluency is still needed for communication purpose. This is because if the teacher is offering a conversation class which purpose is for learners to really use the language to communicate with others, then fluency will be emphasized. Furthermore, if the learners immediate need is survival communication, formal accuracy is less focused. On the other hand, if the learner wants to use the language in a professional field, such as writing an academic essay or being a diplomat, then a high degree of formal accuracy is essential. The higher the stakes, the more likely that accuracy will be important (Eskey, 1983: 318). Therefore, it is clear that both accuracy and fluency are needed and whether focusing on accuracy or fluency depends on learner needs and course objectives. Approaches of finding balance between accuracy and fluency a) Course design and needs assessment Based on these three elements mentioned above, it is suggested that teachers should find the right balance between accuracy and fluency. Eskey (1983) argues that: Teachers must be prepared to deal with students who know grammar rules but can not speak the language fluently; likewise, they must also be prepared to deal with students who are fluent but not accurate (Eskey, 1983). In order to balance accuracy and fluency in language learning and teaching, it is suggested that both these components need to be taught in the process of learning situation. Thus, in this section, it will suggest methods of keeping a balance between accuracy and fluency in term of course design and needs assessment. It has been argued that many language learners have learned grammar rules, but when they want to express themselves, they do not have enough authentic experience of using languages (Celce-Murcia, 1985). Such result may be due to the fact that teaching materials does not provide learners with the context relevant to the communicative situation. In order to solve this problem, Celce-Murcia (1985) suggests an integrating grammar instruction into a communicative curriculum providing purposeful task-based discourse samples. For example, for the general purpose language learners, their beginning level course may start with teaching grammar-meaning correspondences, such as present tense versus past tense. By giving the time frame, students can easily distinguish the difference between these two tenses. After that, students are then taught grammar-function correspondences, such as the tone of must is stronger than need to. As soon as these two basic levels have been established, the teacher can offer discourse-level grammar, such as use of conjunctions. In this case, students not only acquire the grammar rules which focus on accuracy but also apply it for purposeful discourse which focuses on fluency. By this course designed to integrate form, meaning and content, it is possible for learners to balance accuracy and fluency in the communication (Celce-Murcia, 1985). However, there is a simple question about why learners need to balance accuracy and fluency. The answer to this question relates to English for specific purpose (ESP). According to Hutchinson and Waters (1987), courses should be designed to meet learners needs. This may suggest that language teachers should note which learners need more attention on accuracy or fluency. To achieve this goal, for instance, teachers need to gather information about learners needs on accuracy and fluency and identify their target situation by using questionnaires, interviews, observation and informal consultations with learners before a course. Having done this, teachers analyse strategies required to cope in target situation, and then create syllabus which is a document saying which aspect needs more effort on accuracy or fluency. After that, select and design materials to focus on these strategies in syllabus. Finally, after teaching the materials, teachers establish evaluation procedures to test lear ners acquisition of accuracy and fluency (Hutchinson and Waters, 1987). b) Evaluation and feedback In this section, it will be argued that course design and needs assessment are not enough. The evaluation and feedback afterwards from learners can also help teachers find the right balance between accuracy and fluency. Evaluation can be defined as a whole process of action which begins with decision of information gathering and ends with change in current courses or influence on future ones (Dudley-Evans and St John, 1998). According to Hutchinson and Waters (1987: 145), an ESP course, after all, is supposed to be successful. This is because it is designed for particular learners to achieve particular objective with language level of accuracy and fluency. There are two levels of evaluation. The first one is learner assessment. Students performance is assessed at strategic points, such as at the beginning and at the end of the course. This is because ESP concerns with the necessary skills for particular learners to carry out communicative tasks. This kind of assessment enables teachers to determine how much focus on accuracy and fluency is needed (Hutchinson and Waters, 1987). As ESP teachers, they need to consider if the objectives are too ambitious for learners. If so, the learners initial language competence may be overestimated. For example, a teacher designs a syllabus by analysing students needs. Students are expected to present written work and make an oral presentation in accurate English. After teaching, the teacher may find that serious weakness in grammar leads to unclearness of students oral presentation. Although the course contains the objectives of achieving certain level of accuracy and fluency, perhaps students achieve more on either one of them, and then students will require more specific help by teaching both accuracy and fluency used in the context relevant to their needs. The second one is course evaluation by learners. This helps teachers to demonstrate how well the course actually meets a particular educational aim. Therefore, evaluation not only reflects learners performance on accuracy and fluency during the process of learning but also shows how effective students feel the course was. In this case, if they feel the ESP course fails to meet their goal, then there must be something wrong with course design or methodology. It is therefore clear that both learner and course evaluation have a similar function in providing feedback on the ESP course (Hutchinson and Waters, 1987). Moreover, the feedback of the learning outcome is essential not only for students but also for teachers. This is because feedback reflects students learning achievement on accuracy and fluency and the effectiveness of teaching. Therefore, how to evaluate learning and teaching to obtain feedback is important to teachers. In order to find the balance between accuracy and fluency, evaluation and feedback are essential not only at the beginning of the course but also after the instruction. Conclusion In conclusion, although accuracy has been emphasised by many language students, as the three sections mentioned above, it can clearly be seen that both accuracy and fluency are important at different needs for different people of different priorities. Despite the fact that some arguments show that accuracy is essential for learners to acquire linguistic form to produce the language, this is not enough. Fluency is still needed considering the language implementation in an authentic environment. This essay has suggested that both accuracy and fluency are needed in second language acquisition. Whether to focus more on accuracy or fluency depends on learners needs and course objectives. Therefore, language teachers can find the right balance of accuracy and fluency by using an ESP approach to design courses relevant to the needs and objectives. Thus, these courses can maximise the effects of teaching and learning through evaluation and feedback. Although ESP can solve this problem, teachers ability to design the course should be taken into consideration. Therefore, it is suggested that teacher training program is certainly necessary and the real development may be made in the future.

elasticity of the airline industry Essay -- essays research papers

INTRODUCTION In 1973 Peter Drucker wrote that â€Å"mission and philosophy is the key starting point in business† and claimed that the lack of thought and attention given to them as the cause of many frustrations and failures in business. Subsequently Pearce (1982), David (1989), Campbell and Tawadey (1990) and others developed a body of knowledge on mission statements as a strategic tool essential for good management practice. The Ashridge model: MAINTAINING A CORPORATE FOCUS mission statement is a powerful instrument which can significantly influence the actions of an organisation Campbell and Tawadey (1990) put the mission statement into the context of a mission model, entitled "The Ashridge Mission Model", which comprises four elements: *Purpose describes why the organisation exists *Strategy focuses on how the purpose might be achieved *Values are what the organisation cherishes and believes in *Behaviour standards are the policies and patterns existing within the organisation which guide and colour how it operates *key issues are whether such elements have been addressed and whether the organisation's stance is clearly understood by all employees * Strong links between the four elements will result in a strong mission During the 1990s attitudes to company mission statements were generally positive with more companies using them and academics and consultants engaged in defining and evaluating them. Most of this was within the context of strategic management since mission and vision form a â€Å"framework within which strategising takes place† (Eden and Ackerman 1998) leading to the mission as a statement of strategic intent. Leading management authors advised that corporate headquarters draw up business plans which include broad statements of mission and strategy (Kotler 1991, Kay 1993, Lynch 2000, Thompson 2001). There were numerous definitions and categorisations of mission statements (Jauch and Glueck 1988, Johnson and Scholes 1999, De Wit and Meyer 1994, Barrow et al. 2001), but little discussion, still less empirical evidence, of how mission statements are used, by whom and their impact on performance. Research since 2000 has attempted to remedy the deficiency in the mission statement literature and to establish a link between mission statements and performance. Bart and Baetz’s (1998) in-depth study showed that the prese... ... 10-13. Campbell, A., & Yeung, S. (1991). Creating a sense of mission. Long Range Planning, 24(4), 10-20 David, F. R. (1989, February). How companies define their mission. Long Range Planning, 221 (113), 90. Drucker, P. (1973). Management tasks, responsibilities, and practices. New York: Harper Row. Eden, C. and Ackerman, F. (1998) The Journey of Strategic Management, London: Sage Publications Ltd. Krohe, J. Jr, ‘Do you really need a mission statement?’ Across the Board, Jul/Aug95, Issue 7, p16, 5p, 1c, 1bw. Klemm, M., Sanderson, S. and Luffman, G. (1991) ‘Mission statements: selling corporate values to employees’, Long Range Planning, 24(3): 73-78. Johnson, G. and Scholes, K. (2002) Exploring Corporate Strategy, Hemel Hempstead, Hertfordshire: Prentice Hall Europe. 6th edition Olins, W. (1990) Corporate Identity: Making Business Strategy Visible Through Design, London: Thames and Hudson. Pearce, J. (1982). The company mission as a strategic tool. Sloan Management Review, 23(3), 15-24. – Mary Klemm & John Redfearn Mission Statements: Do They Still Have a Role? Rigby, R. (1998) ‘Mission statements: the good, the bad and the ugly’, Management Today, March: 56-9.

Different Types of Database management systems Essay

A Database is a collection of records. Database management systems are designed as the means of managing all the records. Database Management is a software system that uses a standard method and running queries with some of them designed for the oversight and proper control of databases. Types of Database Management Systems: There are four structural types of database management systems: * Hierarchical databases. * Network databases. * Relational databases. * Object-oriented databases Hierarchical Databases (DBMS) : In the Hierarchical Database Model we have to learn about the databases. It is very fast and simple. In a hierarchical database, records contain information about there groups of parent/child relationships, just like as a tree structure. The structure implies that a record can have also a repeating information. In this structure Data follows a series of records, It is a set of field values attached to it. It collects all records together as a record type. These record types are the equivalent of tables in the relational model, and with the individual records being the equivalent of rows. To create links between these record types, the hierarchical model uses these type Relationships. Advantage: Hierarchical database can be accessed and updated rapidly because in this model structure is like as a tree and the relationships between records are defined in advance. This feature is a two-edged. Disadvantage : This type of database structure is that each child in the tree may have only one parent, and relationships or linkages between children are not permitted, even if they make sense from a logical standpoint. Hierarchical databases are so in their design. it can adding a new field or record requires that the entire database be redefined. Network Database: A network databases are mainly used on a large digital computers. It more connections can be made between different types of data, network databases are considered more efficiency It contains limitations must be considered when we have to use this kind of database. It is Similar to the hierarchical databases, network databases .Network databases are similar to hierarchical databases by also having a hierarchical structure. A network database looks more like a cobweb or interconnected network of records. In network databases, children are called members and parents are called occupier. The difference between each child or member can have more than one parent. The Approval of the network data model similar with the esteem of the hierarchical data model. Some data were more naturally modeled with more than one parent per child. The network model authorized the modeling of many-to-many relationships in data. The network model is very similar to the hierarchical model really. Actually the hierarchical model is a subset of the network model. However, instead of using a single-parent tree hierarchy, the network model uses set theory to provide a tree-like hierarchy with the exception that child tables were allowed to have more than one parent. It supports many-to-many relationships.

Jane Austen Novels essays

Jane Austen Novels essays Comparative Analysis of Pride and Prejudice and Emma by Jane Austen Ã… ¾ Elizabeth Bennet and Emma Woodhouse are portrayed differently by Jane Austen in the novels Pride and Prejudice and Emma, respectively. While Emma is portrayed as an influential and powerful woman because of her wealth, Elizabeth or Lizzy is considered as an average woman belonging to humble parentage. Indeed, Emma is described as a woman who has "the power of having rather too much her own way, and a disposition to think a little too well of herself;" while Elizabeth is described by her parents as, "not a bit better than the others; and I am sure she is not half so handsome as Jane, nor half so good-humoured Ã… ¾ Mr. Darcy and Mr. Knightly are characterized in the same pattern in both novels. Mr. Darcy, characterized as an individual who is "continually giving offense," and is also "haughty, reserved, and fastidious, and his manners, though well-bred, were not inviting." Mr. Knightly is also considered as a man who continually gives offense as is illustration of Emma as a "spoiled" daughter and woman. Mr. Darcy also holds similar prejudice against Elizabeth's character, describing her as "tolerable, but not handsome enough to tempt ME; I am in no humour at present to give consequence to young ladies who are slighted by other men" Ã… ¾ After giving offense to Elizabeth and Emma, both Mr. Darcy and Mr. Knightly have professed their interest and love in the woman protagonists, respectively. Mr. Darcy, after initially snubbing' Elizabeth at the ball, had a change of heart after seeing her again: "he began to find it was rendered uncommonly intelligent by the ...

Common Anions Table and Formulas List

Common Anions Table and Formulas List An anion is an  ion  that has a negative charge. Here is a table listing common anions and their formulas: Table of Common Anions Simple Anions Formula Hydride H- Oxide O2- Fluoride F- Sulfide S2- Chloride Cl- Nitride N3- Bromide Br- Iodide I- Oxoanions Formula Arsenate AsO43- Phosphate PO43- Arsenite AsO33- Hydrogen Phosphate HPO42- Dihydrogen Phosphate H2PO4- Sulfate SO42- Nitrate NO3- Hydrogen Sulfate HSO4- Nitrite NO2- Thiosulfate S2O32- Sulfite SO32- Perchlorate ClO4- Iodate IO3- Chlorate ClO3- Bromate BrO3- Chlorite ClO2- Hypochlorite OCl- Hypobromite OBr- Carbonate CO32- Chromate CrO42- Hydrogen Carbonate or Bicarbonate HCO3- Dichromate Cr2O72- Anions from Organic Acids Formula Acetate CH3COO- Formate HCOO- Other Anions Formula Cyanide CN- Amide NH2- Cyanate OCN- Peroxide O22- Thiocyanate SCN- Oxalate C2O42- Hydroxide OH- Permanganate MnO4- Writing Formulas of Salts Salts are compounds composed of cations bonded to anions. The resulting compound carries a neutral electrical charge. For example, table salt, or sodium chloride, consists of the Na cation bonded to the Cl- anion to form NaCl. Salts are hygroscopic, or tend to pick up water. This water is called water of hydration. By convention, the cation name and formula are  listed before the anion name and formula. In other words, write the cation on the left and the anion on the right. The formula of a salt is: (cation)m(anion)n ·(#)H2O where the H2O is omitted if the # is zero, m is the oxidation state of the anion, and n is the oxidation state of the anion. If m or n is 1, then no subscript is written in the formula. The name of a salt is given by: (cation)(anion) (prefix)(hydrate) where the hydrate is omitted if there is no water. Prefixes indicate the number of water molecules or can be used in front of the cation and anion names in cases where the cation (usually) can have multiple oxidation states. Common prefixes are: Number Prefix 1 mono 2 di 3 tri 4 tetra 5 penta 6 hexa 7 hepta 8 octa 9 nona 10 deca 11 undeca For example, the compound strontium chloride consists of the cation Sr2 combined with the anion Cl-. It is written SrCl2. When the cation and/or the anion is a  polyatomic ion, parentheses may be used to group the atoms in the ion together to write the formula. For example, the salt ammonium sulfate consists of the cation NH4 and the sulfate anion SO42-. The formula of the salt is written as (NH4)2SO4. The compound calcium phosphate consists of the calcium cation Ca2 with the anion PO43- and is written as Ca3(PO4)2. An example of a formula that includes water of hydrate is that of copper(II) sulfate pentahydrate. Note that the name of the salt includes the oxidation state of copper. This is common when dealing with any transition metal or rare earth. The formula is written as CuSO4 ·5H2O. Formulas of Binary Inorganic Compounds Combining cations and anions to form binary inorganic compounds is simple. The same prefixes are applied to indicate the quantities of cation or anion atoms. Examples include the name of water, H2O, which is dihydrogen monoxide, and the name of NO, which is nitrogen dioxide. Cations and Anions in Organic Compounds The rules for naming and writing the formulas of organic compounds are more complex. In general, the name follows the rule: (group prefixes)(longest carbon chain prefix)(highest root bond)(most important group suffix)

Insecure Writers, Heres Your Support Group

Insecure Writers, Heres Your Support Group Insecure Writers, Here's Your Support Group! - An Interview with Alex J. Cavanaugh Author communities, groups, forums, alliances and collectives are developing and proliferating at enormous speed as writers seem to be both excited by the new publishing world and worried it’s gotten too big and competitive to navigate on their own.Some groups focus on the writing, and have their members critique and hone each other’s writing skills. Others focus on the publishing options, and particularly the DIY one. Many mix both.When I first heard about the Insecure Writers Support Group, I liked the fact that it was both targeted (it’s for insecure writers) and open to all (mainstream, hybrid, indie). By clearly stating its purpose, IWSG fosters more transparent and open conversations around it.Today, we interview Alex J. Cavanaugh, sci-fi author and founder of IWSG.Hi Alex, great to have you here. Firstly, how did you start the Insecure Writers Group?Thanks, Ricardo! I started it after making a random comment to another author that he needed such a group. T he idea caught fire and in September 2011, we launched the group. Everyone posts the first Wednesday of the month, either about their insecurities, breakthroughs, or triumphs, and then they visit other blogger to encourage them. In September 2013, we launched the IWSG website and the IWSG Facebook group. Last year we joined forces with another Facebook group and formed the IWSG Critique Circle and we put together a book, The Insecure Writer’s Support Group’s Guide to Publishing and Beyond.There is a clichà © that all authors are insecure about their writing, at least in their early years. Do you think there’s any truth behind that?Absolutely! Writing is such a personal and creative thing, and we all have doubts about our abilities. I’ve yet to meet a writer who thought he rocked right out of the box.What’s your ambition for IWSG? You’ve added a lot of resource materials and some conversations are now more focused on tips and tricks for writ ing, marketing and publishing (as is the case in most author communities). Do you want to keep the â€Å"support† as core value in the group, or do you see it branching out?The tips and tricks are all part of the support. We can provide support through those posts and the database we maintain.I want to see this group grow on all fronts – blog participants, followers, and Facebook members. I want the site to become THE database of databases for writers. I’d also like to start a newsletter in the near future. Whatever we can do to connect authors and offer help.Orna Ross has been quoted saying: â€Å"A few years ago, writing was a very solitary profession. Now, I believe it’s one of the most social ones.† Is IWSG a good example of that?One of the best! Many members say IWSG post day is their favorite of the month and they receive so much encouragement – and give it. We’ve brought together so many writers, connecting them as friends, cri tique partners, and doorways to other opportunities.Do you think a lot of fantastic writing has never seen the light of day because writers didn’t get the moral support they needed when they doubted themselves?I’m sure there is some great writing hidden in the drawers of the world. It’s sad when writers don’t get support at home and can’t find connections elsewhere. Yes, you do have to have a thick skin and a strong drive, but everyone needs a boost now and then.Have you ever had to face writer’s block or self-doubt, and how did you overcome those?I’ve not really faced writer’s block. By the time I begin writing, I’ve had months to plan and form a detailed outline. Self-doubt has come with each new book I’ve written. Will my publisher accept it? Will fans like it? Will new fans find it? Between my fan base, friends, and the IWSG, everyone has pushed me through those doubts.I like the image of the lighthouse. Itâ⠂¬â„¢s one we’ve been using at Reedsy too. I feel like the waters of self-publishing are very unsure at the moment, almost impossible to navigate without first going through a very painful learning curve. What problems out there would you like to see startups like us try to address?I think letting writers know the process and the steps from writing to publication would give them an idea of what to expect. Just being able to connect with those who can help them is a big bonus with your site.One of our coming posts will be on author bundles. Do you think, like Mark Coker, that 2015 will be the year of collaboration between indie authors?I think it’s already happening. I know many self-published authors who have gotten together and created bundles. It’s a great way to gain more exposure.One of the things I’d really like to see, also, is more collaboration between indies, hybrids and mainstreams. Do you see something like this happening anytime soon, and what form could it take?I’d like to see that as well. The IWSG book was a collaboration, as we had a mixture of all three types of authors. I think the main thing would be working together and helping one another, and that could involve a lot of things – books, websites, tours, etc. After all, no matter the path, we’re all authors.Thanks again for the opportunity, Ricardo!You can follow Alex J. Cavanaugh, Reedsy, and myself on Twitter: @AlexJCavanaugh, @reedsyhq  and @RicardoFayetWhat do you personally think of the proliferation of communities, groups and alliances? Has being an author become one of the most social professions? Do you think insecure writers can benefit from a â€Å"support group†? Do join the conversation in the comments below!

About ways to reduce the impact of a particular lifestyle behavior Research Paper

About ways to reduce the impact of a particular lifestyle behavior - Research Paper Example The â€Å"Inconvenient Truth† that Al Gore presented establishes a significant response from the public, even in some government institutions around the world. The report of Gore presented a remarkable issue that tries to link the significant contribution of mankind to the destruction of the environment. Gore presented the point that the contribution of the human activities to the pollution in the environment is staggering as a result of economic activities and other personal activities prior to the preservation of life and establishing the advancing economy. In the case of cars on the road, many business establishments cannot simply move in their economic activities or business activities if they will not use cars, as a basic requirement in the advancing level of industrialization in the 20th Century. This leads fossil fuels to become the highlight or issue in the prevailing environmental pollution. However, the point that fuel or oil to be considered as the lifeblood of the economy in the 20th Century cannot just be simply eradicated. Every individual or business establishment might have a substantial requirement for fuel. If it is not for personal gain, it must be for the achievement of certain economic objectives. Unfortunately, this has become the remarkable trend around the world today. Every day there are various vehicles on the road that are on the go in contributing to a certain level of greenhouse gases emission. Eradicating them might not be the ultimate feasible solution as for now, but trying to minimize those running on the road will be a significant contribution to the reduction of harmful gases emission like carbon dioxide. For this reason, taking the carpool or subway is viewed to be a significant contribution in alleviating the degree of air pollution in the environment. Studies found that cars, especially around 10 percent of the older ones alone are significantly contributing around 50 percent of air

The Student Conduct Code Essay Example | Topics and Well Written Essays - 500 words

The Student Conduct Code - Essay Example However, my paper is completely original and does not contain clauses incorporated into the previous essay, but a replica of initial ideas well presented, in a logical manner. Following my elaboration of previous written thoughts, I ended up not being included in the class’ grading system. In my opinion, I did not commit academic cheating, as my essay was not even submitted in the competition. My reason for editing and strengthening a previously completed essay was that I needed to use in the essay in my current class for its relevance to my course. The previous essay was relevant, therefore; I edited all the words and expounded on the major ideas of the essay. As a result, of the misunderstanding, it almost cost me my chance to complete my education in the institution. After the administration, checked my essay, they realized that I had submitted the essay before. I was accused of not adhering to the policies of academic dishonesty in the course of my studies. I was also accu sed of not being keen on presenting original papers. If I had been more ardent, I would not have been edited my previous essay. This form of negligence also cost me a chance to emerge the winner in the competition. In the future, I will be more conscious of creating original ideas from my previous works as well as, always taking the initiative to come up with novel ideas in all my papers. In my case, I would have recognized the need to conduct my research afresh, instead of comparing with previous works.

Secondary sources analysis paper(not decide topic yet) Essay

Secondary sources analysis paper(not decide topic yet) - Essay Example The book demonstrates how the traces of this world remain topical and tangible up to date.2 The book has been written using a provocative, persuasive, and innovative history work to support its thesis. This study is going to construct a relationship between Jasanoff’s main argument of ‘collecting’ as a way of encountering East and West and post colonialism, which is one of the theme discussed in class. The book has called into the question of postcolonial evaluation by adopting a stereotypical view of Europeans in their relationship with Asians and Africans. Jasanoff goes further to argue against extremes of postcolonial scholarships. For instance, Jasanoff explains, â€Å"the imperial project was not a simple play out but the history of collecting reveals the complexities of empire; it shows how power and culture intersected in tangled, contingent, sometimes self-contradictory ways. Instead of seeing â€Å"collecting† as a manifestation of imperial power, I see the British Empire itself as a kind of collection: pieced together and gaining definition over time, shaped by a range of circumstances, accidents, and intentions. (p. 23).3 Jasanoff has demonst rated how every generation concerning itself with British Empire history has sought to reassess it based on the dynamic attitudes and circumstances. Today, emphasis is laid on ‘otherness’ and fusion as well border multiculturalism to favor a benign recollection of the past according to Jasanoff. Jasanoff stumbled a new look of the empire be accident. She was studying European collectors in India and Egypt who bought or plundered the artifacts of the ancient cultures that they came across and transported them to Europe.4 In the course of her esoteric study, she realized the ill-tutored mania of the imperial collectors as a metaphor that led to the formation of the Empire. This encompassed the haphazard acquisition of territories that founded the lineaments of a

E-Learning Assignment Example | Topics and Well Written Essays - 750 words

E-Learning - Assignment Example According to research, multimedia is the combination of various elements with interactive components (Asian Development Bank 7). These elements can offer the consumer a more stimulating and vibrant web encounter, but like with everything, control is important. However, various multimedia elements need exceptional software development. It is unlawful to use pictures lacking the consent of either the photojournalist or the holder of the pictures. It is thus vital to attain authorization before an image is used for e-learning processes. Line art is the greatest rudimentary growth mass of official examination. It can be employed to develop more multifaceted shapes or to lead the eye of the audience from one location in the composition to another. Vector art element is employed by computers, where images saved take up less computer space. The images kept can effortlessly be inflated without altering the appearance. This, as a result, makes it simple for an e-learning education program to make or edit the image in order to suit the required pictures for learning. In the e-learning setting, interactivity is the communication that takes place between a person and a computer program; it allows the consumers to take part in the process actively instead of being a passive receiver of information. Interactivity is meant to enhance attentiveness, thus improving the learning process. These multimedia elements can be used in various ways in e-learning education program, and they can also be used at any given time depending on the requirements of the given organization. Instructional matters of the multimedia features are that there is deficiency of existing investigation to discourse the serious matters of just how to advance operative multimedia instructional concepts and technology that results into desired learning enactment and gratification. Audio is an element that uses sound to teach the material. Audio can be used as a stand-alone, such as a podcast. Alternatively, it can be used as a supplemental tool, such as providing sound to complement a PowerPoint presentation. The best time to use audio in e-learning is when the majority of learners are auditory. However, it can also be used to supplement text and other visual material. For example, visually a graph can be presented but audio can then explain the graph. The key is to only have it be supplemental, though; as Clark points out, stating the exact same points via sound and text can overload the learner rather than reinforce the material (Kineo, 2013). Audio should also not be used when it is known that learners will not have access to the required technology. One of the biggest technological issues with audio is developing a balance between file size and quality (Vaughan, 2007). It is important to ensure that quality is not compromised and that learners are able to clearly understand the file; however, because different systems, platforms, and users’ computers vary, file sizes need to b e considered in order to ensure that the files are accessible. As Vaughan (2007) points out, the better the quality is, the larger the file will be. Another technological issue involves the balancing of the recording levels; too high and it may be distorted with crackling or other noise, but too low and the sound â€Å"

Global Warming Research Paper Example | Topics and Well Written Essays - 750 words - 2

Global Warming - Research Paper Example Increased temperature creates rapid and irreversible changes on both terrestrial and aquatic habitats. Terrestrial habitats subjected to a higher temperature become drier and can no longer sustain life. Such loss of habitat affects animals and can be a precursor for extinction of some species. As temperature increases, the habitat ranges of most species shifts. The shift is healthy for these animals as it creates range reduction forcing the animals into less hospitable habitat or increased competition. The change is stressful to the animals. Some species are affected and have nowhere to go because they are forced to reach their upper limit of habitat. Habitat displacement and alteration favors only the animals that can adapt to these changes (UNEP 13). Increased temperatures affect wetland habitats. Wetlands are important habitat for fish and other aquatic animal and also serve as breeding grounds for many waterfowl. Increase in global temperature will mean a permanently drier and warmer future. Such changes will result in increased habitat destruction as the animals will have no place to live or to breed. The arctic habitats are the most affected by increasing temperatures. The ice sheet are melting, and glaciers are reducing. Animals such as the polar bears that live in these habitats are affected. Ocean acidification due to climate change result in bleaching of the coral reefs that are among the habitats with the highest biodiversity (Chen-Tung 312). Habitat destruction and alteration affects wildlife because climate change rapidly changes these ecosystems. Global warming is an example of climate change effects that along with habitat destruction and pollution can result in increased extinction rates of animals and other related species. Climate change affects both the biology and ecology of most animals. It changes the availability of resources necessary for the animals to survive. With the lack of food, water, and space, it is difficult for a

HRM methods Essay Example | Topics and Well Written Essays - 3750 words

HRM methods - Essay Example This is nothing but performance-based compensation, which is one of the widely acknowledged HRM practices that contribute to business success (Dyer & Reeves, 1995; NC-DHHS, 2005). The employees' knowledge that such a reward awaits them if they perform well should keep them on their toes. Granting pay incentives and job promotions according to seniority and length of stay, which is the usual practice, does not motivate employees across the organization because the newer employees know that they will receive the same benefits and career boosts if they just stayed longer in the company and all they need to do is wait for their turn. While they thus wait for their time, you cannot expect them to exert themselves harder at their jobs. Even with a so-so performance, they tend to feel secure in their positions because of employment laws or labor union agreements that forbid dismissal without cause. With the forced ranking and distribution system in place, employees will strive to avoid bein g included in the worst performing group. ... The downside of the system, however, is the perceived lack of a foolproof benchmarking method to measure performance. As noted in the case study, it is inherently difficult to differentiate between good, average and poor performance. Precisely because of this particular difficulty, Goodyear mistakenly fired one chemist who got a consecutive C ranking for poor performance but who, it turned out, had earlier patented a new type of aircraft tire without management knowing about it. In essence, the forced ranking and distribution system is an anachronism to the popular HRM model that sees companies setting up rigid screening processes to ensure that they hire only the best people (Storey, 1992; Guest, 1999). If these companies hire only the best, then how come there are poor performers to be found in their ranks Dow Chemical, for example, realized in time that the forced ranking system did not fit with its corporate philosophy of recruiting only the best employees. In addition, the forced ranking system is likely to provoke perceptions of status and discrimination, thus encouraging income comparisons and perhaps spreading envy as others see a fellow employee doing much better than them (Guest, 1999). Envy and jealousy could have prompted employees at Ford and Goodyear to complain that the system discriminated against certain type of employees. 2) Suppose any of Ford, Goodyear and Dow Chemical contacts you to modify its performance management system to avoid some of the problems that it has experienced. What would you suggest the company do If asked to suggest a performance management system that avoids the pitfalls of the forced ranking and distribution system, I would propose a system that emphasizes the

E-Learning Assignment Example | Topics and Well Written Essays - 750 words

E-Learning - Assignment Example According to research, multimedia is the combination of various elements with interactive components (Asian Development Bank 7). These elements can offer the consumer a more stimulating and vibrant web encounter, but like with everything, control is important. However, various multimedia elements need exceptional software development. It is unlawful to use pictures lacking the consent of either the photojournalist or the holder of the pictures. It is thus vital to attain authorization before an image is used for e-learning processes. Line art is the greatest rudimentary growth mass of official examination. It can be employed to develop more multifaceted shapes or to lead the eye of the audience from one location in the composition to another. Vector art element is employed by computers, where images saved take up less computer space. The images kept can effortlessly be inflated without altering the appearance. This, as a result, makes it simple for an e-learning education program to make or edit the image in order to suit the required pictures for learning. In the e-learning setting, interactivity is the communication that takes place between a person and a computer program; it allows the consumers to take part in the process actively instead of being a passive receiver of information. Interactivity is meant to enhance attentiveness, thus improving the learning process. These multimedia elements can be used in various ways in e-learning education program, and they can also be used at any given time depending on the requirements of the given organization. Instructional matters of the multimedia features are that there is deficiency of existing investigation to discourse the serious matters of just how to advance operative multimedia instructional concepts and technology that results into desired learning enactment and gratification. Audio is an element that uses sound to teach the material. Audio can be used as a stand-alone, such as a podcast. Alternatively, it can be used as a supplemental tool, such as providing sound to complement a PowerPoint presentation. The best time to use audio in e-learning is when the majority of learners are auditory. However, it can also be used to supplement text and other visual material. For example, visually a graph can be presented but audio can then explain the graph. The key is to only have it be supplemental, though; as Clark points out, stating the exact same points via sound and text can overload the learner rather than reinforce the material (Kineo, 2013). Audio should also not be used when it is known that learners will not have access to the required technology. One of the biggest technological issues with audio is developing a balance between file size and quality (Vaughan, 2007). It is important to ensure that quality is not compromised and that learners are able to clearly understand the file; however, because different systems, platforms, and users’ computers vary, file sizes need to b e considered in order to ensure that the files are accessible. As Vaughan (2007) points out, the better the quality is, the larger the file will be. Another technological issue involves the balancing of the recording levels; too high and it may be distorted with crackling or other noise, but too low and the sound â€Å"

HRM methods Essay Example | Topics and Well Written Essays - 3750 words

HRM methods - Essay Example This is nothing but performance-based compensation, which is one of the widely acknowledged HRM practices that contribute to business success (Dyer & Reeves, 1995; NC-DHHS, 2005). The employees' knowledge that such a reward awaits them if they perform well should keep them on their toes. Granting pay incentives and job promotions according to seniority and length of stay, which is the usual practice, does not motivate employees across the organization because the newer employees know that they will receive the same benefits and career boosts if they just stayed longer in the company and all they need to do is wait for their turn. While they thus wait for their time, you cannot expect them to exert themselves harder at their jobs. Even with a so-so performance, they tend to feel secure in their positions because of employment laws or labor union agreements that forbid dismissal without cause. With the forced ranking and distribution system in place, employees will strive to avoid bein g included in the worst performing group. ... The downside of the system, however, is the perceived lack of a foolproof benchmarking method to measure performance. As noted in the case study, it is inherently difficult to differentiate between good, average and poor performance. Precisely because of this particular difficulty, Goodyear mistakenly fired one chemist who got a consecutive C ranking for poor performance but who, it turned out, had earlier patented a new type of aircraft tire without management knowing about it. In essence, the forced ranking and distribution system is an anachronism to the popular HRM model that sees companies setting up rigid screening processes to ensure that they hire only the best people (Storey, 1992; Guest, 1999). If these companies hire only the best, then how come there are poor performers to be found in their ranks Dow Chemical, for example, realized in time that the forced ranking system did not fit with its corporate philosophy of recruiting only the best employees. In addition, the forced ranking system is likely to provoke perceptions of status and discrimination, thus encouraging income comparisons and perhaps spreading envy as others see a fellow employee doing much better than them (Guest, 1999). Envy and jealousy could have prompted employees at Ford and Goodyear to complain that the system discriminated against certain type of employees. 2) Suppose any of Ford, Goodyear and Dow Chemical contacts you to modify its performance management system to avoid some of the problems that it has experienced. What would you suggest the company do If asked to suggest a performance management system that avoids the pitfalls of the forced ranking and distribution system, I would propose a system that emphasizes the

The Effect of Salt Concentration on Grass Growth Essay Example for Free

The Effect of Salt Concentration on Grass Growth Essay Our aim was to test the effect of different salinities on the growth of plants which what we did was measured different amounts of salt dissolved into 2 litres of water, watered the plant once with the salt water then for 9 days with pure ware. I found with my investigation that the less the salt, the more the growth of the plant. My aim was achieved by measuring the 5 fastest geminating (out of 20) and to measure the differences in growth of the plant. I also had a few difficulties in the duration of this experiment which were the sunlight on the plants direct which made the plants to begin to die and also the highest salinity plant was not growing. Introduction High salinity in the root zone effects the growth of many plant species (stunted growth), low salinity in the root zone affects the growth of this type of plant (higher growth) and/or no effect on both. Total growth and leaf area are affected. Different plant species may have different tolerances to salinity; in this case we are geminating mung beans, Still the high amounts of salt concentration that are present can cause the Mung beans germination rate to grow poorly and cause it to die at a faster rate. Having salt water in the roots can have an effect of less water being absorbed in which causes the plant to dry out. (1) Mung bean plants grow up to 18 to 36 inches this investigation will show if different amounts of salt (Nacl) will affect the growth of the average Mung Bean. 2)The average mung bean growth without any salt concentrations is 2 to 3 feet long. (3) This Experiment was carried out to see if Saltwater had affects to Mung beans and their growth. The Main aim of this experimental Investigation is to test the theory that Mung Bean growth is affected if there are High amounts of Salt in the water present in the plant. The 5 different parts to this experiment will be to set up 5 Groups of Mung Beans and in each one a different Salt concentration. (No salt, 1. 25g, 2. 5g, 5g, 7. g) Over a period of time they will be measured and referred back to the hypothesis to compare its relevance. It was Hypothesized that if the Salt Concentration in the water is increased then the Growth of The Mung bean will be effected and decrease from its normal growth rate. Materials and Method Five circular sheets of cotton wool was cut and put into styrafoam cups. 20 mung bean seeds were added to each cup then marked with a permanent marker â€Å"group 1-5† with amount of salt watered with. Place in a safe/dry place where sun is not directly pointing on. Next you are to make up salt solutions and measure each plant with correct salt solutions of 40ml each. For group (1) will have no salt in the water, group (2) will be watered with water that has 1. 25g salt dissolved in 2L (0. 06% NaCI w/v), group (3) will be watered with water that has 2. 5 g salt dissolved in 2L water (0. 123% NaCI w/v), group (4) will be watered with water that has 5 g salt dissolved in 2L water (0. 25% NaCI) and group (5) will be watered with water that has 7. 5 g salt dissolved in 2L water(0. 375% NaCI w/v) all of which of the same temperature. Be sure to keep a sample of the water in case your plant dies and you need to begin the experiment again. Ensure all conditions (same position with same sunlight kept on for the whole ten days, the correct level of salt is measured and correct amount of water is measured for the salt to dissolve, keep the temperature of the water the same every time you water, use the same amount of water to each which hydrates the plants, use same size containers for each group, ensure you use the same measuring equipment and measure at the same time of the day, every day). I observed the germinating seeds twice a day, once in the morning and once at night. I used a ruler to measure the height at 7:30pm for the whole ten days, recorded my results in a results table (a table to record the dater you collect in the experiment). Results Over the 10 days of this experiment, notes were made on the observations. For the first few days, the measurements and physical appearance remained average/ almost the same. Afterwards for the following measurements and remaining days, the plants started to show discoloration and group’s number, 1, 4 and 5 showed browning in the leaves and stem. For the remaining groups everything stayed the same and the measurements increased by a fair amount each day. As the last days approached, the last two groups were showing wrinkling and shrinking in the stem and leaves. The roots had died out and the plant started to bend down and eventually was laying on the bed of cotton wool in a brown color. (Measurements shown in figure 1) Discussion The final results of the experiment on the 10th day were, group 1 (0g of salt) 100mm, group 2 (1. 25g of salt) 108. 5mm, group 3 (2. g of salt) 100. 5mm, group 4 (5g of salt) 51mm and group 5 (7. 5g of salt) 46mm. The average results showing that by having more salt in the water have a chance of the plants to dry out faster is high. Having salt in the soil doesn’t always make the plants die, this is shown in the results above that the high salinity helps the growth of the plants but only by a small amount. (2) The last two groups had the least growth, showing that having high amounts of salt affects the plants ability to absorb water into the roots. 1) It has also supported that high amounts of salt can cause the plants to shrink in a small amount of time, which in the experiment the last two groups show that. Problems with the placing of the plants might have had too much sunlight coming through to maybe improve the growth of the beans, the plants didn’t have enough time to grow properly and have more further and specific results. Other days in the process it would rain but others it would be really sunny which didn’t make it very accurate because some days the plants didn’t even get to grow at all or they would die out because of the sun. The experiment could go for longer, to improve the results as they would have been different with just 10 ten days of growth, even less. The placing of the mung beans could have been chosen better, a place where there is less sunlight and less interference. The surface could have been better than just cotton wool, we could of used soil rather than wool which the beans may have grown better; or the groups could have had half soil and half cotton wool on the plate to compare which is the better choice.

Dispersion Properties of the Propagation of Linear Waves

Dispersion Properties of the Propagation of Linear Waves ABSTRACT In electron-positron plasmas some of the plasma modes are decoupled due to the equal charge to mass ratio of both species. The dispersion properties of the propagation of linear waves in degenerate electron–positron magnetoplasma are investigated. By using the quantum hydrodynamic equations with magnetic fields of the Wigner–Maxwell system, we have obtained a set of new dispersion relations in which ions’ motions are not considered. The general dielectric tensor is derived using the electron and positron densities and its momentum response to the quantum effects due to Bohm potential and the statistical effect of Femi temperature. It has been demonstrated the importance of magnetic field and its role with the quantum effects in these plasmas which support the propagation of electromagnetic linear waves. Besides, the dispersion relations in case of parallel and perpendicular modes are investigated for different positron-electron density ratios. Keywords: Quantum Plasma; Dispersion relation ; Electron –Positron 1- INTRODUCTION Electron-positron (e-p) plasmas are found in the early universe, in astrophysical objects (e.g., pulsars, super nova remnants, and active galactic nuclei, in ÃŽ ³ -ray bursts, and at the center of the Milky Way galaxy [1]. In such physical systems, the e-p pairs can be created by collisions between particles that are accelerated by electromagnetic and electrostatic waves and/or by gravitational forces. Intense laser-plasma interaction experiments have reported the production of MeV electrons and conclusive evidence of positron production via electron collisions. Positrons have also been created in post disruption plasmas in large tokamaks through collisions between MeV electrons and thermal particles. The progress in the production of positron plasmas of the past two decades makes it possible to consider laboratory experiments on e-p plasmas [2]. The earlier theoretical studies on linear waves in electron–positron plasmas have largely focused on the relativistic regime relevant to astrophysical contexts [3]. This is largely due to the fact that the production of these electron–positron pairs requires high-energy processes. In laboratory plasmas non-relativistic electron–positron plasmas can be created by using two different schemes. In one scheme, a relativistic electron beam when impinges on high Z-target produces positrons in abundance. The relativistic pair of electrons and positrons is then trapped in a magnetic mirror and cools down rapidly by radiation, thus producing non-relativistic pair plasmas. In another scheme positrons can be accumulated from a radioactive source. Such non-relativistic electron–positron plasmas have been produced in the laboratory by many researchers. This has given an impetus to many theoretical works on non-relativistic electron–positron plasmas. Stewart and Laing [4] studied the dispersion properties of linear waves in equal-mass plasmas and found that due to the special symmetry of such plasmas, well known phenomena such as Faraday rotation and whistler wave modes disappear. Iwamoto [5] studied the collective modes in non-relativistic electron–positron plasmas using the kinetic approach. He found that the dispersion relations for longitudinal modes in electron–positron plasma for both unmagnetized and magnetized electron–positron plasmas were similar to the modes in one-component electron or electron–ion plasmas. The transverse modes for the unmagnetized case were also found to be similar. However, the transverse modes in the presence of a magnetic field were found to be different from those in electron–ion plasmas. Studies of wave propagation in electron–positron plasmas contin ue to highlight the role played by the equal mass of electrons and positrons. For example, the low frequency ion acoustic wave, a feature of electron–ion plasmas due to significantly different masses of electrons and ions, has no counterpart in electron–positron plasma. Shukla et al [6] derived a new dispersion relation for low-frequency electrostatic waves in strongly magnetized non-uniform electron–positron plasma. They showed that the dispersion relation admits a new purely growing instability in the presence of equilibrium density and magnetic field inhomogeneties. Linear electrostatic waves in a magnetized four-component, two-temperature electron–positron plasma are investigated by Lazarus et al in Ref. [7]. They have derived a linear dispersion relation for electrostatic waves for the model and analyzed for different wave modes. Dispersion characteristics of these modes at different propagation angles are studied numerically. In this work, The dispersion properties of the propagation of linear waves in degenerate electron–positron magnetoplasma are investigated. By using the quantum hydrodynamic equations with magnetic fields of the Wigner–Maxwell system, we have obtained a set of new dispersion relations in which ions’ motions are not considered. The general dielectric tensor is derived using the electron and positron densities and its momentum response to the quantum effects due to Bohm potential and the statistical effect of Femi temperature. 2- MODELING EQUATIONS We consider quantum plasma composed of electrons and positrons whose background stationary ions. The plasma is immersed in an external magnetic field . The quasi-neutrality condition reads as . From model, the dynamics of these particles are governed by the following continuity equation and the momentum equation: (1) (2) Here and are the number density, the velocity and the mass of particle respectively () and is the plank constant divided by. Let electrons and positrons obey the following pressure law: Where, is the Fermi thermal speed, is the particle Fermi temperature, is the Boltzmann’s constant and is the equilibrium particle number density. We have included both the quantum statistical effects through Fermi temperature and the quantum diffraction in the –dependent. If we set equal to zero and equal the temperature of electrons and positrons, we obtain the classical hydrodynamic equation. Assuming that the plasma is isothermal, the Fermi speeds for different particles may be equal. Using the perturbation technique, assume the quantity representing (n, u, B, E) has the following form where is the unperturbed value and is a small perturbation . Assuming the equilibrium electric field is zero and linearizing the continuity and the momentum equations, we have: (3) (4) Multiplying equation (4) by and Simplifying, we can obtain the following equation: (5) where, , , and Assuming, , then the three components of the fluid velocity can be written as: (6a) (6b) (6c) Where, and The current density and the dielectric permeability of the medium are given: (7) (8) where is the unit tensor. So, we can obtain the dielectric tensor as follows: (9) Where, Then, according to equations (8), (9) The propagation of different electromagnetic linear waves in quantum plasma can be obtained from the following general dispersion relation: (10) Where, is the plasma frequency and . 3- DISCUSSION In this section, we focus our attention on the discussion of some different modes in two cases that the wave vector parallel and perpendicular to the magnetic field . (3.I) Parallel modes So, this case leads to, with . Therefore the general dispersion relation (10) becomes: (11) This gives two dispersion relations. The first one () investigates the dispersion of electrostatic quantum waves included the quantum effects as follows (12) By neglecting the quantum effects, equation (11) describes the following well-known classical modes The second dispersion equation gives: (13) Equation (13) is similar to the dispersion of left and right waves (L- and R- modes). Owing to the symmetry between the positively and negatively charged particles, the dispersion relation for the right circularly polarized wave is identical to the left circularly polarized wave. It has been noted that no quantum effects on these modes. For unmagnetized plasma , the dispersion relation becomes: (14) (3.II) Perpendicular mode In this case, we have So, the general dispersion relation (10) becomes: (15) Where it has the following new elements , , , , , , , In the case of unmagnetized plasma , we have the following two dispersion equations: (16) and (17) The equation (16) is the well known dispersion relation which investigates the propagation of electromagnetic waves in classical unmagnetized plasma.The damping is absent because the phase velocity of the wave obtained from this equation is always greater than the velocity of light, so that no particles can be resonant with the wave. This results is analogous to the one-component electron plasma [5]. While the other relation (17) indicates the dispersion of the waves in electron-positron plasma under the quantum effects. 4- NUMERICAL ANALYSIS AND RESULTS In this section, we are going to investigate the above dispersion relations numerically. Introducing the normalized quantities , , , , and the plasmonic coupling () which describes the ratio of plasmonic energy density to the electron Fermi energy density, we rewrite some of the dispersion relations in both of parallel and perpendicular modes. (4.I) Parallel modes In the first, equation (12), () becomes: (18) Where, . The dispersion relation (17) has two positive solutions, Fig 1, for positron electron density ration with and .One of solutions of the dispersion equation (19) can be investigated in Fig. (2) to study the parallel modes for different density ratios with in quantum plasma . The solution of the normalized dispersion equation (17) has been also displayed in 3D figure (3) for quantum unmagnetized plasma . It is clear from the previous figures that the dispersion relations depend strongly on the density ratio of positron to electron. As the positron density is increased to equal to the electron density, the phase velocity has been increased. In the beginning, with very small positron density the wave frequency equals the electron plasma frequency and decreased with positron density increased. Besides, in the Fig. (4), the dispersion relation of parallel modes is shown for different quantum ratios , in the case of positron-electron density ratio and equal velocities of them . It is clear that the phase velocity of the mode is increased with the increases of plasmonic coupling ratio. (4.II) Perpendicular mode In the case of perpendicular modes, equation (15) can be normalized and solved numerically (here, ). Figure (5) displays the dispersion curves of electromagnetic modes under the effect of different density ratios in classical plasma. Also, the other equation (16) can be solve numerically to give two real solutions. One of them is the same solution approximately of equation (15) (which is clear in Figure (6). The other solution of dispersion equation (16) is displayed in figure (7). It is clear in the figures that the dispersion curves at depend essentially on the positron-electron density ratio . As the positron density increases to equal electron density, the wave frequency is increased to be bigger than the plasma frequency. On the dispersion curves (figures (5) and (6)), it has been noted the phase velocity of modes (+ve slope of the curves) decreases as density ratio increases. But, on the figure (7), the phase velocities of these modes (-ve slope) are the same with changes of the density ratio. They tend to zero with large wave number which means that these modes cannot propagate in plasmas. Figure (8) investigates the dispersion relations of the electromagnetic waves in electron-positron plasma under the quantum effects. It is clear that, in the case of classical plasma, the wave frequency decreases as wave number increases (the phase velocity is negative). But, in the case of quantum plasma (for small ratio ), the wave frequency deceases as wave number increases (the phase velocity is negative). Then, the phase velocity and group velocity tends to zero at definite wave number () depends on the quantum ratio (). For high quantum ratio, the phase velocity starts to be +ve and increases again. 5-CONCLOUSION In this work, The dispersion properties of the propagation of linear waves in degenerate electron–positron magnetoplasma are investigated by using the quantum hydrodynamic equations with magnetic fields of the Wigner–Maxwell system. The general dielectric tensor is derived using the electron and positron densities and its momentum response to the quantum effects due to Bohm potential and the statistical effect of Femi temperature. We have obtained a set of new dispersion relations in two cases that the wave vector parallel or perpendicular to the magnetic field to investigate the linear propagation of different electromagnetic waves. It is clear that the quantum effects increase or decrease the phase velocity of the modes depends on the external magnetic field. Besides, it has shown that the dispersion curves at depend essentially on the positron-electron density ratio such as the positron density is increased to equal electron density, the wave frequency of the modes is increased.. Fig.(1). The dispersion relation (5.19) has two positive solutions for positron electron density ration with and Fig. (2) The dispersion relations of the modes for different density positron-electron ratios with and Fig. (3). The dispersion relations of the parallel modes along density ratioaxis with and Fig.(4). The dispersion relations of different modes for different quantum effects with positron-electron density ratio and velocity ratio .. , Fig. (5.5). The dispersion relations of electromagnetic modes for different ratios in classical plasma. Fig.(6). The dispersion solutions of the equations (5.17) and (5.18) for different density ratios . Fig. (7). The other dispersion solutions of the equation (18) for different density ratios . Fig.(8). 3D plotting for dispersion relation for perpendicular modes in quantum unmagnetized plasma along quantum ratio axis with

Lord of the Flies by William Golding Essay -- community, socialism, lif

Isolation is the state in which a person is separated from the presence of other beings. Isolation can take three forms which include social, self-inflicted, and forced isolation. Each form is damaging to one’s well-being including their physical and emotional health. Isolation is portrayed through the novels, Lord of the Flies by William Golding, One Flew over the Cuckoo’s Nest by Ken Kesey, and Brave New World by Aldous Huxley through the inclusion of certain characters. Although all forms of isolation are detrimental to a person, social isolation causes the most wide spread damage to the individual. Social isolation is the most destructive form of isolation because it forces an individual to be excluded from the company of others even while the individual longs to be included. In the novel Brave New World, John portrays characteristics of someone who is isolated by force, through his mother’s destructive actions. John’s mother is extremely promiscuous and acts like she is from the World State even though she and John are actually living in the Reservation. She has sex with other women’s husbands, which makes them ostracized by the community. When they enter the World State, they don’t understand how the people there live such a controlled lifestyle, because they were accustomed to living in such a carefree society. John describes the reason he moved to the world state as â€Å"to escape further contamination by the filth of civilized life, it was to be purified and made good; it was actively to make amends† (Huxley 247). John and his mother long to live the perfect life they assume everyone is living, but they are sadly mistaken as their helicopter lands in the World State. The citizens of the World Sta te s... ...t and care taker personality, as Bernard is socially isolated for his free-thinking mind. Chief chooses to isolate himself from the other mental hospital patients by pretending that he is deaf and mute. Isolation affects all those that encounter it throughout their lifetime by making them feel alone, deserted, and detached in this sometime cruel world and society. Social isolation can affect the way a person lives and acts for the rest of the individual’s life by destroying the individual’s sense of unity and feeling of belonging, the person can feel alienated throughout the course of their life. Works Cited Aldous Huxley. Brave New World. New York: HarperCollins Publishers, 1932. Print. Ken Kesey. One Flew Over the Cuckoo’s Nest. New York: Penguin Group Incorporated, 1962. Print. William Golding. Lord of the Flies. Salisbury: Faber and Faber, 1954. Print.

The paradox of confinement and freedom in A Doll?s House and Like Water

In the texts, A Doll’s House by Henrik Ibsen and Like Water for Chocolate by Laura Esquivel, Nora Helmer and Tita (Josefita) are subject to the paradox of confinement and freedom. Tita is restricted to the ranch and kitchen, and Nora to the house. Concurrently, in the seclusion of the kitchen, Tita is liberated from Mama Elena’s control, has freedom of self-expression through cooking, and can openly express her feelings. Josefita is a skilled cook with mystical abilities, and also has some freedom and control in the household. Both characters are victims of role-play. Tita has the role of housewife and Nora is a mother, wife, and dependent. Nora finds freedom in her debt, which gives her a sense of authority and control. The importance of role-play to Torvald (Helmer) challenges the strength of his marriage to Nora. Torvald’s faà §ade of a relationship with Nora disguises the lack of depth of his love for her and Nora’s recognition of this liberates her. She leaves him and discovers that it is the kind of freedom that she really wants. A Doll’s House narrates how role-play and the competition for control co-exist. Consequently, one cannot be discussed without the other. This is also true of Like Water for Chocolate.   Ã‚  Ã‚  Ã‚  Ã‚   In A Doll’s House, Ibsen uses debt as a symbol to expose the superficiality of Nora and Torvald’s marriage. Ibsen uses Nora’s secret debt as a tool for making social comment. It is significant for Nora’s realisation of the shallowness of their marriage and it also gives her a sense of pride and control in her daily life. Ultimately, the debt gives her freedom for self-discovery but simultaneously restrains her because she must deprive herself and lie to Helmer in order to repay it. When Helmer discovers Nora’s secret debt and forgery, he is so caught up in her crime and his ‘appearances’ that he overlooks her ignorance and good intentions. When confronted with the fact that Torvald will discover her secret debt, she believes that if he is the man she thinks he is, his finding will only strengthen their relationship. Act Three reveals that Helmer clearly does not intend to sacrifice himself for her and accuses her of having ‘†¦no religion, no morality, no sense of duty†¦Ã¢â‚¬â„¢ (Ibsen p221). Then the faà §ade is unmistakable and 'at that moment †¦ [she] realised that for eight years [she] had been living here with a strange ma... ... what she missed in the confinement of her home. Overall, A Doll’s House by Henrik Ibsen and Like Water for Chocolate by Laura Esquivel are narratives about patriarchy and the effects of role-play. Words; 1, 396 Bibliography Ibsen, Henrik, A Doll’s House, 1998, Oxford University Press, United Kingdom Esquivel, Laura, Like Water for Chocolate, 1993, Doubleday, United Kingdom Dr Rose Lucas at the University of Central Queensland www.equ.edu.au/arts/humanities/litstud/natt/nattch22esquival.htm Mackenzie, E. Dennard, www.class.uidaoedu/eng295_2/webwork/Mackenzie_dennard (class hand-out) Johnston, Brian, Realism and A Doll’s House (class handout) http://ibsenvoyages/e-texts/doll/index.html, [online] 2/11/04 www.history.asud.edu/gen/projects/border/page06.html (class handout) Enchiladas or Tacos? Families, Frontiers & Food in Like Water for Chocolate, University of South Australia Library, Magill, 2001 (class handout) Woods, Dr. Wally, Laura Esquivel’s Like Water for Chocolate, University of Central Queensland (class handout) Dr Rose Lucas at the University of Central Queensland www.equ.edu.au/arts/humanities/litstud/natt/nattch22esquival.htm