Software Security Risk Analysis Using Fuzzy Expert System

| | |Software Level of Security Risk Analysis Using Fuzzy | |Expert System | |[ARTIFICIAL INTELLIGENT] |UNIVERSITI TEKNIKAL MALAYSIA MELAKA FACULTY OF INFORMATION & COMMUNICATION TECHNOLOGY SESSION 2 – 2010/2011 |NURUL AZRIN BT AIRRUDIN – B031010343 | |SITI NURSHAFIEQA BT SUHAIMI – B031010313 | |NUR SHAHIDA BT MUHTAR – B031010266 | | | |LECTURE NAME: DR ABD.SAMAD HASSAN BASARI | | | |[12th APRIL 2011] | SOFTWARE LEVEL OF SECURITY RISK ANALYSIS USING FUZZY EXPERT SYSTEM ABSTRACT There is wide concern on the security of software systems because many organizations depend largely on them for their day-to-day operations. Since we have not seen a software system that is completely secure, there is need to analyze and determine the security risk of emerging software systems.This work presents a technique for analyzing software security using fuzzy expert system. The inputs to the system are suitable fuzzy sets representing linguistic values for software secu rity goals of confidentiality, integrity and availability. The expert rules were constructed using the Mamdani fuzzy reasoning in order to adequately analyze the inputs. The defuzzication technique was done using Centroid technique. The implementation of the design is done using MATLAB fuzzy logic tool because of its ability to implement fuzzy based systems.Using newly develop software products from three software development organizations as test cases, the results show a system that can be used to effectively analyze software security risk. ANALYSIS AND DESIGN The design is basically divided into four stages: 1) DESIGN OF THE LINGUISTIC VARIABLES The inputs to the system are the values assumed for the software security goal thru confidentiality, integrity and availability. The goals are assumed to be the same weight and a particular valued is determined for each of them based on questions that are answered about the specific software.Also the values determined for each of the inpu t are defined as a fuzzy number instead of crisp numbers by using suitable fuzzy sets. Designing the fuzzy system requires that the different inputs (that is, confidentiality, integrity, and availability) are represented by fuzzy sets. The fuzzy sets are in turn represented by a membership function. The membership function used in this paper is the triangular membership function which is a three point function defined by minimum, maximum and modal values where usually represented in 1. [pic]Figure 1: Triangular Membership Function 2) THE FUZZY SETS The level of confidentiality is defined based on the scales of not confidential, slightly confidential, very confidential and extremely confidential. The level of integrity is also defined based on the scales very low, low, high, very high, and extra high. Also, the level of availability is also defined by the scales very low, low, high, very high and extra high. The levels defined above are based on a range definition with an assumed int erval of [0 -10]. The ranges for the inputs are shown in tables 1 and 2. DESCRIPTION |RANGE | |Non-Confidential |0-1 | |Slightly Confidential |2-3 | |Confidential |4-6 | |Very Confidential |7-8 | |Extremely Confidential |9-10 | Table 1: Range of inputs for Confidentiality Very Low |Low |High |Very High |Extra High | |0 – 1 |2 – 3 |4 – 6 |7 – 8 |9 – 10 | Table 2: Range of inputs for Integrity |Very Low |Low |High |Very High |Extra High | |0 – 1 |2 – 3 |4 – 6 |7 – 8 |9 – 10 |Table 3: Range of inputs for Availability |DESCRIPTION |RANGE | |Not Secure |0 – 3 | |Slightly Secure |4 – 9 | |Secure |10 – 18 | |Very Secure |19 – 25 | |Extremely Secure |26 – 30 | Table 4: Level Of Security RiskThe fuzzy sets above are represented by membership functions. The corresponding membership functions for confidentiality, integrity and availability are presented in figures below [pic] Figure 1 : Mem bership functions for Confidentiality Similarly, the output, that is, the level of security risk is also represented by fuzzy sets and then a membership function. The level of security risk is defined based on the scales: not secure, slightly secure, secure, very secure, and extremely secure within the range of [0- 30].The range definition is shown in table above. The membership function for the output fuzzy set is presented in figure below. [pic] Figure 2 : Membership functions for Integrity [pic] Figure 3 : Membership functions for Availability [pic] Figure 4 : Level Of Security Risk 3) THE RULES OF THE FUZZY SYSTEM Once the input and output fuzzy sets and membership functions are constructed, the rules are then formulated. The rules are formulated based on the input parameters (confidentiality, integrity, and availability) and the output i. e. level of security risk.The levels of confidentiality, integrity, and availability are used in the antecedent of rules and the level of sec urity risk as the consequent of rules. A fuzzy rule is conditional statement in the form: IF x is A THEN y is B. Where x and y are linguistic variables; and A and B are linguistic values determined by fuzzy sets on universe of discourses X and Y, respectively. Both the antecedent and consequent of a fuzzy rule can have multiple parts. All parts of the antecedent are calculated simultaneously and resolved in a single number and the antecedent affects all parts of the consequent equally.Some of the rules used in the design of this fuzzy Systems are as follow: 1. If (Confidentiality is Not Confidential) and (Integrity is Very Low) and (Availability is Very Low) then (Security Risk is Not Secure). 2. If (Confidentiality is Not Confidential) and (Integrity is Very Low) and (Availability is Low) then (Security Risk is Slightly Secure). 3. If (Confidentiality is Extremely Confidential) and (Integrity is Extra High) and (Availability is High) then (Security Risk is Slightly Secure). †¦ †¦Ã¢â‚¬ ¦. 125.If (Confidentiality is Not Confidential) and (Integrity is Very Low) and (Availability is high) then (Security Risk is Extremely Secure). The rules above were formulated using the Mamdani max-min fuzzy reasoning. DEVELOPMENT AND IMPLEMENTATION The linguistic variables were determined with the extent of the positive and negative responses to a well constructed security questions that are presented in form of on-line questionnaire. As it was mentioned earlier, MATLAB was used for the implementation. The linguistic inputs to the system are supplied through the graphical user interface called rule viewer.Once the rule viewer has been opened, the input variables are supplied in the text box captioned input with each of them separated with a space. a) THE FIS EDITOR The fuzzy inference system editor shows a summary of the fuzzy inference system. It shows the mapping of the inputs to the system type and to the output. The names of the input variables and the processing methods for the FIS can be changed through the FIS editor. Figure 5: The FIS editor b) THE MEMBERSHIP FUNCTION EDITOR This can be opened from the command window by using the plotmf function but more easily through the GUI.The membership function editor shows a plot of highlighted input or output variable along their possible ranges and against the probability of occurrence. The name and the range of a membership value can be changed, so also the range of the particular variable itself through the membership function editor. [pic] Figure 6: The Membership Function editor c) THE RULE EDITOR The rule editor can be used to add, delete or change a rule. It is also used to change the connection type and the weight of a rule. The rule editor for this application is shown in figure 7. pic] Figure 7: Rule Editor d) THE RULE VIEWER The text box captioned input is used to supply the three input variables needed in the system. The appropriate input corresponds to the number of YES answer in the questionnaire for each of the input variables. For example, in the figure 8, all the input variables are 5 and the corresponding output is 13. 9, which specified at the top of the corresponding graphs. The input for each of the input variables is specified at the top of the section corresponding to them, so also the output variable.The rule viewer for this work is presented in figure 8. [pic] Figure 8: The Rule editor e) THE SURFACE VIEWER The surface viewer shown in figure 9 is a 3-D graph that shows the relationship between the inputs and the output. The output (security Risk) is represented on the Z-axis while 2 of the inputs (Confidentiality and Integrity) are on the x and y axes and the other input (Availability) is held constant. The surface viewer shows a plot of the possible ranges of the input variables against the possible ranges of the output. 4) EVALUATIONThe security risk analysis system was evaluated using three newly completed software products from three different s oftware development organizations. The output determines the security level of software under consideration. The summary of the evaluation is given in figure 11. For product A, 5 is the score for confidentiality, 5 for the integrity and 5 for the availability. |Software |Input |Output |Significance |Security Level | |Product A |5 5 5 |13. |45% slightly secure, 55% secure |46. 33 % | |Product B |8 7 8 |24. 2 |20% secure, 80% very secure |80. 60 % | |Product C |10 10 10 |28. 4 |35% very secure, 65% extremely secure |94. 67 % | Table 5 : Evaluation of Different Input Variables [pic] Figure 9 : The Surface Viewer [pic] Figure 10 : Histogram & 3D CONCLUSION AND FINDINGThus, this work proposes a fuzzy logic-based technique for determination of level of security risk associated with software systems. Fuzzy logic is one of the major tools used for security analysis. The major goals of secure software which are used as the inputs to them system are the preservation of confidentiality (preven ting unauthorized disclosure of information), preservation of integrity (preventing unauthorized alteration of information) and preservation of availability (preventing unauthorized destruction or denial of access or service to an authentic user).It might be necessary to redesign this system in a way that it will be deployable and will be without the use of MATLAB. It might also be necessary to use an adaptive fuzzy logic technique for security risk analysis. We have been able to design a system that can be used to evaluate the security risk associated with the production of secure software systems. This will definitely help software organizations meet up with the standard requirements. A technique for assessing security of software system before final deployment has been presented.The result of this study shows that if the software producing companies will incorporate security risk analysis into the production of software system, the issue of insecurity of software will be held to the minimum if not eliminated. This study has also revealed that if each of the software security goals can be increased to the maximum, then the level security will also be increased and the risk associated will be eliminated. Finally, security risk analysis is a path towards producing secure software and should be considered a significant activity by software development organizations.

Bullying Prevention

I. Topic: Bullying Among Adolescents and Preteens II. Introduction A. On October 7, 2003, Ryan Halligan, a 13-year-old boy from Essex Junction, Vermont, committed suicide. B. Bullying, nowadays, is a serious problem at school. C. This paper will present recent information on bullying among teenagers and preteenagers, with reference to types, roles, impacts and actions. III. Types of Bullying D. Ways of Bullying 1. Verbal Bullying 2. Social Exclusion 3. Physical Bullying 4. Cyber Bullying E. Reasons for Bullying 5. Racial Bullying 6. Religious Bullying 7. Sexual Bullying 8. Disability Bullying IV. Roles in Bullying F. Bullies . Bullying Leader 10. Followers or Henchmen 11. Supporters or Passive Bullies 12. Passive Supporters or Possible Bullies G. Bystanders H. Defenders 13. Possible Defenders 14. Defenders V. Impact of Bullying I. Students Who are Bullied J. Students Who are Bully K. Observers of Bullying L. School with Bullying Issues VI. Solutions M. Students N. Parents O. School V II. Conclusion P. Bullying among teenagers and preteenagers is an unavoidable problem which may lead its victims to committed suicide. Q. The study of the types of bullying, roles of bullying and impacts of bullying help students, parents and school to stop bullying.R. I feel sorry about the students who are bullied; however, I think they can change this situation with the help of other students, their parents and school. Bingguang Feng 33B MW 4:40 04/11/2012 Bullying Among Adolescents and Preteens Bullying, nowadays, is a serious problem at schools. It affects deeply the mentalities and health of teenagers and preteenagers who get into trouble easily. Bullying is defined as â€Å"a person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. According to the 2009 Your Risk Behavior Surveillance System(Centers for Disease Control and Prevention), up to 20% of high school students were bullied in United States. The 2008-2009 School Crime Supplement shows that 28% of students in grade 6-12 were victims of bullying in the United States. This paper will present recent information on bullying among teenagers and perteenagers, with reference to types, roles, impacts and actions. Bullying Among Adolescents and Preteens On October 7, 2003, Ryan Halligan, a 13-year-old boy from Essex Junction, Vermont, committed suicide.As Ryan’s father said, he was a gentle, humorous and sensitive boy. He had great time at school until he started fifth grade. His classmates began laughing at him because of his studying problems and physical weakness. His parents tried their best to help him get over those problems. However, the bullying problems never left him alone. During the summer of 2003, Ryan was commented aggressively that he was gay, and he was cheated by his on-line girlfriend. Finally, he could not stand this situation and made the worst decision, suicide (â€Å"If We Only Knew† 1/3).Ryan is not the first victim of bullying and would not be the last one. Bullying, nowadays, is a serious problem at school. Bullying is defined as â€Å"a person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. † Because of bullying, more and more students are afraid to go to school. According to the 2009 Your Risk Behavior Surveillance System(Centers for Disease Control and Prevention), up to 20% of high school students were bullied in United States.The 2008-2009 School Crime Supplement shows that 28% of students in grade 6-12 were victims of bullying in the United States (â€Å"Bullying Definition† 1/2). This paper will present recent information on bullying among teenagers and preteenagers, with reference to types, roles, impacts and actions. First of all, bullying can be classif ied by the ways of bullying or the reasons for bullying. Bullying is further categorized as verbal bullying, social bullying, physical bullying and cyber bullying by the ways of bullying. Verbal bullying is an aggressive behavior through derogatory languages.It includes bad-name-calling, ridicule, slanderous comments and bruiting deceitful rumors. Social bullying is a provocative social action used by people who bully others. It includes social separation, ignoring someone and setting others up to look stupid. Physical bullying is an obvious aggressive action used to force someone to do something he or she unwilling to do. It includes kicking, hitting, spitting, shoving and stealing others’ money or damaging someone’s belongings. Cyber bullying is also known as electronic bullying. It can be verbal or visual.Provocative calls, annoying messages or emails, threatening internet site, or showing someone horrible pictures or videos is considered as cyber bullying (â€Å"W hat is Bullying? † 1/3). Tyler Clementi, an eighteen- year-old university student from Piscataway, New Jersey, jumped from the George Washington Bridge because his roommate who used webcam to view he was kissing another man and posted the video on the Internet without letting him know (Allen 2/4). It is estimated that more than 33% of young student have experienced cyber threats online (â€Å"Cyber Bullying Statistic†).Despite the ways of bullying, bullying is classified into racial bullying, religious bullying, sexual bullying and disability bullying by the reasons for bullying. Racial bullying is also called ethnic bullying. It is an aggressive behavior that some people treating someone badly because he or she does not have the same racial cultures or background as the people who bully do. Making fun with someone’s racial culture, calling their racist names, or commenting their racial backgrounds badly belongs to racial bullying. Religious bullying is very simi lar to racial bullying.Someone is bullied because his or her religious belief or background is different or special. Bullying through telling something unfavorable about a religious belief or background, abusing someone base on his or her religious belief or background, or laughing at someone because of his or her religious belief or background is religious bullying. Not only race and religion, but also sex is another reason for bullying. Sexual bullying is a bullying behavior that using people’s sexuality or gender as a weapon by males or females to hurt other males or females. It can be physical or non-physical.Sexual bullying includes treating someone badly because of his or her gender, playing jokes or making rough comment about someone’s sexual behavior, or saying someone a homosexuality. Johnny Cagno, a middle-school student in Rhode Island, had experienced sexual bullying for a long time. His classmates kept saying that he was gay because his hobby is different. As Johnny’s mother said â€Å"I felt like everyday I was sending him off to war† (â€Å"Bullying: Words Can Kill†). The last reason for bullying is disability. Disability bullying is that someone is treating badly because he or she is disabled.People usually bully cripples by making fun of their disability, laughing at them because they are disabled (â€Å"What is Bullying† 1/3). In addition to know about types of bullying, the roles of bullying are also necessary for students, parent and school to pay attention to. In bullying action, people can be classified into three groups by their actions. The first group is the bully. It includes bullying leader, followers or henchmen, supporters or passive bullies and passive supporters or possible bullies. The bullying leader is the one who starts bullying and leads other students to bully someone else.The followers or henchmen are the students who like to bully others and follow the bullying leader, but they ar e not the first one to bully. The supporters or passive bullies like bullying but do not take part in it. They usually enjoy watching and make people pay attention to the bullying. The passive supporters or possible bullies are students who like bullying, but they do not show their feeling of bullying to anyone. The second group is bystander. They are known as disengaged onlookers. They do not take any side of bullying. They do not like or hate it.They just watch and think the bullying is none of their business. The last group of bullying is the defender. The possible defenders are the students who hate bullying. They want to help the victims of bullying. However, they did not take any action. The defenders are the students who dislike bullying and try to do something which can help the students who are bullied (â€Å"What is Bullying† 2/3). Despite the roles of bullying, bullying has wide-ranging negative effects on the students who are bullied, students who bully, students who observe bullying, and schools.Because of bullying, the victims of bullying become depressed, lose self-esteem and have health problems. Their grades also start to fall down. The worst thing is some of them attempt suicide. Johnny tried to kill himself by over taking cool pills. Fortunately, his was rushed to the hospital in time (â€Å"Bullying: Words Can Kill†). Despite the damages of the bullying victims, the bullies usually have more troubles than other students. They fight frequently, steal other’s belongs, and drink alcohol and smoke. They usually have low grades at school. They can creative a negative climate at school.Some of them may bring weapons to school. According to a recent statistics from 2010, one out of every 20 students has seen someone bring a gun at school (â€Å"Bullying Statistics†). The witnesses of bullying will think school is a danger place. They have a feeling of fear when they see bullying. They are too frightened to help the vict ims of bullying and feel guilty for their actions. The bullies try to tempt them take part in bullying. By the effects of bullying, the climate of school becomes negative. If the school does not take any effective action, it will be not safe for the students anymore.Students may think that teachers and school administrations do not care about them and do not try to protect them from bullying. Then, students cannot study well in this environment. They are worried about their safety and feel unsafe at school (â€Å"What is Bullying† 3/3). Bullying seems difficult to be stopped. However, with the help of students, parents and school, it can decrease or be stopped. First of all, the students should report bullying to teachers or their parents as soon as possible. The students who are bullied can share their experience with other students.They can perform it as a play to let more students know about bullying. They can work as an anti-bullying group to talk about how to stop bullyi ng, and help school develop protect principle and rules. In addition to stop bullying, parents also play important roles in it. They can communicate with their children and use their knowledge and experience to help their children. They can meet school administrators and give suggestions to school. The best way is parents volunteer in the bullying prevention at school. By volunteering with their children, parent can give a lot of courage to their children to fight bullying.John, Ryan’s father, tried his best to lead the Vermont Bully Prevention bill became a law (ACT117) in a short time after Ryan’s death (â€Å"About Us†). Beside students and parents, school also has responsibility for stopping bullying. School staff can create policies about stopping bullying and set up a special department to deal with bullying problems. School also can post anti-bullying messages around school area. Holding meetings for students, parents and teachers talk about bullying, sch ool can inform the parent how the bullying prevention going (â€Å"Engage Parents & Youth†).As has been demonstrated above, bullying among teenagers and preteenagers is an unavoidable problem which may lead its victims to committed suicide. In addition, bullying does not only affect on its victims but also has deep impact of bullies, observers and school. Indeed bullying can be categorized by why students bully or how students bully, and students play different roles in it. Therefore, students, parents and school try to work together in order to prevent students from being hurt by bullying.As Ryan committed suicide after a long time had been bullied, his father said â€Å"if we only knew, if he only told us† (â€Å"If We Only Knew† 1/3). People feel sorry about the students who are bullied. Those students do not know how to deal with bullying. They are lack of self-protect consciousness and afraid to tell other people. The school and parents should give more inf ormation to them and teach them how to flight against bullying. The government should also have set up a law to protect students from being bullying and punish the bullies. Let’s make the school to be a happy place again.Works Cited â€Å"About Us. † Ryan’s Story. Ryan’s Story Presentation LTD, 2010. Web. 17 March 2012. Allen, Jane. â€Å"Rutgers Suicide: Internet Humiliation Trauma for Teen. † ABCNews. ABC News Internet Ventures. Yahoo! -ABC News Network, 30 September 2010. Web. 10 March 2012. â€Å"Bullying Definition. † stopbullying. gov. U. S. Department of Health & Services, 2010. Web. 27 March 2012. â€Å"Bullying Facts. † Prevnet Promoting Relationships and Elimination Violence. PREVNet, 2011. Web. 28 February 2012. â€Å"Bullying Statistics. † Bullying Statistics. Bullying Stastics- Stop Bullying, Harrassment, nd Violence, 2009. Web. 29. March 2012 â€Å"Bullying: Words Can Kill. † 48 Hours Mystery. Narr. Tracy S mith. CBS. 17 September. 2011. CBSNews. com . Web. 4 March. 2012. â€Å"Cyber Bullying Statistics. † Bullying Statistics. Bullying Stastics- Stop Bullying, Harrassment, and Violence, 2009. Web. 29. March 2012 â€Å"Engage Parents & Youth. † stopbullying. gov. U. S. Department of Health & Services, 2010. Web. 27 March 2012. â€Å"Gay Bullying Statistics. † Bullying Statistics. Bullying Stastics- Stop Bullying, Harrassment, and Violence, 2009. Web. 29. March 2012 If We Only Knew, If He Only Told Us. † Ryan’s Story. Ryan’s Story Presentation LTD, 2010. Web. 17 March 2012. â€Å"Rutgers Suicide: Internet Humiliation Trauma for Teen. † ABCNews. ABCNews. 30 September. 2010. ABCNews. go. com. Web. 10 March. 2012. â€Å"Sexual bullying in schools. † NSPCC Cruelty to children must stop. NSPCC, 2011. Web. 28 February 2012. â€Å"Vermont’s Bully Prevention Law-ACT 117. † Ryan’s Story. Ryan’s Story Presentation L TD, 2010. Web. 17 March 2012. â€Å"What is Bullying? † Olweus Bullying Prevention Program. Hazelden Foundation, 2011. Web. 28 February 2012.

Argintina

Religon Historically, the Catholic religion played a very important part in politics and law. Before changes were made to the Constitution in 1994, the two top leaders of Argentina had to be Roman Catholic. Today, although officially 90% of Argentinians are Roman Catholic, fewer than 20% attend church regularly. Most go for weddings, funerals and major feast days. Many Argentinians make annual pilgrimages to holy sites and local shrines. The most popular place is LuJ ¤n, 65 km west of Buenos Aires. Each year, thousands of people make the pilgrimage on foot from Buenos Aires to onour the Patron Saint of Argentina, the Virgin of LuJ ¤n.According to tradition, in 1620 a statue of the Virgin was being carried from town to town in a cart. The cart got stuck at LuJ ¤n, Buenos Aires Province, and could not be moved. The people built a chapel for the Virgin to protect the statue. Today there is a large basilica where the chapel once stood. Did you know? Buenos Aires has the second larg est Jewish population (300,000) in the Americas after New York. Most provinces and cities have a patron saint. In the northern Salta province, people make pilgrimages to honour â€Å"Our Lord of the Miracles† on September 15.In 1592, a statue of Jesus Christ was washed up out of sea and was carried inland to the Salta City. This statue, the people of Salta believe, has saved them from earthquakes and other dangers. During the fiesta, people parade through the streets of Salta City carrying the statue of Jesus Christ. Another important pilgrimage site is Itati, in Corrientes Province on the Parana River, where people honour the Virgin of Itati every July 16. The statue of the Virgin was carved by a Guarani artist. Although the Constitution states that the federal government is Roman Catholic, it also guarantees freedom of religion for all.Argentina has many Jews and Muslims, as well as members of Russian, Greek and Syrian Orthodox churches and Protestant denominations. Some in digenous people follow the customs of the Catholic Church, others have kept their traditional beliefs. Many of the Colla people in the northwestern provinces of Salta and Jujuy attend Catholic churches and also follow traditional forms of worship. In Catamarca province, there is an annual festival to honour Pachamama, who represents mother earth. 3. language Although Argentina's official language is Spanish, Argentinian Spanish is different rom the Spanish spoken in Spain.In some ways it sounds more like Italian than Spanish. There are also many other languages spoken in Argentina, including Italian, Mapuche, Guarani, Aymara, Toba and Quechua. Did you know? In the Chubut Valley in Patagonia there is a Welsh settlement founded in 1865. For four generations, the settlers spoke Welsh, but the language is now dying out in this area. You can distinguish Argentinians from other Latin Americans by their use of â€Å"che†. It comes from the language used by the Mapuche and means â₠¬Å"man. † It is used as people in Canada might say, â€Å"hey† or â€Å"you know† or â€Å"eh.For example, an Argentinian might say, â€Å"Che, veni† (â€Å"Hey you, come here†) to get someone's attention. Another important difference between the Argentinean way of speaking Spanish and the Spanish spoken in Spain is the use of â€Å"vos† instead of â€Å"tu† (you ) and a very strong pronunciation of â€Å"y† and â€Å"II† as â€Å"sh†. A special slang, called lunfardo, originated in the slum neighbourhoods of Buenos Aires in the late 19th century. Today most Argentinians are familiar with at least a few words of lunfardo. Lunfardo contains elements of Spanish, Italian, Portuguese and other languages, but with a distinctive wist.One of the most common ways to change a word is to reverse the syllables. For example, in lunfardo, â€Å"tango† becomes â€Å"gotan. † Argentinians love to discuss two topics , sports (especially f?tbol) and politics. Most people have strong opinions on these subjects and will discuss them with a passion. It is not unusual to find several conversations going on at once at a social gathering. 4. Education Education is highly valued in Argentinian society. The Argentine National Council of Education sets a standard curriculum that is followed by schools throughout the ountry, because it is believed that a national education system promotes unity.Kindergarten is optional for children aged four and five. Mandatory education begins at age six and ends at fourteen. Public primary schools are free, but there are no public school buses and students must buy their own books and uniforms. The uniforms look like white laboratory coats and are worn over regular clothes. Private schools are often sponsored by churches or organizations and charge tuition fees. For children with special needs, there are separate programs. Did you know?The Nobel prizes have been awarded to five Argentinians: Carlos Saavedra Lamas (1936) and Adolfo P ©rez Esquivel (1980) for peace, Bernardo Houssay (1947) for medicine, Luis Federico Leloir (1970) for chemistry and C ©sar Milstein (1984) for biology. school between 1 p. m. and 5 p. m. When students arrive, they raise the flag and sing the national anthem. During each session, they get three breaks of 10 minutes each for recess. In rural areas, some children go to school on horseback. Some large estancias have their own one-room schoolhouse for children living on the ranch.Unless students need to work full-time to help their families, they may continue their education at secondary school. Those who want to go to university must attend secondary school for at least five years and take the bachillerato (baccalaureat) exam. Commercial and vocational schools are available for those who want careers in commerce, agriculture, fashion or technical occupations such as automotive mechanics. Schoolteachers are trained in a n escuela normal (teachers' college). People who leave school to work may return when they are in their twenties to finish their secondary school studies.Night classes are also available for those who work during the day. Argentina has about 50 universities. About half are public and tuition is free. The others are Catholic or private universities that charge fees. The University of Buenos Aires is the largest university in South America, with 140,000 students. The oldest university in Argentina is Cordoba, founded by the Spanish in 5. Culture The earliest inhabitants of Argentina were nomadic tribes of hunter-gatherers, who had fought the Incas and lived simply until the arrival of Europeans in the 1 500's. The first Spanish settlement was Santa Fe in 1573.Buenos Aires was founded seven years later. At first the Spanish were unenthusiastic by the lack of gold and silver. Later they realized the potential of Argentina to supply food and animals to the cities in Peru and Bolivia. Hug e areas of land estancias were given to settlers, and the Indians worked under a forced-labour system. After Napoleon's invasion of Spain, the country was left to fend for itself and began to foster a growing sense of independence, the Creoles (native-born) population even fought off British invaders. Following Napoleon's defeat the Spanish attempted to seize their colonies back.By 1816, the eep division between Argentina and its mother country had become quite evident, and a party of separatists decided to declare the country's independence. One of the new patriots, Jose de San Martin, crossed the Andes to achieve independence for Chile and then headed to Peru to free Lima from the Spanish domain. Along with Simon Bolivar, Martin is credited with breaking off Spanish rule. The cattle ranchers became wealthy; and one of them Rosas, became a despotic leader and during his 20 year reign of terror many of the indigenous tribes were wiped out.This trend continued as sheep were introduce d and needed more land. During the 19th century, the British invested heavily in the opening up of the country by railways. A middle class evolved and industrialization advanced during World War II. The which had violent opponents and charismatic leaders such as Peron and his second wife Evita. During the 1970's a repressive government fought a war against left-wing guerrillas and as a distraction occupied the Falklands (Malvinas) in 1982. Thatcher's British forces defeated General Galtieri's conscripts and the Junta came to an end.The re-introduction of democracy was the best result of the war. The 21st has seen a evere blow to the Argentine economy, and in two months the presidency changed five times. The current president is seeking a way to strengthen the once great country. Tourism is being promoted as a way to gain foreign currency. There has never been a better time to vist the country. Argentina's culture has been greatly affected by its immigrant population, mostly European . Sadly they contributed to the demise of native cultures. The European immigrant groups each adopted different roles.The Basque and Irish controlled sheep rearing, the Germans and Italians established farms, and the British invested in developing the infra-structure. More than one-third of the country's 32 million people live in Buenos Aires, the capital, which along with other urban areas accounts for almost 90% of the total population. The main indigenous peoples are the Quechua of the northwest and the Mapuche in Patagonia. Other can be found in the Chaco and the northeast. There are strong Jewish and Anglo-Argentine communities throughout the country; plus Japanese, Chileans and Bolivians; and pockets of Paraguayan and Uruguayan residents.The universal language of Argentina is Spanish, but many natives and immigrants keep their mother tongues as a matter of pride. In Buenos Aires a city slang called lunfardo is used. Argentina has religious freedom, although the official religi on is Roman Catholic. All over Argentina fine handicrafts can be found. The gauchos produce silver buckled belts, spurs, stirrups and the mate gourds from which they drink their mate through a silver straw. The indigenous groups produce wood carvings, weavings and textiles such as ponchos.Argentina is one of the few South American countries with a thriving cinema and TV industry. Since the end of dictatorship and military rule the arts have flourished. Tango is the quintessential music and dance of Argentina, but ther folkloric traditions persist. There is even a home-grown rock music industry. The Teatro Colon in Buenos Aires is reputed to be one of the best and most outstanding theatres in the world. One cannot omit the national obsession with football but motor racing and polo also form part of the national psyche.Fiestas & holidays The main holiday period is January to March (when the schools are closed), one should book along time ahead during this period. Easter and July are a lso busy times. The 10 November Dia de La Tradicion are like a gaucho games, with displays, music, and plenty of asado meat. The following is a selection of the special regional events occurring annually in Argentina: January Sea Festival, Mar del Plata; Jineteada (breaking in horses) and Folklore Festival, Diamante, Prov. Entre Rios; Chaya Doma (breaking in horses) and Folklore Festival, Intendente Alvear, Prov. La Pampa; Folklore Festival, Cosquin, Prov.Cordoba. February Carnival, especially interesting in Gualeguaychu in the Province of Entre Rios and Ituzaingo in Corrientes; Pachamama (Mother Earth) Festival, Amaicha del Valle, Prov. Tucuman; Trout Fishing Festival, Rio Grande. February-March Festival of Tango, Buenos Aires March Grape Harvest Festival, Mendoza. March-April Holy Week, Salta; Festival of Our Lady Del Valle, Catamarca. July Poncho Week, Catamarca; Simoca Fair, Simoca, Prov. Tucuman; Santiago Week, Santiago del Estero; Dorado Fishing Competition, Formosa. August Sn ow Festival, Rio Turbio, Prov. Santa Cruz; Jujuy Week, Jujuy; Dorado Festival, Posadas, Prov.Misiones; Snow Festival, Bariloche. September Chamam © Music Festival, Corrientes; Agriculture Festival, Esperanza, Prov. Santa F © October Fiesta de la Cerveza (beer festival), Villa General Belgrano; Festival of Tango, Buenos Aires November Sea Salmon Fishing Contest, Comodoro Rivadavia; Tradition Week (gaucho shows), San Antonio de Areco. December Gaucho Festival, Gral. Madaria, Prov. Buenos Aires; Trout Festival, San Junin de los Andes, Prov. Neuqu ©n. Argentina's economy has traditionally been based on agriculture, but the industrial and service sectors have also grown in importance in recent years.Livestock (cattle and sheep) and grains have long been the bulwark of its wealth; its cattle herds are among the world's finest. As an exporter of wheat, corn, flax, oats, beef, mutton, hides, and wool, Argentina rivals the United States, Canada, and Australia. Its other agricultural pr oducts include oilseeds, lemons, soybeans, grapes, and tobacco. Argentina is the world's largest source of tannin and linseed oil. The Pampa is the nation's chief agricultural area; however, since the 1930s there has been a great rise in production in other areas, especially in the oases of the Monte and the irrigated valleys of N Patagonia.Although Argentina has a variety of minerals, they are of local importance and are not completely adequate to support the country's industries. Domestic oil and gas production has made the nation self-sufficient in energy; ipelines connect the oil and gas fields with Buenos Aires and other major refining centers. Argentina also exploits its ample hydroelectric resources. The large coal field of S Patagonia has low-grade coal. Food processing (in particular meatpacking, flour milling, and canning) is the chief manufacturing industry; motor vehicles, textiles, chemicals, petrochemicals, and steel are also major products.Argentina's principal import s are machinery, motor vehicles, chemicals, metals, plastics, and other manufactured goods. The chief trading partners are Brazil, the United States, China, and Chile. Argentina is a member of Mercosur. In recent decades Argentina has experienced both inflation and recession. Privatization and other economic reforms begun by President Menem in the early 1990s produced unprecedented economic growth, but significant economic problems remained, including high unemployment and a massive national debt (due to freehanded government spending and widespread tax evasion).The economy was hurt by Brazil's recession and currency devaluation in the late 1990s, but the pegging of the peso to the dollar combined with Argentina's own economic problems resulted in economic collapse in 2001. The economy did not begin to grow strongly again until 2003. The ancestors of most Argentineans of today originally came from Spain and Italy, with smaller percentages coming from other European nations and Middl e-Eastern countries. The country also has a Jewish population of about 350,000, the fifth-largest in the world, and a similar number of Syrian Lebanese people.There are some indigenous communities that live in the northeast areas of Argentina and in the Patagonian region. Argentina has recently received an important intake of immigration from neighbouring countries, mainly Paraguay, Chile, Bolivia and Uruguay. The immigration from Per? is also significant. Gaucho is a traditional word meaning country man of South America from Indian and Spanish descent. Till the beginning of this century, there were gauchos in Argentina who spent their days working and riding their horses around the large â€Å"estancias†(similar to Australian stations), and looking after cattle that roamed the Pampas.Gauchos often featured as heroes in last-century poems, stories and folkloric songs. Food way to eat beef is the â€Å"asado† (barbecued beef ribs), whereas whole sides of beef or kid may be spit roasted for large gatherings. Also popular are â€Å"empanadas† which are crescent-shaped pies usually filled with meat or corn, and â€Å"Locro,† a type of stew made with corn, beans, potatoes and peppers. The national drink is â€Å"mate† (pronounced mat-A), a green tea made from the leaves of â€Å"yerba mate†, a national herb. Clothing City people dress in garments similar to those worn by Australians.Rural workers may wear the traditional gaucho clothing: a wide brimmed hat, a poncho, and a loose pair of trousers tucked into boots. Economy Primary Industry Argentina is rich in natural resources with a geological and climatic situation articularly suitable for developing forestry, agriculture, mining and fisheries. It also boasts of large petroleum, gas and uranium reserves. Agriculture: Argentina is famous for its agricultural production. With over 54 million head of cattle, Argentina's beef is renowned around the world.Annual production of cereals and oilseeds exceeds 70 million tonnes, which makes Argentina one of the main exporters of these products and their derivatives. One of the country's largest sheep grazing regions, which is also one of the largest regions for growing fruit and vegetables, is found in Patagonia, in the south. The typical farms associated with this production are surprisingly similar to those found in Australia. Mendoza on the western border is the centre of wine production. Argentina is the worlds fifth-largest producer of wine.Most Argentineans drink wine with every meal, a traditional custom introduced by the European immigration. Exports are continually growing, Mining: The Andean Mountains provide Argentina with rich mineral deposits. Some of the minerals which are being mined at present are, copper, tin, lead, zinc, gold, silver, and uranium. The main exploitation of copper and gold, Minera de la Alumbrera, in the Province of Catamarca, is an Australian venture. Gas and Oil: are importan t resources being increasingly exported to the neighbouring countries and to the world market. Together with mining products they make out for 15% of total exports.Top Manufacturing Sector The industrial sector includes manufacturing and construction. Among Argentina's manufactured goods are processed food, textiles, clothing, metallic and non-metallic mineral products, wood products, paper, pharmaceutical products, chemicals and petrochemical products, aluminium, steel, cars, electrical machinery and appliances, achine tools, turbines, cranes, agriculture machinery, and space and nuclear products. Construction, engineering and consultancy activities have developed to an important stage, extending to the Latin-American market and other countries.Top Transport Land: Public transport includes buses, railways and subways. Most of Argentina's goods are transported by truck although railways are becoming increasingly important in the transportation of domestic cargo. Air: The most widely -known national airline is Aerolineas Argentinas which has been operating for more than 60 years. It covers nearly all the domestic routes and has also an important continental and inter-continental network. There are also other private airlines that have been between Sydney and Buenos Aires, with a short stopover in Auckland, New Zealand.Water: There are numerous coastal and international ocean and river companies that offer freight or passenger transport. Several Ocean Lines serve the route between Australian and Argentinean ports. Top Communications Postal and telecommunications services are run by private enterprises which have been operating in free competition since the beginning of 2000. The first post office opened in 1814. Satellite tracking stations and digital technology provide domestic and international telephone communications linked to every country in the world. There are about 40 television stations and 200 radio stations in Argentina.Export Argentina's exports, whi ch reached 30 billion $1JS in 2003, are composed of 24% primary agricultural commodities, 13% fuels and minerals, 36% processed agricultural products and foodstuffs, and 27% industrial products. 7. People (ethnic backgrounds) Argentines have a reputation in South America for being arrogant. In my experience they have a well deserved reason for national pride. Argentina is the 8th largest country in the world, stretching from deserts at the Bolivian border, to tropical jungles at Iquazu Fallsto the highest mountain in the Western Hemisphere – Mt.Aconcagua, a 22,831 foot extinct volcano – to a Darwinian paradise, Tierra del Fuego,Just 600 miles from the Antarctic continent – see Maps of the Argentine provinces. Its history spans the millennia from the greatest age of the dinosaurs, the magnificent Inca Empire, the golden age of Spanish Imperialism and the stablishment of the third wealthiest democracy in the Western hemisphere. Despite American commentators who st ress that â€Å"†¦ Argentina is an economic basket case†¦ † due to the mercurial whims of political and economic elites – a situation to which no nation has ever had an immunity – I find no evidence of â€Å"national depression. What I experience is a thriving society that is aware of the insecurity of economic good times but in love with life. The buzz of Buenos Aires's Manhattan with an Italian awareness of the present – fathers and mothers with young children on their arms, professionals onducting business in a sidewalk caf ©, small shops selling AR$60,OOO chinchilla fur bedspreads (US$18,OOO), food markets offering only organically raised poultry – they don't say it's organic, it Just is – and thousands of people at the weekend Feria de Mataderos.Two hour lunch breaks are the norm. Restaurants, which normally don't open for dinner until 9:00 pm, are not full until 1 1 pm. A true â€Å"porteno† (native born resident of Buenos Aires) will have a distinct Italian lilt to their Spanish and say â€Å"ciao,† not â€Å"adios,† when saying â€Å"good-bye. † Cordoba is Old Spain – the intellectual eart of the nation. It's a city of eight universities, and the birthplace of the Jesuit philosophy of the social contract between rulers and the ruled – which is still in lively national debate.The Inca Empire still touchesSaltaSalta the Beautiful, as it's justifiably known, bears the splendor of Colonial monuments, with archaeological proof of thriving indigenous cultures and the reality of street children eager to shine your shoes. Indigenous language communities founded 6,000 years ago are very much alive in the rugged, semi-arid yet stunning landscape of theAndean orld class vintages using irrigation technology first perfected by indigenous people over 3,000 years ago. Argentine vineyards are the highest in the world – up to 5,000 feet – with 350 days of warm sunshine.TheArgentine Mesopotamiais a floating land of Jungles, massive rivers, the incomparable Iguazu Falls, splendid cities, mate plantations, magnificent ruins and giant, delicious fish. Patagonia,the vast region that conjures visions of another reality, is another reality. Welsh, German, English, French, Spanish, Eastern Europeans and indigenous cultures thrive on the Atlantic and Andean edges of this land. The long Atlantic coast is home to internationally protected wildlife sites, fishing villages and modern petroleum shipping ports.The flat sparse interior is dotted by multi-thousand acre estancias (ranches), many of which have been owned by the original families for generations, with millions of sheep and a few gauchos. Welsh villages, the first European settlements in Patagonia, are complete with trim, vine covered cottages, pocket gardens and afternoon tea. In the Andean west, are the finest ski resorts and fruit growing lands in South America. 8. Family/culture There is no typical Argentinian family. Family life differs according to many factors, such as religion, region, ethnic background and income.Traditionally, fathers were considered the head of the family, mothers were in charge of the household, and young married couples lived with their parents in quarters built onto the house. Now, most Argentinians believe that women have the right to a career as well as marriage and family. Some families have hired help to do domestic chores. Young married couples usually find a place of their own rather than living with parents. Did you know? In Buenos Aires, a cosmopolitan city of over 13 million residents, there is a saying that a Porteno â€Å"speaks Spanish, eats Italian, dresses like a Frenchman and thinks he is an Englishman. Sixty percent of Argentinians own their homes and often build additional rooms rather than moving to larger houses. Most Argentinians live and work in urban areas. About a third of the population lives in and around Buenos Aires. In small cities and the suburbs, people live in single- family homes, but in Buenos Aires, most people live in apartment buildings. The apartments have modern facilities, but rent and electricity are very expensive. Rent can take a large portion of monthly earnings for some families.Housing construction has not kept pace with the number of Job seekers heading into the cities. The housing shortage has resulted in the growth of villas miserias, shacks made of pieces of wood, tin and other materials found by residents. There is no running water, sewage system or electricity in these areas, and the residents often suffer health problems because of contaminated water. There are still large farms or estancias in Gauchos, who wear the traditional baggy pants and flat-topped hat, still work on ome cattle ranches.In Patagonia the estancias may be sheep ranches. In other areas, the estancias may have vineyards, orchards or fields of grain. Some very large estancias are like little vill ages, with their own chapels and schools. Sometimes the wife and children of the owner live in the city while the children are at school. The 300,000 indigenous people in Argentina live in small rural communities or in the cities. One important group is the Wichi, who live in the marshy area near the river Pilcomayo in the north of the country and Mapuche in the Neuqu ©n province.Although many indigenous Argentinians have preserved their traditional way of life, others have adopted a more European lifestyle 9. Government Argentina has seen some interesting events in respect to government and politics (too detailed to elaborate on as part of this article, but certainly worth further research if you are interested) and following a period of military dictatorship which ended in 1983, Argentina returned to the 1853 Constitution which was further amended in 1994. Government in Argentina is now operated via a representative, republican federal system which is similar to the federal syst em in the USA.The government in Argentina is formed of two separate legislative branches which are executive and bicameral and of these two houses, the Senate has 72 seats and the Chamber of Deputies has 257 seats. Argentina is further divided into a Federal Capital (the City of Buenos Aires) and 23 Provinces. The Federal Government of Argentina is lead by the President. Until the change to Constitution in 1994 (referred to above), it was necessary that the President be a Roman Catholic. Changes to the Constitution also permitted the reelection of the President for a further 4 year period as opposed to the original 6 year period.Each Province within Argentina has its own Governor, Chamber of Deputies and Senate. The Federal Capital in Buenos Aires, has an elected Mayor allowing for self government. The balancing of power in the government of Argentina is not straightforward. The primary reason for this being that 70% of the population falls under the remit of the Federal Capital and the provinces of Santa Fe, Buenos Aires and Cordoba. Consequently they are able to provide a powerful counterweight to the Federal government, particularly if they are controlled by the opposition.In respects to Political Parties in Argentina, the spectrum of parties is broad and diverse and at least 20 parties are represented in the Congreso. Local parties have considerable power within some of the provinces. The Sapag familys Partido Popular Neuquino in Neuquen for example has driven some of Argentina's most progressive social policies. A recent concern for the government in Argentina is the lack of interest that the younger generation take in government and politics and their resulting voting apathy. No doubt however, the same concern exists for a significant number of countries. 10. Pastime activites

Customer Service Operations and Excellence Essay - 1

Customer Service Operations and Excellence - Essay Example The ultimate measure quality of any service is the customer’s perception of the service (Heinonen 2009, 10). An organisation is taken as a social system with an economic purpose. Any strategy taken by an organisation has to ensure fit with the environment of operation, has to be distinct in creating a value chain and increasing competiveness, and has to be sustainable. The strategy has to maintain its distinctiveness and the operating environment changes; strategies basically increase customer value while at the same time reducing the cost of the service to the customer (Anderson, Healey & Locke 2005, 14). Therefore, achieving operational excellence in process that support the customer leads to greater customer intimacy, making decisions to be taken in accordance with the needs of the customer, which leads to operational excellence in an organisation. 2.0 Service Process at BOI Bank 2.1 Service Background The service process is in BOI bank. ... Customers have to queue in lines with the most populated line being the deposit /withdrawal line. There are five counters serving this queue; at any one time five people have to be served simultaneously. Besides this, at least 25 people must be lining up at the queue waiting to be serviced with the number ranging from 10 in low business hours, to at least 40 in high business hours. Customers have to queue while standing, which becomes a challenge in long queues, though the old and the handicapped are allowed to bypass such lines to be served directly. Though the bank representative at the counters serve with due diligence and commitment, in some cases customers claim to spend unnecessary longer durations, which impacts on their businesses, while at the same time making them tired. This may be a sign of poor management and lack of maintaining services operational excellence in ensuring customers spend the least time possible in queues. The chart below summarizes the banking process in the banking hall. 2.2 Service Blue Print A blue print is ideal in providing a common point of discussion necessary when developing new services. Baums (1990, 46) argues that blueprint analysis aims at exposing inefficient time usage, unnecessary labor, but may also be used in selection, recruiting and training. These factors have become real challenges to businesses currently and have an impact on inefficient use of time and increased labor costs (Gemler 2011, 26). A business has to balance between having excess employees, which would be an added cost to the company, and time taken by an employee to queue and get services, which requires the two extremes to meet at the customer comfort zone. The queuing theory states the time taken by customers to arrive at a line, or

Orchestral Music Essay Example | Topics and Well Written Essays - 1250 words

Orchestral Music - Essay Example Stylistically, the prelude is improvisatory in nature. The prelude can also refer to an overture, particularly to those seen in an opera or an oratorio. Prelude can be referring to as a preface. It can stand on its own or introduce another work. Overture in music is the instrumental introduction to a dramatic, choral (1911encyclopedia.org) or, occasionally, instrumental composition. It is used as an opening to a larger dramatic work such as an opera. Overture also referred to collections of movements, known as suites. (wikipedia.com). A sinfonie is a musical composition, the extended and used for orchestra. It does not imply a specific form. There are sinfonies that are tonal works in four movements with the first in sonata form, and it is often described by music theorists as the structure of a classical (reference.com) sinfonie. The very first preludes were lute compositions of the Renaissance era. They were free improvisations and served as brief introductions to larger pieces of music or particular larger and more complex movements; lutenists also used them to test the instrument or the acoustics of the room before performing. In the 17th century in France the keyboard preludes started. During this century the duration of each note is left to the performer. The first composer who embrace the genre is Louis Couperin, and harpsichord preludes were used until the first half of the 18th century by numerous composers including Jean-Henri d'Anglebert (1629-1691), lisabeth Jacquet de la Guerre (1665-1729), Franois Couperin (1668-1733) and Jean-Philippe Rameau (1683-1764), whose very first printed piece (1706) was in this form. The last unmeasured preludes for harpsichord date from the 1710s. Prelude in the 17th century in Germany led to a sectional form similar to keyboard toccatas Johann Jakob Froberger or Girol amo Frescobaldi. Outside Germany, Abraham van den Kerckhoven (c.1618-c.1701), one of the most important Dutch composers of the period, used this model for some of his preludes. Southern and central German composers did not follow the sectional model and their preludes remained improvisational in character with little or no strict counterpoint. In the second half of 17th century prelude are being paired with figures in the same key. Preludes were also used by some 20th century composers when writing Baroque-inspired "suites". Such works include Ravel's Le Tombeau de Couperin (1914/17) and Schoenberg's Suite for piano, Op. 25 (1921/23), both of which begin with an introductory prelude. Ludwig van Beethoven wrote two preludes, Op. 39; each one cycles through all of the major keys of the piano. Evolution of Overture Overture was formulated during the 17th century. As a musical form overture begins with the works of J-B Lully (1911encyclopedia.org). He devised the scheme that constitutes the typical French overture up to the time (1911encyclopedia.org) of Johann Sebastian Bach and George Friderich Handel. This French ouverture consists of a slow introduction in a marked "dotted rhythm" (1911encyclopedia.org), followed by a lively movement in fugato style. The slow introduction was always repeated, and sometimes the quick movement concluded by returning to the slow tempo, (1911encyclopedia.org) usually with new motivic material but occasionally recapitulating the opening, and this combined fast-slow material was sometimes also repeated. The operatic

Bump Guards Research Essay Example | Topics and Well Written Essays - 500 words

Bump Guards Research - Essay Example Bumper Guards are wrapped around individual rails. Thus they avoid the problem of suffocation by letting the air in through the crib rails. Consumers show a positive response to the product.100% of consumers showed willingness to buy the product and accessories along with it. All consumers showed an awareness and knowledge of SIDS syndrome. 10% of consumers suggested that we circulate a pamphlet to educate parents on the dangers of SIDS.10% wished for illustrations of product (patterns and colors) and accessories available with it. Nearly all consumers opted for Velcro fasteners as the best option. All consumers were pleased with the machine wash feature. Preferences for color and patterns differed with consumers wanting pastel shades, Disney and farm animals patterns etc. Average price of the product was pegged at 25$ with a low of 12$ and a high of 50$ maximum. The above research indicates that Bumper Guards is an extremely viable product. Marketed properly with matching accessories and by educating parents about its success in SIDS and injury prevention the product can be a huge success. Prices must be kept down to an affordable range from 20$ upwards according to pattern. Different patterns and colors must be easily available to satisfy the consumer. Material straps are not popular so this option can be discontinued. Velcro and machine wash features are most popular and must be built upon. Easy installation, convenient washability and an affordable price makes for an innovative and potentially successful product. Bumper Guards is a great alternative to the traditional crib bumpers which are a threat to infant mortality and a provide relief to concerned parents. 8. Would you (consumer) be attracted to this product if it were available in a variety of patterns and styles? Yes ____ No ____. What types of patterns and styles would you like to decorate your baby’s nursery

Federalist paper declaration of independence Essay

Federalist paper declaration of independence - Essay Example s not secured against the violence of the stronger; and as, in the latter state, even the stronger individuals are prompted, by the uncertainty of their condition, to submit to a government which may protect the weak as well as themselves; so, in the former state†. Madison is expressing in this last paragraph the dilemma between majority and minority protection. Too much majority protection, and the society is like an anarchy: The strong form coalitions and rule by force, using the state as a narrowly-concealed bludgeon. But with too much protection for the weak, it is inevitable that â€Å"hereditary or self-appointed authority† take over, and a â€Å"will... independent of society itself† characterized by a social elite will dominate, which is even worse than the majority tyranny leading to the odious state of anarchy. Madison then argues that Rhode Island, without reform in the manner prescribed by the Federalist Papers and the eventual Constitution, is an example of this risk of majority tyranny. â€Å"[I]f the State of Rhode Island was separated from the Confederacy and left to itself, the insecurity of rights under the popular form of government within such narrow limits would be displayed by such reiterated oppressions of factious majorities that some power altogether independent of the people would soon be called for by the voice of the very factions whose misrule had proved the necessity of it†. Thus, Madison is proposing that Rhode Islands governmental form be used as an example to stray away from, lest the Constitution lead to the same risk of anarchy or majority tyranny. The â€Å"will independent of society†, of course, is the risk of going too far away from the pole of majority power, represented by Rhode Island, and towards a regime more like an authoritarian or monarchic one. The whole objective of the Federalist Papers was to craft another solution, a different way of going between the horns of the dilemma: â€Å"[B]y comprehending in the society so

Summary page (56-89) Essay Example | Topics and Well Written Essays - 250 words

Summary page (56-89) - Essay Example The strategies to organize the argument and also its outline are then provided. An example of an annotated student essay is provided to give a good idea about a research based argument. Next, and introduction into the Rogerian argument is provided, and it is expressed that this type of argument holds its ground on a controversial issue involving dialog which has a non-confrontational structure and a tone of consensus building. The outline or organizational plan of the Rogerian argument is then provided followed by another annotated student essay, which showcases the use of the Rogerian approach. The chapter then moves on to demonstrate the requirements for student collaboration writing project as well as offers a good sample of the same. Next section of the chapter focuses on incorporating sources into the argument detailing all types of sources as well as different documentation styles, and talks about the importance to avoid plagiarism. The preliminary and annotated bibliography are discussed next and respective examples are provided. Finally the steps to create a draft for the argument are

Productivity in the Roanoke Branch Coursework Example | Topics and Well Written Essays - 750 words

Productivity in the Roanoke Branch - Coursework Example As I follow up, I am writing to provide details of how the executive team can help in reversing the downward spiral of employee morale and productivity. Background. As you will recall, we lost two of our most experienced technical employees at Roanoke and other have disclosed their intention to leave Phoenix. A vacuum will be created, which will be very difficult to fill. This is capable of reducing the number of a client by half in the next six months. Our overall annual revenue will consequently decrease by 37%. This will further aggravate the effect of the economic crunch which has reduced advertisement expenses by 41% nationwide, and 53% in North Carolina. Proposal. Given the above, I am proposing a new approach to managing employee relations. This approach comprises three major components: securing employee commitment, dispute resolution, and welfare. The commitment of employee especially the top management employees can be secured by establishing a two-way communication process which will help managers understand Phoenix vision, mission, objectives, and values and allow the executive team at the headquarters. This can be achieved during meetings, frequent briefings, newsletters, and circulars. Recreational and sports activities can also be used for informal communications. The commitment of employees can also be enhanced by appropriate recognition of individual employees and teams’ achievements and efforts. This will help in promoting the right attitude to work and bringing out the best in employees. Adequate recognition can be given to employees through commendation letters, honors and merit awards, and management suggestion scheme. Given the inevitability of conflicts among employees at different categories, the executive team should establish clear channels for lodging complaints, expeditiously deal with complaints and the actions taken communicated to employees in order to resolve disputes.  

Major Theories of Crime Causation Term Paper Example | Topics and Well Written Essays - 1250 words

Major Theories of Crime Causation - Term Paper Example Cultural deviance theory is a subset of a bigger range of theories which all have to do with the structure, or more exactly, the stratification of human society. Stratification is the way that objects are arranged in layers, such as in ancient rock formations, for example, and in society the term refers to the economic or social classes that exist in human societies. There are always some people who have a lot of wealth and power, and these people represent the upper classes. They enjoy prestige and privileged access to many of the benefits of society. Below this layer are those who are comfortable and can access some but not all of the advantages that a society offers, and at the bottom of the heap are the poor, who very often struggle to meet basic needs and are excluded from many of the benefits of society. The proportion of the population in each stratum can vary according to the culture and the history of different places. Some countries, like the USA and most of Western Europe has a very large middle class, while others, like India, have a huge lower class. In all societies it has been noted that the classes at the bottom of this hierarchy tend to have more crime. Economic disadvantage, therefore, is a factor which can lead to greater levels of crime. Lack of wealth results in an environment where people do not have the spare income to spend on keeping the place in order, and this means that disorganization and chaos is more likely to occur. Middle and upper class communities take more pride in their local area because they have invested a lot of resources in their homes, for example in buying or renting nice properties and making their gardens and houses neat and clean. People who struggle to put food on the table do not have the luxury to look after their neighbourhood, and crime develops in the neglected public spaces. In this context there is much less to lose, and so there is a greater tendency to opt out of constructive community efforts. People do not become attached to the place, or their neighbors and in fact â€Å"Residents in crime-ridden neighborhoods try to leave at the earliest opportunity.† (Siegel, 2007, p. 126) Life in an economically disadvantaged area is stressful and results in a culture forming in which those who are not able to move out and up into a more advantageous layer of society find ways of adapting to their environment. The cultural disadvantage theory observes that lower-class people have different values than middle and upper class people. They do not try to compete in conventional arenas like education and employment, but seek success in different ways, and measured by different standards. So for example instead of working through an apprenticeship and starting a long term career, lower class people set their sights on the values of the street: being tough and streetwise, doing deals and gaining income in ways which demand street wisdom rather than conventional submission to rules. The usual authority figures such as parents, teachers, police, are seen as influences to be r ejected, in favor of a kind of rebellious autonomy. In this world view crime plays a big part, because

The U.S. Criminal Justice System Essay Example | Topics and Well Written Essays - 750 words

The U.S. Criminal Justice System - Essay Example The U.S criminal justice system has evolved as an assortment of various structures and components which operate independently. Like the systems in other countries, the U.S criminal justice is an interaction of three major components; the law enforcement agencies, the court systems and the correctional system (Carlson and Garrett, 2006). Each of the systems operates as an independent entity with little association among the various agencies. The American system majorly owes its roots from the England during the colonization era. During the colonial era, issues of crime were majorly handled by vigilante groups and private citizens. In absence of a governing system with regard to administration of justice, the British colonialists introduced several English legal traditions in America without replacing the private system and the customs adapted from other parts of the world. However, this informal system became obsolete due to the increasing population and urban growth paving way for el ites under the premise of enlightenment to challenge the existing criminal justice system which was primarily based on capital punishment and torture among other inhumane acts. In the wake of the enlightenment era, there was a move towards a more defined system with written rules and punishment. The central dogma for the justice system advocated by the enlightenment group was the need to have a system which would make people more aware of illegal actions and their respective consequences.   There was also need for equality and uniformity to be applied in the administration of justice. The American Revolution set the stage for the U.S to establish its own criminal justice system free from interference by the British. A rapid transformation of the criminal justice system was witnessed in the nineteenth century marked by increase in urban law enforcers and correctional system. However, the increased level of crime despite the transformations paved way for professionalism in the crimi nal justice system in an effort to understand the root causes of crime and effective control measures (Matthews et al, 2007). The increased professionalism led to implementation of more effective policies and processes in the justice system. This led to heightened efforts in empowering the various law enforcement agencies, courts and correctional systems at federal, state and county levels. As a result, the U.S system has remained as a complex assortment of highly fragmented organizations which interact with each other indifferent ways. Though there have been calls for transformation of the U.S criminal justice towards a unified system, such efforts have been met with opposition from various stakeholders like politicians and other beneficiaries hence majority of the states have retained the fragmented system.

Candide Characters Essay Example for Free

Candide Characters Essay In Candide, the character called Pangloss is believed to be a parody of philosophers who spent their time idly wondering about the world or debating points that have no real significance to life situations.   For instance, Pangloss keeps on saying that the world is good despite all of the misfortunes that have befallen him. Many experts believe that Voltaire was also making fun at G.W. von Leibniz, a seventeenth-century philosopher who was part of a greater movement called theodicy.   This school of thought explains that evil exists in the world because they serve particular purposes.    That even if the world is perfect because it was created by a perfect God, it is necessary to allow evil to happen.   Its clear that Voltaire does not believe, like how philosophers did, that there is an inherent goodness in everything and that everything happens for a reason, even the bad ones. Setting: The nobility of France In this play, the setting could be defined as the society, which is present at that time.   In other words, some members of the nobility of France were part of Candides life, like Cunegonde and her brother.   One example wherein Voltaire poked fun at this class is when he related that the barons sister didnt marry Candides father because he only had seventy-one noble lineages. Action: Jacques Death Jacques, a good man who helped Candide and Pangloss, fell on a turbulent sea as he was rescuing a sailor.   The sailor, instead of helping Jacques to get back to the ship ignored the poor man, which resulted to his death.   In this example, it would seem that Voltaire is parodying the Christian preaching of good overcoming evil.   Here, Jacques did a good deed and was a good man but he died because of it.   To add to the mockery, Pangloss even said that the sea outside Lisbon was specifically created so that Jacques could drown in it. Works Cited Arouet, Francois-Marie.   Candide by Voltaire. Courier Dover Publications, 1991. Ward, Selena, and Jaffee, Valerie.   Candide.   Sparknotes Home Page.   21 July 2008 http://www.sparknotes.com/lit/candide/index.html

Analysis Of A Clockwork Orange English Literature Essay

Analysis Of A Clockwork Orange English Literature Essay Singing in the rain, Im singing in the rainà ¢Ã¢â€š ¬Ã‚ ¦. As this vivacious song disappears into the terror of the night, the emergence of one of the greatest novels and movies, A Clockwork Orange, begins to take shape. Anthony Burgesss contemporary novel, A Clockwork Orange, and Stanley Kubricks outstanding movie, A Clockwork Orange, based upon the novel, have many important similarities and differences, which aid in confirming A Clockwork Orange as one of the most terrifying, yet extraordinary pieces of cinema and literature ever to be created. One of the important similarities between Anthony Burgess novel and Stanley Kubricks outstanding movie of A Clockwork Orange is the interpretation of what the true meaning of A Clockwork Orange which is important because it is the basis for the entire story because he has been brain washed by the government to make him act the way they want him to act. In A Clockwork Orange, Alex is only A Clockwork Orange, something mechanical that appears organic. By this I mean that although Alex is human, and capable to say and think whatever he chooses, he cannot, for in fact he is being used like a machine by the government, doing whatever they desire with him. From the similarity between the interpretation of what the true meaning of A Clockwork Orange in both Anthony Burgess contemporary novel and Stanley Kubricks outstanding movie of A Clockwork Orange comes the difference in how the government proves Alex to be like A Clockwork Orange, after having already completed the Ludovico Technique. In Anthony Burgess contemporary novel they prove Alex to be like A Clockwork Orange by showing him certain grotesque pictures and asking him what he felt. In Stanley Kubricks outstanding movie, they proved Alex to be like A Clockwork Orange by placing him on a stage with actors and presenting it in front of the important members of the government. Please, I must do something shall I clean your boots Look, Ill get down and lick them. In Stanley Kubricks A Clockwork Orange this following passage is what Alex said in Stanley Kubricks movie after having been kicked in the Gulliver by the actors boot, which demonstrates Alexs mechanical change into A Clock work Orange. Another similarity in both Anthony Burgess contemporary novel and Stanley Kubricks outstanding movie of A Clockwork Orange is the use of the Nadsat language. The Nadsat language, which is the vocabulary of the teenagers in the future, is important to be in both the book and movie because the language shows the difference between the violent teenagers and the intellectual aristocracy of this nightmarish future. Viddy well brotha viddy well, What giveth then, old droogie? Nobody seemed to quite pony that, but somebody said in like a harsh goloss Ho, ho, ho! Well, if it isnt fat stinking billy goat Billy Boy in poison! How art thou, thou globby bottle of cheap, stinking chip oil? Come and get one in the yarbles, if ya have any yarbles, you eunuch jelly thou! Be more respectful, boy, in addressing the Minister (A Clockwork Orange, page 173). This passage taken from Anthony Burgess contemporary novel exemplifies how teenagers talked, and that no one else seemed to understand pony what Alex was saying, except that it had to be disrespectful. A huge difference between Anthony Burgess contemporary novel and Stanley Kubricks outstanding movie of A Clockwork Orange is the differences with the second encounter with the man whose wife that had been raped and killed by Alex and his friends droogies. In Anthony Burgess contemporary novel, the man is exactly the same as he was except for his wife having been killed. In the book, the man asked to hear Alexs story and he mentioned the name Dim, whom sounded familiar to the man, and then for the first time he realized that Alex was one of those hoodlums who raped his wife that terrible night. Also, in the morning, the man called him down to eat breakfast, which gave Alex time to roam around in the mans bedroom where he found his name, F. Alexander, on his book. However, from this, Alex was used by F. Alexander as a political stunt in the hotel room without force and leaves the reader to assume that F. Alexander was responsible for driving Alex to sheer madness to jump out of the win dow. Unlike Anthony Burgess contemporary novel, Stanley Kubricks outstanding movie was completely different in the second encounter with the man whose wife had been raped and killed by Alex and his friends. The man, having been beaten so badly in the first encounter, was now in a wheelchair, and accompanied by a huge, strong man named Julian, whom helped F. Alexander do the things that he could not do in a wheelchair. Also, while Alex is offered a hot bath, he sang the song Singing in the Rain, which he had sung during the first encounter with F. Alexander. Having sung this song, the man at once recognized and realized that Alex had been one of the hoodlums that were there on the night he had been beaten, and raped his wife. Also, having realized after the bath that Alex was responsible for his wifes death, he drugged Alexs drink rendering him unable to ever know the mans name, F. Alexander, and proving that F. Alexander was responsible for having tried to kill Alex by driving him to madn ess to jump out of the window. Anthony Burgess contemporary novel, A Clockwork Orange, and Stanley Kubricks outstanding movie, A Clockwork Orange, based upon the novel, have many important similarities and differences. These similarities and differences; however, help to mold in my opinion one of the greatest novels and movies of our time. Upon reading and watching A Clockwork Orange it leaves me with just one final thought what will the world be like in the future?

Grammatical Tense And Aspect English Language Essay

Grammatical Tense And Aspect English Language Essay Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic 28 Tense and aspect They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I dont teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus o f the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students m ust know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: Jirapon goes to temple. ( Present Tense) Udom went to school yesterday ( Past Tense) Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be+ ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have+ past participle) They are reading newspaper in the room. David is washing his car at home. Further more there are 12 Verb Tenses in English . This is a chart of active verb tenses Tense Past Tense Present Tense Future Tense Simple I went to 7-11. She cooked dinner yesterday. We learnt French. I go to 7-11. She cooks dinner every day. We learn French I will go to 7-11. She will cook tomorrow. We will learn French Progressive be + main verb +ing I was going to Switzerland. She was cooking . We were learning French I am going to 7-11 now. She is washing dishes at the moment. We are learning French now. I will be cooking when you come. We will be going to Bangkok when the sun set. Perfect have + main verb I had cooked breakfast when the phone rang. She has cook many meals. We will have cooked breakfast by the time our mother come. Perfect progressive have + be + main verb + ing He had been cooking for 1 hour before he took lessons. He has been cooking for over and hour. He will have been cooking all day by the time she gets home. Time clues: these are words that give some information about when an action occurs. Some examples are: yesterday       every day tomorrow while now simple past simple present simple future past progressive present progressive There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Chart-Time Clues and Verb Tense Past Present Future Simple Simple Past Simple Present Simple Future yesterday last year/ month/ etc. before for five weeks/days/etc. one year/ month ago every morning / day / etc. always usually frequently sometimes tomorrow tonight next week/month/etc. soon in the future Progressive Past Progressive Present Progressive Future progressive while when now right now this week/minute/etc. when after as soon as before Perfect Past Perfect Present Perfect Future Perfect before already by the time until then/last week/etc. after until now since ever never many times/ weeks/years/etc. for three hours/ minutes/etc/ by the time you go (somewhere) by the time you do (something) already Perfect Progressive Past Perfect progressive Present Perfect Progressive Future Perfect Progressive before for one week/hour/etc. since for the past year/ month/ etc. for the last 2 months/ weeks/etc. up to now for 6 weeks/hours/etc. since by the time for ten days/weeks/etc. by From www.athabascau.cea Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Text: English For Communication 2 Lesson: 4 Time: 2 period à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8. Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : The teacher greets students and tell them that they are going to learn about outline goals for todays class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: 1.Teacher divide students into groups of 2 to 4 2. Have students take personal information quiz in groups 3. Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: 1. Have groups identify tense names used in question 2. Give auxiliary verb exercise to students to be done individually 3. Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€ š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) I walk to school. The museum open at 09.00 a.m. and closes at 05.30 p.m. Suda goes to work in the morning. He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) We always travel by train. I often try to fix my computer. He washes his car every weekend. She usually carries her note book computer to work. Negative Sentences: Pattern: I dont + verb (present simple negative) Example: Santa doesnt come. The racing car doesnt slow. Subject Auxiliary Verb + not Verb I / You / We / They don t work He / She / It doesnt work I drink coffee but I dont drink tea. The children dont play in the park. Mary doesnt go to the library. She drinks tea but she doesnt drink coffee. Question Sentence: Pattern: Do you.. (Present simple question).? Example: Do they work? Does she work? Auxiliary Verb Subject Verb +? Do I /we / you / they work? Does He / she/ it work? Do you smoke? No, I dont. Do they speak English? Yes, they do. Does she work hard? Yes, she does Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz When did you last see a film? How many times have you been abroad? What type of books do you like reading? When were you born? How long have you been learning English? What will the weather be like tomorrow? What were you doing at 7 oclock yesterday evening? What are your parents doing? Where are your classes taught? What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Tense Aspect Example present (no aspect = simple) continuous perfect past (no aspect = simple) continuous perfect Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Verb form Concept 1. present simple a. past event with present relevance 2. past simple b. activity or process, in progress in the past 3. present continuous c. past state, event or habit 4.past continuous d. present state, event or habit 5. present perfect e. past event that happened prior to another past event 6. past perfect f. activity or process, in progress in the present Worksheet 4 Writing : Simple present Tense Exercise 1: Complete the text using words from the box. get up go have sleep start finish I (1) early, at quarter to six, and (2) To work at about half past six. I (3) breakfast in a cafà © near my office, and (4) .. work at half past seven. I dont (5).. a big lunch, just a sandwich and a coffee, I usually (6) . work at about six oclock. I (7) . home at seven, then I (8) dinner with husband. He loves cooking! After dinner we usually watch TV, then I (9) .. to bed early. About ten oclock and (10).. for seven or eight house. In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: I am not enjoy this film. Lets leave. What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. **************

The Outsiders :: Free Essay Writer

The Outsiders The main character, Ponyboy he is a greaser, part of the lowest-class kids who wear their hair long and greasy, wear blue jeans and ripped-up T-shirts. There is another group of kids called the â€Å"Socs†. They were the preppy kids, the rich ones, the goody-two-shoes.The â€Å"Greasers† and the â€Å"Socs† do not get along and have their daily brawls in the street. One day, as Ponyboy is walking home from a movie, he is jumped and beaten by a gang of Socs. At the last minute, his gang of greasers--including his brothers Darry and Sodapop, who raise Ponyboy. The next night, Ponyboy and Johnny go to a movie with Dally; they sit behind a pair of attractive Soc girls, whom Dally hits in his rude self. After Johnny tells him to stop, Johnny and Ponyboy sit with the girls, Cherry and Marcia. Ponyboy and Cherry start to talk and realize they aren’t that different. On the way, however, they run into Bob and Randy, the girls' drunken boyfriends, and the girls agree to leave with them in order to stop a fight between the Socs and the greasers. Ponyboy then gets home late because of what happened at the drive-in. Dally is mad and starts yelling. Sick of constantly being watched and criticized by his brother, Ponyboy yells at him. The two brothers fight and Darry slaps Ponyboy across the face. Determined to run away, Ponyboy flees out the door, finds Johnny, and heads for the park. At the park the two young greasers again come acroos Bob and Randy, with a large group of their Soc friends. One of the Socs holds Ponyboy's head under the water fountain that is in the center of the park. Ponyboy blacks out. When he comes to, he is lying on the ground next to Johnny. Bob is laying there next to him. To save Ponyboy, Johnny killed Bob. Desperate and terrified, they greasers hurry to find Dally Winston, the one person they think might be able to help them. Dally sends them with a gun and some money to an abandoned church near Windrixville, where they hide out for a week. The boys decide to cut their hair to disguise them self. To make the time go by they read Gone with the Wind aloud. About a week later, Dally comes to check on them, and says that since Bob's death, things between the greasers and the Socs are at their worst.