`` The Yellow Wallpaper `` By Charlotte Perkins Gilman And...

There are many factors that can create a theme in a short story. Most of the factors are the elements of fiction, which include plot, setting, characters, symbolism, conflict, and point of view. The two stories that will be compared in this essay are â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman and â€Å"The Story of the Hour† by Kate Chopin. The elements that especially contribute to creating a theme for these short stories are the characters, point of view, and plot. The characters of both stories play a main role in molding a theme. In â€Å"The Story of an Hour†, Louise is a wife, who is also â€Å"young, with a fair, calm face, whose lines bespoke repression and even a certain strength† (Chopin). Even though readers do not know how long Louise and Brently Mallard have been married for, they figure out that Louise â€Å"had loved him--sometimes. Often she had not† (Chopin). For the two statements above, readers can figure out that she is a strong, young woman, who often didn’t love her own husband. Louise often felt as though she did not have the freedom to be who she wanted to be. She was married, so she had to act like only a married woman should. In â€Å"The Yellow Wallpaper†, the narrator is a young woman, who is a natural storyteller that loves to write. Her husband, John, places her under treatment for depression or for being too emotional. Even though the narrator’s treatment involves her no t being able to write, she still finds time to write in her secret diary when no oneShow MoreRelatedThe Yellow Wallpaper, By Charlotte Perkins Gilman, And The Story Of An Hour1409 Words   |  6 Pagessociety than what they do today. There are many stories that can help provide a glimpse of what life was like in the 1800s using a literary device known as realism. Realism is correctly portrayed in â€Å"The Yellow Wallpaper†, written by Charlotte Perkins Gilman, and â€Å"The Story of an Hour†, written by Kate Chopin, in which both depict real life situations and scenarios of what it was like to be a woman in the late 19th century. In both of these short stories, the women are depicted as being tied down byRead MoreThe Story Of An Hour And Charlotte Perkins Gilman s The Yellow Wallpaper Essay1670 Words   |  7 PagesA Women’s Role in a Patriarchal Society During the 19th Century Kate Chopin’s The Story of an Hour and Charlotte Perkins Gilman’s The Yellow Wallpaper are two of the first works of feminist literature in the 19th century. They were written at a time when a woman’s lot was characterized by gender inequality, with few legal, social, or political rights. In the 19th century women were constant victims of society’s ideals, defined as physically and intellectually weaker than men. Fathers and husbandsRead MoreThe Story Of An Hour And Charlotte Perkins Gilman s The Yellow Wallpaper1422 Words   |  6 PagesIn Kate Chopin’s Story of an Hour and Charlotte Perkins Gilman’s The Yellow Wallpaper we see two marriages that are shaped by the hands of society at large and the husbands. Marriage in the upper classes in the late 1800s to the turn-of-the-century was primarily done to increase one party’s social standing, and as such divorce was generally severely frowned upon. Divorce, beginning at the wifeâ€℠¢s behest at least, was unprecedented until the latter half of the 1800s. Both marriages center on womenRead MoreAnalysis Of The Story Of An Hour And Charlotte Perkins Gilman s The Yellow Wallpaper908 Words   |  4 PagesKate Chopin’s â€Å"The Story of an Hour† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† are two short stories that share similar themes and ideas. The authors’ use of point of view, symbolism, and imagery are different but still convey the same basic idea. Both stories cover the theme of marriage and share the idea that marriage is oppressive. The stories focus on two wives desperate to break from the control of their husbands. In â€Å"The Yellow Wallpaper† the woman’s husband is a doctor thereforeRead MoreComparing The Story of an Hour, by Kate Chopin and The Yellow Wallpaper, by Charlotte Perkins Gilman850 Words   |  4 PagesThe Yellow Wallpaper, by Charlotte Perkins Gilman, and The Story of an Hour, by Kate Chopin are two very similar stories. Both women were controlled by their husbands who caused them to feel an intense desire for freedom. However, the women in the stories had different life experiences and different reactions to their own freedom as a result of their different personalities. Mrs. Mallard in The Story of an Hour had to deal with a sort of burden. Her husband had control over her body andRead MoreMiddle Class Women in 19th Century American Society1245 Words   |  5 PagesIn the story â€Å"The yellow wallpaper† the author Charlotte Perkins Gilman says some things about the way women were treated by men back then in the 19th century. Women’s roles and place in the 19th century American society are very humiliating, rational for this society and weird. Women back then were treated as â€Å"something† not as â€Å"someone† that is to say useless beings, that do not have brains. The yellow wallpaper symbolizesRead MoreAnalysis Of The Yellow Wallpaper1727 Words   |  7 Pages Analysis of the Short Story The Yellow Wallpaper by Charlotte Perkins Gilman. Originally published in January 1892 issue of New England Magazine. Charlotte Perkins Gilman s short story The Yellow Wallpaper was personal to her own struggles with anxiety and depression after the birth of her daughter with her first husband and S. Weir Mitchell s resting cure treatment she received. The Yellow Wallpaper describes, from the patients point of view, the fall into madness of a woman who is creativelyRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman904 Words   |  4 Pagescom/us/definiton/americaneglish/rest-cure?q=rest+cure). Charlotte Perkins Gilman wrote The Yellow Wallpaper as a reflection of series of events that happened in her own life. Women who fought the urge to be the typical stereotype were seen as having mental instabilities and were considered disobedient. The societal need for women to conform to the standards in the 1800s were very high. They were to cook, clean and teach their daughters how to take care of the men. Gilman grew up without her father and she vowedRead More Understanding The Yellow Wallpaper1209 Words   |  5 PagesUnderstanding The Yellow Wallpaper      Ã‚   There are more reported cases of clinical depression in women than their are in men. There is also, generalized in western cultures, a stereotype that women are fragile and should be more dedicated to maintaining the home, doing feminine things, that they shouldnt work, and be discouraged from intellectual thinking. In the Victorian period (1837-1901) aside from womens suffragette movements the Victorian woman usually upheld this stereotype of a wellRead MoreThe Yellow Wallpaper: A Look Into Post-Partum Depression1061 Words   |  5 PagesCharlotte Perkins Gilman’s story, The Yellow Wallpaper, portrays the life and mind of a woman suffering from post-partum depression in the late eighteenth century. Gilman uses setting to strengthen the impact of her story by allowing the distant country mansion symbolize the loneliness of her narrator, Jane. Gilman also uses flat characters to enhance the depth of Jane’s thoughts; however, Gilman’s use of narrative tec hnique impacts her story the most. In The Yellow Wallpaper, Charlotte Perkins Gilman

Holden Caulfield of The Catcher in the Rye, by J.D. Salinger

When one’s imagination becomes the director and producer of his thoughts and actions, he loses touch with reality. The ideas and plans are in a chaotic time slot; loneliness becomes the major factor in forming erratic thoughts and actions. In the novel A Catcher in the Rye, J.D Salinger gives insight to the protagonist’s thoughts, experiences, and frustrations in his world. Holden Caulfield’s instinctive desire to be a savior of the innocents evolves, and many times in the story, he faces disappointment. The internal struggles arise when his imagination draws him into situations in which he is unable, but wants desperately to be the hero. The world around him including his peers, family, and random encounters, are those conflicts,†¦show more content†¦Pencey’s ads in papers or magazines featured boys playing polo, but Holden has never seen a horse on Pencey’s campus. The phoniness, for which Holden is constantly seeing and judging, i s obvious through Pencey’s polo ads. Pencey, in Holden’s view, is a place of phoniness; therefore he is not going to give his all in participation at the school academically, socially, or athletically. Salinger uses Pencey as a constant example of Holden’s outward conflicts between Holden and Pencey, which has become his present society. Brian Way writes, â€Å"School is the agency by which America more than most countries consciously socializes the immature for entry into the approved adult activities; and so a boy’s relation to his school becomes a microcosm of the individual’s relation to his society† (34-35). Holden has never really fit into the school because he sees it as the same as he sees his outside world. Holden’s unchanging view of the world as being full of phonies and phony things is present here at Pencey. Holden is the source of his own failure; he truly does not conceive of himself as being a phony at all, but is persistently finding phoniness in the world around him. Holden’s inner conflicts cause illusions, and tremendous amounts anguish. Holden wants to be a protector, but he is experiencing the same problems, and must mature in order to be this â€Å"guardian angel† which is hisShow MoreRelatedHolden Caulfield and the Pressures of Society: The Catcher in the Rye by J.D. Salinger1286 Words   |  6 Pages The Catcher in the Rye by J.D. Salinger, characterization is often found, especially regarding the protagonist, Holden Caulfield. Salinger also includes many themes in his novel relating to growing up in a corrupt society. Hence, this paper will compare, contrast, and evaluate literary criticisms regarding the themes and characterization of J.D. Salinger’s novel The Catcher in the Rye. Many critics of The Catcher in the Rye discuss in depth the characterization of the protagonist Holden CaulfieldRead MoreHolden Caulfield of Catcher In the Rye, the equivalent portrayal of J.D Salinger1734 Words   |  7 PagesHolden Caulfield of Catcher In the Rye, the equivalent portrayal of J.D Salinger Jerome David â€Å"J.D† Salinger’s masterpiece, The Catcher in the Rye, is a world to the disillusioned protagonist Holden Caulfield. The story follows Holden Caulfield following his eviction from his private school, Holden leaves school two days early to travel New York before returning home. He interconnected with many different folks along the way and fascinatingly, the character of Holden Caulfield holds a remarkableRead MoreMental Analysis on Holden Caulfield in J.D. Salinger ´s The Catcher in the Rye824 Words   |  4 PagesCare Service Corporation) (The Numbers Count: Mental Disorders in America). J.D. Salinger’s novel, The Catcher in the Rye, provides the narrative of a young adult, Holden Caulfield, who I believe shows many symptoms of several different mental disorders. In this essay, I will be providing examples straight from The Catcher in the Rye that support my theory of Holden Caulfield’s lack of mental stability. Holden Caulfield demonstrates extreme and inconsistent behaviors throughout his narrative, describingRead MoreParallels Between the Conflicts of J.D. Salinger and Holden Caulfield from Catcher and the Rye618 Words   |  3 PagesLiterature writers, J.D. Salinger, was familiar with a rough childhood by experience. He was able to parallel his experiences to the experiences of Holden Caulfield, the protagonist in The Catcher in Rye. In this novel, Holden experiences conflicts that most youth are not familiar with. The conflicts in Holden Caulfield’s life are caused by various forces and circumstances. One of the main conflict’s in the novel, The Catcher in the Rye, is the recurring theme of innocence. Holden attempts to resistRead MoreHolden Caulfield ´s Innocence and Purity in The Catcher in the Rye by J.D. Salinger850 Words   |  4 PagesIn a society filled with impureness, Holden Caulfield searches for purity and innocence in everyone around him. Lonely, affectionate, and judgmental, Holden is the narrator and protagonist of The Catcher in the Rye. His actions and the way he acts reveals that Holden is very lonely, and is longing for human companionship. Holden is somewhat mature above his age, but still desires pleasures like any other teenage boy. After meeting people, Holden becomes very judgemental about the way people act.Read MoreThe Catcher in the Rye Essay1442 Words   |  6 Pagescharacteristics of Holden Caulfield, the adolescent protagonist hero of J.D. Salinger’s The Catcher in the Rye and illuminate the reasons as to why this prototype of brood ing adolescence, displaying a rather uber-cool style of disaffection, disenchantment and disillusionment became an indispensable figure of interest, in literary circles as well as popular culture. The paper seeks to take issue with the wider dimensions attached to the ‘incapacitation and debilitation’ Holden is often accused ofRead MoreD. Salinger s The Catcher s The Rye 1872 Words   |  8 Pages J. D. Salinger s novel is often called, . . . the forbidden fruit in the garden of literature (The Catcher 116). J. D. Salinger is a writer from the 1950s, a time where literature has questioned the ideas of traditions placed in a community. Through his life and through his characters Holden Caulfield and Phoebe Caulfield in the 1950s realistic fictional bildungsroman The Catcher in the Rye, the postmodernist author J. D. Salinger focuses on the theme of self isolation in society in orderRead MoreAnalysis Of Characters And Themes Of The Catcher Rye 1537 Words   |   7 Pages Analysis of Characters and Themes in The Catcher in the Rye J.D. Salinger was born in 1919 to a wealthy Manhattan family. He grew up in the same social conditions as Holden Caulfield does in The Catcher in the Rye. The last thing Salinger cared about was being a successful student because he was very lazy, without care for his responsibilities and tasks. Salinger flunked out of many prep schools, and his parents sent him to a military academy named Valley Forge in Pennsylvania, where he graduatedRead MoreSimilarities And Differences Between Salinger And Holden Caulfield1671 Words   |  7 Pagesbook, â€Å"The Catcher in the Rye†, Holden Caulfield has many conflicts and life lessons. Throughout the story the author, J.D. Salinger, creates events that make the main character realize that in life people change and grow. The message behind the story is let children grab the â€Å"gold ring† and you can’t always be the catcher in the rye. All of the things that make Holden who he is have many resemblances to the life of the author, J.D. Salinger.   Ã‚  Ã‚   One of the similarities between Holden and Salinger’sRead MoreSymbolism In Catcher In The Rye712 Words   |  3 PagesCatcher in the Rye essay Essay question: Analyse how symbolism was used to develop the key ideas in the written text. In the novel â€Å"Catcher in the Rye†, author J.D Salinger uses symbolism to create and portray key idea to us as the readers. The key ideas he portrays are; Holden Caulfield is the guardian of youth and that Holden is a broken record that no one wants to listen to. Throughout the novel, author J.D Salinger often mentions a red hunting hat worn by Holden and the way in which Holden

Market Segmentation Conceptual and Methodological Process

Question: Discuss about the Market Segmentation for Conceptual and Methodological Process. Answer: Introduction In the mid of the 19th century, the concept of retail marketing has taken a dramatic change. The changing behaviour of customers gave birth to two of the potential phase of a retail market. Moreover, the concept of department stores and discount stores has grabbed significant attention of consumers, which provided enough space for the competition in between top companies (Zielke 2014). Department stores used to have sections for different types of products such as clothing, furniture, sporting goods and many more. Nevertheless, all necessary products assembled to a single place provided a cost effective and time saving benefit to the consumers (Davis and Dyer 2012). Moreover, they are no longer required to go to different place for different products. This assignment helps in finding out the changing face of retail management and respective customer behaviour. With the help of some potential parameters, companies are encasing on the enhanced opportunities because of a phenomenal customer response to the retail shopping. Department stores and discount stores A department store is a place, which offers wide range of consumer goods at one place. The concept has changed the shape of shopping habits in major cities in the mid of the 19th century. Department stores have different sections dedicated to a wide range of consumer goods such as clothing, home appliances and many more (Davis and Dyer 2012). Discount store is another retail concept, which offers goods at a more affordable and discounted prices (Zielke 2014). Discount stores mainly focus on the pricing of the product. However, they compromise on the quality and the service part. Aldi is a good example of such kind of a store, which has the reputation of being the world largest retailer. Moreover, it operates in more than 10,121 discount stores across the globe. Evolution of department and discount stores It all started in the mid of the 19th century, when the retail management started giving a new face to the shopping habits (Ewing 2014). Inception of department store has all changed the buying behaviour of customer by bringing more diversification in their shopping habits. Industrial revolutions have bettered the economy structure of people living in major cities. Moreover, an improved economy structure of common people acted as a catalyst in favour of the retail revolution (Mercer 2014). They sensed the gaps that need to be filled up with some new concept, which could help in enhancing the market feasibility of companies. Moreover, companies thronged to the changed concept and brought some of the best experience to the customers, which they had never imagined. Both the department stores and the discount stores are same in their product segmentation but differ in their mode of operation (Clodfelter 2012). Department stores have different sections offering wide range of consumer good s whereas discount stores offered wide range of discounted products. However, discount stores focus more on product pricing rather than the quality and the service part (Kim and Kim 2012). Aldi is a good example of such a store, which is the largest retailer in world to offer discounted products. Customer segmentation Customer segmentation refers to a process, which divides customer based on their feasible level to the pricing of the product (Wedel and Kamakura 2012). Different types of customer in Australia and Nepal represent the different face of a retail market, which solely depend on buying behaviour of customers. In Australia and Nepal, there are five types of customers in retail market such as: Potential customer: These customers come to the stores and buy the desired product irrespective of their price range (Parment 2013). In this context, Nepal has more potential customers than Australia. Moreover, this is for the reason that Nepal has less number of supermarkets than Australia. New customer: New customers are those, which gives retail market a sigh of hope of prospering in the coming future (Ferrell and Hartline 2012). However, this heavily depends on a large population of the country. Nepal has very less population than Australia as it has less number of people falling under the age of (18-30). Impulsive customer: Impulsive customer is an instant buyer of products, which happens all of sudden without any proper plan for this before (West, Ford and Ibrahim 2015). In this context, Australia has a large number of impulsive buyers because there is large number of supermarkets in the country. Customers can find various stores in various places whereas in Nepal thee are lesser number of supermarkets. Discount customer: These customers seek for a discounted product and wishes to visit to those supermarkets, which has the reputation to offer discounted products (Solomon, Russell-Bennett and Previte 2012). In this context, both Australia and Nepal have same rate of customers, who wish to buy product on a discounted price. Diversification Diversification is something, which encourages a company to bring new products in market (Oh, Sohl and Rugman 2015). Moreover, it adds another level in the business operation, which indeed is a result of added production. Diversification also helps a company during its economic downturn by bringing product variation as per the changing requirement of consumers (Goworek and McGoldrick 2015). In this regard, Aldi represent a good example, which has diversified culture in their production. The two effective issues, which are associated with the diversification, are elated issues and unrelated issues. For Aldi, the related issues are health and cosmetic products, vegetables and fresh fruits whereas unrelated issues may be electronic, stationary an household goods. The related issue with the Chaudhry Group in Nepal are house development, food and beverages. The unrelated issue for the Chaudhry Group in Nepal can be categorised as real state, automobiles, tobacco, education and many more. Moreover, the Company answered to the urgency of having brown instant noodle in Nepal, which was primarily dominated by white noodles in the 80s. Challenges and issues of retail market in Australia and Nepal Challenges and issues have always affected the business of leading companies in past (Layton 2015). In Australia also, there is a healthy competition in between different types of supermarkets and the online mode of shopping. Aldi has created a strong impact in the past by achieving the reputation of the leader company in the discount store format. However, the performance of the Company is challenged by an increasing popularity of online mode of shopping. The online mode of shopping is offering products at a cheaper rate than the discount stores. Nevertheless, Aldi is under notable pressure from diverse segments of customer in Australia (Chugh and Grandhi 2012). On a same note, Chaudhary Group is also facing certain challenges in Nepal because of a low population there. The low population in the country mean that other companies who wish to expand their business in the country might not experience a healthy market shares. Moreover, low population and challenging business access in Nepal have constructed the country as an unfavourable choice for the investors. Nonetheless, the poor transport system in Nepal has added another feather in the book of challenges in front of Chaudhry Group (Magnani, Gevorgyan and Kurz 2012). Companys Future Fresh vegetables and fruits and their environment-friendly packaging have shown Aldis utmost dedication towards the social wellbeing. Moreover, they do so to grab a competitive edge over its competitors. Aldi is strongly focussing on some key part of its production such as adding nutritional values to it with the help of extensive teams of experts who take care of the nutritional part with suitable strategies. With regular set up of different stores at different locations, Aldi has successfully hampered market shares of some leading companies such as Asda, Tesco and Morrisons during economic recession (Chugh and Grandhi 2012). On a same note, Chaudhary Group has left its massive impact on the retail market in Nepal. However, at a global level, it is facing some serious challenges such as rules regulations, cost and currency rates. Nonetheless, the Company has so far managed these challenges. CG is one of the giant companies in the Kingdom of Nepal, which has diversified inclinations across various domains. They have some of the excellent manufacturing facilities for the production of noodles, cigarettes, beverages and snacks. WAI-WAI is the market leader in Nepal in the noodle market. The Company has influenced not only Nepal but also India, Bhutan and the global countries. The effective and unique taste of the noodle has also produced worthy results in European countries such as UK, Germany Austria. Throughout the expansion of the Company during the last 137 years, the WAI-WAI has expertise in possessing not less than 40 businesses (Magnani, Gevorgyan and Kurz 2012). Cost containment and value-driven behind the changing face of retail management Cost contaminant is the business practice in order to maintain level of expense to prevent redundant expenditure in order to enhance profitability devoid of long-tem damage to the Company (Manjeshwar, Sternquist and Good 2013). Retailers mostly endeavors investments as well as operating costs with a cost-contaminant approach. Most of the retail firms use this to hold down both preliminary strategies due to intense competition from discounters (PrezCabaero, CruzRos and GonzlezCruz 2014). It is done to authorize a complicated chain or franchise operation as well as high land and construction cost and a desire to maximize the productivity. With the help of the following strategies, cost contaminant can be achieved: Regulating operating processes, size of stores, layout of stores as well as goods offerings Making the use of secondary location, self-supporting units, and sites in older stripe centers and by occupying sites deserted by others Making the use of plainer fixtures as well as lower-cost displays Making the use of reasonable construction materials that includes exposed cinder-block walls as well as solid floors. Positioning stores in smaller communities where building guidelines are less strict, cost of labor is lower and the operating cost is diminished. Purchasing renovated equipment that includes pos hardware Joining cooperative purchasing and advertising groups Encouraging manufacturers in order to finance inventories The quest to provide good value to customers acts as the driving force behind contaminant of cost (Manjeshwar, Sternquist and Good 2013). Price plays a major role in what a customer desire to acquire and from where they acquire it. However, price is no longer considered as the precise reflection of value. Changing face of retail management in coming future Concept of life cycle in retail and the wheel of retailing concept are the driving force behind the changing future of the retail market (Ryan 2016). The concept of life cycle in a retail management refers to a process through which an organization passes through. Moreover, the cycle has divided into four parts such as innovation, success, saturation and decline. Innovation is the one weapon, which a company uses to produce different expertise in the market. However, inclination of a product is also a part of the retail management, which can have various driving forces behind this such as decreasing demand for the product or changing behaviour of customers for the product (Layton 2015). On the other hand, wheel of retailing represent a strategy, which a company exhibit in their entire operation of a product in the market. They first introduce the product in market with a lower pricing to grab the attention of customers. However, once the product takes a strong foothold in the market, they increase the pricing of the product to provide them a healthy profit margin. The wheel of retailing concept is the most powerful driver behind the changing face of the retail market (Sthlberg and Maila 2012). Irrespective of the companies are following the same technique to turn consumer in their favour. Nevertheless, giving variations to the pricing of the product based on situational demand for the product produces healthy customer base (Lee and Kotler 2015). The growing awareness towards the societal values of customers has given a rethink to the companies on their products and the formats of stores. Keeping the premises environment friendly, there is an utmost requirement to maintain hygienic surroundings in the supermarkets. Nonetheless, customers are now more centric towards their health values. Scrambled merchandising When a retailer sells goods in his shop, which do not belong to the usual variety of commodities he keeps or sells it is termed as scrambled merchandizing (Zentes, Morschett and Schramm-Klein 2017). A retailer may opt for scrambled merchandizing in order to increase his top line or bottom line and for better utilization of space. Scrambled merchandizing also illustrates scattered management of product and it can leave a negative image in the mind of the customer who is not sure of what the retailer stands for (Zentes, Morschett and Schramm-Klein 2017). The observable fact is mostly observed with small and medium sized retailers whose key objective is to make more money. The modern practices among retailers in order to enlarge their product lines beyond those conventionally carried foremost competition between types of retailers. Scrambled merchandising is popular due to several causes that include the desire of the retailers to augment overall revenues, largely profitable commodities and services and because customers make more desire purchases (Sthlberg and Maila 2012). Scrambled merchandising is infectious. In other words, drugstores, florists, video-stores as well as bookstores are all affected negatively due to scrambled merchandizing. Retailers such as drugstores are forced into scrambled merchandising to complete the sales emptiness caused by supermarkets. Conclusion Although, flexibility is an important key in the changing face of the retail market but examples are very rare for such leaders. Even the giant companies like Aldi could not keep it away from certain challenges that are coming its way. The online shopping mode such as Amazon, Snapdeal, EBay and many more have all hampered the sales figure of the Company notably. To sustain the gained customer base, Aldi can go the same way by offering online product sale. They need to add online purchase mode to their existing website, which could offer wide range of products at a comparatively cheaper rate. Once it grows with the online sale system and catches significant customer base, the Company can increase respective product pricing considerably to enhance the profit margin. Low population and an unfavourable transport mean in Nepal are causing serious threat to the Chaudhry Group. Big companies are not daring to expose their expertise in this counterpart. Nonetheless, due to low population companies have less scope for their drive in market shares. CG can go for a merger concept as this can expose their expertise in front of international customers. Moreover, this can open ample of options to the Chaudhry Group in international market with diverse range of products. The concept of retail market is continually changing, which is driven by certain forces such as cost containment, value-driven and scrambled merchandising. However, changing customer behaviour is acting as the most influential factor for a changing face of retail market in the coming future. The diverse culture of buyers has opened up several dimensions for a retail market expansion such as online sales of goods through various platforms. Moreover, Amazon, Snapdeal, EBay and many more have changed the buying perceptions of customers in a big deal. A considerable growth is there in the online buyers list, which is providing ample of space to the existing giants in retail market to look for a significant change in their operations mode. Nonetheless, Aldi in Australia and Chaudhry Group in Nepal both need to improve their operation mode to meet with the enhanced demand of customer buying habit. References: Chugh, R. and Grandhi, S., 2012. E-Tailing: A Snapshot of Australias Top 25 Retailers.Strategic and Pragmatic E-Business: Implications for Future Business Practices: Implications for Future Business Practices, p.297. Clodfelter, R., 2012.Retail buying: from basics to fashion. AC Black. Davis, L.Y. and Dyer, B., 2012. Consumers' value perceptions across retail outlets: shopping at mass merchandisers and department stores.The International Review of Retail, Distribution and Consumer Research,22(2), pp.115-142. Ewing, E., 2014.History of 20th century fashion. Pavilion Books. Ferrell, O.C. and Hartline, M., 2012.Marketing strategy, text and cases. Nelson Education. Goworek, H. and McGoldrick, P., 2015.Retail Marketing Management: Principles and Practice. Pearson Higher Ed. Kim, J.E. and Kim, J., 2012. Human factors in retail environments: a review.International journal of retail distribution management,40(11), pp.818-841. Layton, R.A., 2015. Formation, growth, and adaptive change in marketing systems.Journal of Macromarketing,35(3), pp.302-319. Lee, N.R. and Kotler, P., 2015.Social marketing: Changing behaviors for good. Sage Publications. Magnani, R., Gevorgyan, A. and Kurz, K., 2012. Market analysis of complementary foods in Nepal.Global Nutrition Collaborative Research Support Program (CRSP) Research Briefing Paper, (12). Manjeshwar, S., Sternquist, B. and Good, L.K., 2013. Decision making of retail buyers: perspectives from China and India.Qualitative Market Research: An International Journal,16(1), pp.38-52. Mercer, H., 2014. Retailersupplier relationships before and after the Resale Prices Act, 1964: A turning point in British economic history?.Enterprise and Society,15(01), pp.132-165. Oh, C.H., Sohl, T. and Rugman, A.M., 2015. Regional and product diversification and the performance of retail multinationals.Journal of International Management,21(3), pp.220-234. Parment, A., 2013. Generation Y vs. Baby Boomers: Shopping behavior, buyer involvement and implications for retailing.Journal of retailing and consumer services,20(2), pp.189-199. PrezCabaero, C., CruzRos, S. and GonzlezCruz, T., 2014. The contribution of dynamic marketing capabilities to service innovation and performance.International Journal of Business Environment,7(1), pp.61-78. Ryan, D., 2016.Understanding digital marketing: marketing strategies for engaging the digital generation. Kogan Page Publishers. Solomon, M., Russell-Bennett, R. and Previte, J., 2012.Consumer behaviour. Pearson Higher Education AU. Sthlberg, M. and Maila, V., 2012.Shopper marketing: How to increase purchase decisions at the point of sale. Kogan Page Publishers. Wedel, M. and Kamakura, W.A., 2012.Market segmentation: Conceptual and methodological foundations(Vol. 8). Springer Science Business Media. West, D., Ford, J. and Ibrahim, E., 2015.Strategic marketing: creating competitive advantage. Oxford University Press. Zentes, J., Morschett, D. and Schramm-Klein, H., 2017. Store-based RetailingGeneral Merchandise. InStrategic Retail Management(pp. 47-70). Springer Fachmedien Wiesbaden. Zielke, S., 2014. Shopping in discount stores: The role of price-related attributions, emotions and value perception.Journal of Retailing and Consumer Services,21(3), pp.327-338.

The Analects of Confucius Essay Example

The Analects of Confucius Essay The Analects of Confucius, a collection of sayings and ideas of Confucianism, was compiledby the followers of Confucius mostly in the form of dialogues. The last chapter, â€Å"[Emperor] Yao Said,† is the briefest chapter in the book. One school of thought holds that it is just a collection of leftovers. I come from the school of thought that the last chapter concludes Confucius’s theme of politics as well as philosophy with an inseparable connection with the other chapters in the analects. Politics was Confucius’s prime concern. Listed with examples of emperors, 20. 1 talked about how to be a successful philosophical king. People, food, mourning, and sacrifice were all the elements important to the rule of a country. Generosity, good faith, industriousness, and justice were the dispositions of a king, which Confucius praised highly. All those similar ideas ran through the entire book. 1. 5 and 12. 9 emphasized how important it was to love people in order to govern a state. 3. 12 and 3. 17 talked about how necessary it was to hold a sacrificial ceremony carefully. In 17. , the five practices that would implement humanity, which was the core of Confucianism, were courtesy, tolerance, good faith, diligence, and generosity. These political ideas have a tight relationship with each other within the 20 chapters around the theme of politics: benevolent politics. Under the rule of the king, competent officials were necessary to govern the state together. Mentioned in 20. 2, cultivating the five treasures while esche wing the four evils was the key to become a capable official. In my opinion, the five treasures were actually the details, the steps of governing a state. We will write a custom essay sample on The Analects of Confucius specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Analects of Confucius specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Analects of Confucius specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Firstly, all constructions should be under a plan, which was beneficial to people. Then, people would work hard for the goals that they were willing to achieve. Once the state became a prosperous state, no one would be rapacious. If the officials were amiable, then all the citizens would lived in a state full of happiness. The other part in 20. 2 talked about the behaviors that officials had to avoid. Terror, tyranny, extortion and bureaucracy were the spots that were mentioned in other chapters that people should not obtain. Those behaviors were exactly the opposite to the theme of humanity, the core of Confucius. For the ideal state of Confucius, it was not enough with only a philosophical king and competent officials. Most importantly, gentlemen should be the citizens of the state. A gentleman should understand the fate, the rites and the words. The fate here means the willing of heaven, which was the nature law. In 2. 4 and 16. 8, the master mentioned that a man could not be a gentleman if he feared of the willing of heaven. In 8. 2, 8. 8 and 16. 3, the master talked about the important rites was for a man. ‘If you do not study the ritual, you will not be able to take your stand in society. ’[1] 1. 3 and 5. 10 stated that clever talks were necessary for humanity. Those main concepts ran through the entire book. Cleverly, through 20. 3, the focus converted from the theme of the politics to the core of Confucianism, humanism. 12. 1 mentioned that self-cultivation and the restore of rites we re the practice of humanity. Those were exactly the ones chapter 20 emphasized. Summarized from the entire book, the theme of Confucius’s politics was to achieve the harmony of the universe and of society. For Confucius’s ideal state, there were a philosophical king, benevolent official and citizens. In the society, all the people should be gentlemen, who have moral achievement and intellectual competence through self-cultivation and self-creation[2] instead of the aristocrats who were immoral and uneducated. [3] The way of how to become a gentleman implied the significance of education. Humanity, politics and education tied with each other in the book and were concluded in the last chapter. Therefore, from my point of view, instead of being a collection of leftovers, the last chapter acted as a conclusion of emphasizing both personal and government morality, social relationships, justice and sincerity for the entire book. [1] Cited from 16. 13. [2] Idea from http://en. wikipedia. org/wiki/Confucianism [3] Idea from the introduction of the Analects of Confucius ( ii ) by SIMON LEYS

The History of Music free essay sample

The History of Western Music Music has been around since the dawn of time, ever since man first inhabited this planet we have learned to communicate in ways other then conventional speaking. Different Cultures all have there own specific way of communicating through music. Music Is basically broken Into two specific groups Eastern Music and Western Music. Eastern music is mainly derived from the orient and India. While, Western music first emerged from Europe. Western music has developed in many ways since the middle ages through its form, sound, and message. The Middle Ages In 500 A. D. Western civilization began to emerge from the period known as The Dark Ages, a time in which many Invading forces ruled Europe and brought an end to the Roman Empire. For the next hundred year, the newly emerging Christian Church would soon govern Europe, administering Justice, initiating the Crusades against the East, creating universities, and for the most part dictating the destiny of music, art and literature. We will write a custom essay sample on The History of Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pope Gregory I Is believed to have collected the music known as Gregorian Chant, which was the approved music of the Church. Later, Notre Dame in Paris was accredited, with the creation of a new kind of music called organ.Which was created by much more melodic phrases then Gregorian Chant, organ was also the first type of music too utilize fourth and fifth Intervals, which would become one of the building blocks of modern musical theory. Music in the church had not changed much during this time as said by Charles Burner in A General History of Music Volume l, Music in the church, however, appears to have undergone no other change at this time than In being applied In some parts of the A type popular music began to erupt and was sung all over Europe by the troubadours and trousers of France.The troubadours and trousers played mainly lutes (a primitive guitar) and sung songs, which everyday people could appreciate and identify with. And It was during the middle Ages that western cultu re saw the arrival of the first great name In music, Gallinule De Macho. De Macho polyphonic style did not catch with many during the middle ages, but would later influence a flood of composers during the Renaissance. The Renaissance The Renaissance began in the year 1420 and ended in the year 1600. The Renaissance meaning rebirth was a time of great cultural awakening and a pinnacle time for the arts.Sacred music began for the first time to break free of the confines of the Church, and a number of composers trained in the Netherlands mastered polyphonic music. One of the early masters of this Flemish style was Joaquin des Perez. De Preps use of multiple melody lines gave way too the idea of orchestral music which has been a staple in the world of music for hundreds of years. These polyphonic traditions reached a zenith through the works of Giovanni dad Palestinian, who perfected this type of orchestral scoring. Secular music thrived during this period, and instrumental and dance music was performed at many social gatherings. 1 OFF ballad, the best known of which were composed by such masters as John Tolland, William Byrd, and Thomas Morley. The Baroque Age Named after the architectural style of the time, the Baroque period saw composers beginning to rebel against the styles that were prevalent during the Renaissance. Many monarchs employed composers at their courts, to compete with other countries. The greatest composer of the period, Johann Sebastian Bach, was an employed composer.Bach and other of the great composers of the time were able to break new musical ground, and in so doing succeeded in creating an entirely new style of music. During the early part of the seventeenth century the genre of opera was first created by a group of composers in Florence, Italy, the earliest of these operatic masterpieces were composed by Claudio Monteverdi. The instrumental concerto became a customary part of the Baroque era, and found its strongest advocate in the works of the Venetian composer Antonio Vivaldi. Harpsichord music achieved new heights, due to the intricate works of such asDomenici Scarlatti. Dances became formalized into instrumental suites and were composed by many composers of the era. Yet, vocal and choral music still reigned supreme during this age, and culminated in the operas of German-born composer George Frederic Handel. Who according too Alfred Einstein in A Short History of Music was the set up man for musical genius Ludwig Van Beethoven, Handels achievement is the preparation for what Beethoven afterwards did with the symphony; and it is on this eminence that these two masters, so utterly unlike, meet conquerors. (69) The Classical PeriodFrom 1750 to 1820,musicians moved away from the heavily ornamented styles of the Baroque age instead embraced a clean, and uncluttered style they reminiscent of Classical Gr eece. The new aristocracies were replacing monarchs and the church as patrons of music, and were demanding an impersonal, but tuneful and elegant music. Dances such as the minuet and the gavotte were fashioned in the forms of entertaining serenades and divertimento. At this time the Austrian capital of Vienna became the musical center of Europe, and works of the period are often referred to as being in the Viennese style.Composers from all over Europe came to train in and around Vienna, and gradually they developed and formalized the standard musical forms that are prevalent today. European musical culture for the next several decades would spawn from this small area of Austria. Johann Stamina contributed greatly to the growth of the orchestra and developed the idea of the symphony. The Classical period reached its pinnacle with the masterful symphonies, sonatas, and string quartets by three great composers of the Viennese school: Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven.Franz Joseph Haydn was accredited with perfecting the sonata in Charles Burners A General History of Music II in which he states, While the first movement of the sonata developed its perfected form in Hayden hands During the same period, the first voice of the Romantic Era rhea Romantic Era Composers of the Romantic Era broke new musical ground by adding a emotional depth to the prevailing classical forms. Throughout the nineteenth-century artists of all kinds became intent in expressing their emotions. The romantic artists were the first in history to give a name to their respective generation.The earliest Romantic composers were all born within a short time span in the early years of the nineteenth century. These include the great German masters Felix Mendelssohn, Robert Schumann, FRRdrich Chopin, Hector Burlier, and the greatest pianist showman in history, the Hungarian composer Franz List. During the early nineteenth century, opera composers such as Carl Maria von Weber turned to German folk stories for the stories of their operas, later in the century; German opera was virtually monopolized by Richard Wagner.During the nineteenth century, composers from non-Germanic entries began looking for ways in which they might express the musical sound of their respective homelands. Many of these composers turned to local history and legends as plots for their operas, and popular folk melod ies and dance rhythms of their homelands as inspiration for their symphonies and instrumental music. The evolution of existing instruments, plus the invention of new ones, led to the expansion of the symphony orchestra.Taking advantage of these new sounds and new instrumental combinations, the late Romantic composers of the nineteenth- century created rich and large symphonies, ballets, and concertos. Two of these late romantic composers were Johannes Brahms and Peter Illicit Tchaikovsky. rhea Twentieth-Century At the start of the twentieth-century many artists were searching for exciting and different modes of expression. Composers such as Arnold Schoenberg explored unusual and unorthodox harmonies and tonal schemes.As said by Mark Preponderates in The Ambient Century, At first there may seem to be no connection between Schoenberg and Ambient and electronic music. Schoenberg was responsible for taking German Romanticism and reeking it in two. By abandoning eye signatures and eventually caused a revolution which echoed down through the twentieth century (00). Hungarian composer Bla Bart ¶k continued in the traditions of the romantic era and fused the music of Hungarian peasants with twentieth century forms. Avian-garden composers such as Edgar Averse explored the manipulation of rhythms rather than the usual melodic/harmonic schemes.The symphony, became somewhat modified by this time, and attracted such great composers as Gustavo Mailer and Dimmit Stochastic, while Igor Stravinsky gave his full attention to Avian-garden and instrumental colors throughout his career. Many imposers throughout the twentieth-century experimented in new ways with traditional instruments, however many of the twentieth-centurys greatest composers, such as Giaconda Puccini and pianist/composer Sergei Rachmaninoff, remained true to the traditional forms of music history. The twentieth Century also produced many new genres of popular music such a s, country, blues, Jazz, and rock and roll.

Assumptions in Quantitative Research Essays

Assumptions in Quantitative Research Essays Assumptions in Quantitative Research Paper Assumptions in Quantitative Research Paper Post-positivism allows researchers to examine realities through a variety of measurement tools; thus accessing realities which could elude measurement by direct observation (Giddings Grant, 2007; Schumacher Greener, 1992). Regardless of whether the researcher adopts a positivist or post-positivist philosophy, the description of the paradigms begin with assumptions about the researchers role and relationship to the setting, and by identifying the epistemological and validity assumptions underlying the choice of the role and relationship. The conviction that there is a reality existing outside of the researcher, hat this reality can be observed (ontology), and that knowledge of this reality can be measured objectively (epistemology) are foundational assumptions in quantitative research (Hathaway, 1995). Thus the objects of interest are measured by instruments (e. G. , telescope), the data is examined and analyzed to determine if logical patterns are present, and rational theories are constructed to explain and predict a variety of facts (Hathaway, 1995). Ontologically the researcher assumes that the external reality is comprised of facts that are law-like and provide structure or a theoretical framework to this reality. Physics provides an example of this approach. Methodological and Ontological  Assumptions Empirical-analytical inquiry is characterized by the researchers detached or objective view from the setting under study. This objectivity or detachment is, in part, due to the assumption that the object under study is separate from or independent of the researcher (Eisner, 1981; Smith, AAA; Smith, Bibb). In the empirical analytical view, researchers adhere to the mind-reality duality and the mind is seen as separate from reality (Hathaway, 1995). Another way of considering objectivity is that of being hurry neutral (Schumacher Greener, 1992). This is an extreme view and within the contemporary empirical analytical view, researchers would claim that most inquiry is theory laden (Smith, Bibb). However, with objectivity as the goal, the researcher strives to prevent biases throughout the research process and attempts to control the research design for validity, credibility, and reliability (Burns Grove, 1997). While it is impossible to achieve complete objectivity, cultivating an awareness of potential threats and taking measures to decrease threats whenever possible serves to strengthen the research project. It is important to underscore the intertwined nature of the assumption about objectivity and the assumption that a reality exists outside of the observer. The observer, or researcher, assumes that reality exists outside of the human experience (Carroty, 1998; Polite-OHara et al. , 1991). In other words, there are facts with an objective reality separate from the beliefs of the researcher therefore reality exists regardless of the researchers presence (Firestone, 1987). In a contemporary perspective, reality holds a mediated position between the objective and subjective worlds. Reality affects human beings and unman beings effect reality (Schumacher Greener, 1992). Thus unobservable realities exist and can be represented in theoretical concepts. This line of thinking extends teen assumption AT realty Deanna Tanat wanly can De crossover only Dye slung the senses. An example of an unobservable reality would be a belief that depression is a reality. Depression is not an object that we can observe. Rather we can observe phenomena such as actions, behaviors, and consequences that may be associated with depression. Given this phenomenon, theoretical Judgments are made about what constitutes a theoretical reality of depression. The theoretical construct enables the researcher to design a research project on the subject of depression. Linked to the assumption about reality is the assumption that reality consists of facts or truths that can be known (Hathaway, 1995) and these facts provide the researcher with a theoretical framework to help guide the inquiry (Firestone, 1987). The researcher aims to precisely and define categories based on these facts before the study begins and then determines the relationships between them (Firestone, 1987; Smith, Bibb). Hypotheses establishing a relationship between cause and effect are rived from these categories and only the data that is relevant to them are collected and tested. An extreme critique may be that reality is being actively structured by the researchers prosecuted categories and that this methodology is unduly controlled regarding what is relevant to the study. The assumption underlying this point is the deterministic or linear nature of hypothesis testing. Control is inherent in this method of inquiry which is another underlying assumption of quantitative research. Researchers using a more moderate approach within the post positivist paradigm recognize that research is a human endeavor. They derive their a priori categories from personal beliefs or experience, from theoretical formulation, or from their own or others interpretive research (Hathaway, 1995). Because reality is considered to be relatively stable and researchers are able to observe it, a further assumption is that of objective measurement (Polite-OHara et al. , 1991). The purpose of objective measurement is to gain an understanding about the reality of a phenomenon in an objective manner (Giddings Grant, 2007). Thus, in the act of documenting and measuring, the researcher, in the role of a detached onlooker, reserves objectivity (Hathaway, 1995). In other words, it is essential that the measurement tool(s) and process are objective to gain closer proximity to true knowledge of the phenomenon. Measurement is an important assumption in quantitative research and measurement tools, if properly designed and applied, can lead the researcher to greater understanding about the phenomenon. Measurement is the process of assigning numbers to the phenomenon using some type of rule (Burns Grove, 1997). Before assigning numbers there is an assumption that the measurement tool(s) will be accurate in measuring the phenomenon. For example, if a researcher wants to measure pain, a measurement tool such as a pain scale could be used. Alternatively, the researcher could choose to measure opinions about various pain treatments. In order to measure the opinions, the researcher would assign numbers to the most likely responses observed. In constructing the pain treatment opinion tool(s), it is essential that the measurement tool(s) have an appropriate correspondence to the reality of pain treatment opinions (Polite-OHara et al. , 1991). Thus to accurately measure a phenomenon, the measurement tool(s) must be based on a reality and be as objective as possible. The assumptions of reality, objectivity and measurement are interrelated and integral to the ontology and methodology AT quant I t tattle research. I nose assumptions are essential components in the design of quantitative research projects. An example is if the researcher seeks to understand philosophies of childhood, their assumptions about reality, objectivity, and measurement related to this philosophy are embedded in the designing the research project. There is an assumption that a reality about philosophies of childhood exist. Additionally, there are assumptions that philosophies of childhood can be measured and done so objectively. The researcher would consider how to objectively measure philosophies of childhood when developing the research design. If there were no existing tool(s) to measure the reality of philosophies of childhood, it would be necessary to develop a measurement tool(s) which could accurately measure the phenomenon. In developing the tool, the researcher would make objective theoretical Judgments about what variables (e. G. , psychological, biological, etc. ) would signify this phenomenon. In sum, assumptions that the reality (philosophies of childhood) exists, that such realities are measurable, and that the assortment and process of inquiry are as objective as possible are hallmarks in the quantitative approach to research. Epistemological Assumptions Knowledge within the empirical analytical paradigm has utility if it is generalized. The aim of inquiry is to generalize from the particular and apply a theoretical framework that can be applied universally (Hathaway, 1995). Therefore the aim of generalization is served by the development of universal knowledge. A broad example is research on the efficacy of pain medications. Control and experimental groups are observed to determine the effects of a specific drug. If there is justification to believe it alleviates pain the medication is made available for treating the population at large through a regulated process. Knowledge is also defined by what researchers call data and the selection of meaning. The researcher conducting empirical analytical inquiry makes decisions that will reveal what is generally applicable to all similar situations (Firestone, 1987; Smith, AAA; Smith, Bibb). Taking a critical stance, Habeas (1971) claimed that such inquiry implies a dissociation of knowledge from human interest (Habeas, 2005) and questions the it with individual contexts, values, and preferences. Caution must be taken when considering that the context of discovery may be quite different than the context of practice. Separating the universal from the particular is accomplished through several processes (e. G. , instrumentation and precision) and methodological assumptions (e. G. , measurement techniques) (Hathaway, 1995). The researcher, independent of specific situations under study, determines a set of hypothesized categories based on a priori knowledge and conducts a controlled inquiry to give meaning to phenomena that have significance at a generalized level. Data are considered factual or context-free when they have the same meaning across situations and settings (Hathaway, 1995). Conclusion The decisions researchers make concerning research methods have a direct impact on how they make meaning of their world. By adopting quantitative research, reality is structured and understood in a particular way. In some ways, the choice of quantitative approaches creates the reality we are attempting to discover. By making a choice to conduct quantitative inquiry, we choose our paradigm or assumptions auto teen world (Leaner, BIBB; Hathaway, 1 Assumptions Tanat a realty exalts operate from the researcher, that such realities are measurable, and that the measurement and process of inquiry are as objective as possible are hallmarks of quantitative research. References Lender, J. S. (1986). Educational research: A personal and social process.

The audit of not-for-profit organization-AuditingAssigment Essay

The audit of not-for-profit organization-AuditingAssigment - Essay Example 62). It involves high level of testing and application of audit procedures which results in high level of assurance, providing reasonable assurance on financial statements that financial statements are true and fair in all material aspects. However Assurance Engagement is expensive, so companies which are exempt from statuary audit may go for a Review Engagement. â€Å"The objective of a review engagement is to enable an auditor to state whether, on the basis of procedures which do not provide all the evidence that would required in an Assurance Engagement, anything has come to the auditor’s attention that causes the auditor to believe that the financial statements are not prepared, in all material respect, in accordance with an identified financial reporting framework† (Puttick, Van Esch, & Kana 2007 p. 73). As it is less expensive so it involves application of less detailed audit procedures than an Audit and provides moderate level of assurance which is expressed in t he form of negative assurance. The review engagement is hence, suitable for small NFPs to ensure the donators and volunteers of their fairness of operations and activities to achieve the goals of the organization. Non-Profit Organizations There are many forms of business organizations and non-profit organizations are one of the sorts which are increasingly gaining attention by authorities. Non-profit organizations include charities, local government bodies like councils and other government funded bodies like housing associations. Broadly speaking, NFP’s include bodies whose aim is to provide some educational, health or other social service with an intention to aid the society rather than generating wealth or profits of the organization (Wood & Powell, 1989). Charity is of the most common forms in not for profit organizations. The major differences between a company and a charity when it comes to auditing involve the presentation criterion which differs for both. Charities ar e normally tax exempt hence auditing changes for the charities. Auditing scope and method changes greatly as charities rely on cash donations and grants for the regular operations of the organization (Becker & Terrano 2007, pp. 1-5). However, larger NFPs and charities must have good internal control system to prove the controls reliable for the audit purposes reducing the overall work requirements for the audit engagement. Objectives of Non-profit Organizations Non profit organizations are either public sector organizations or other organizations whose primary purpose is to benefit the public rather than generating profits, which differentiate them to profit organizations whose main objective, is to maximize share holders’ wealth. Not just they differ from commercial organization; non-profit organizations differ from other non-profit organization for example: Local councils and public services organizations’ objective is to provide local services to a budget based on p ublic money which is likely to be based on value for money. While clubs, associations and unions’ objective would be of furtherance of the aims of club and to provide services to members which may include managing subscriptions paid and

MGT WK5 ASSIGNENT Essay Example | Topics and Well Written Essays - 1500 words

MGT WK5 ASSIGNENT - Essay Example He feels that nervousness, uncertainty, and surprises characterise new recruits. Good orientation will help in answering questions that employees may have, and offer the necessary bonding needed between the employees and the leaders of the company, (Cheng 39). An orientation programme may determine the length and quality of individuals’ professional stay in a company. Poor orientation leads to high turnover and increased industrial accidents. However, orientation is an on-going process where the person in question continues to build on the knowledge about the job and the company. Training on the other hand involves actual performance of the job, where an employee gets a chance to perform a task under supervision. Different methods used in training an employee depends on the company policies and the size of the company. Most supervisors vested with the role of training use on the job training. During training a supervisor should not only pinpoint the mistakes made by the employee but should also praise them for the little efforts they make. This way, employees on training will be motivated to do the job correctly. A training supervisor should be open-minded towards the trainees and should avoid any kind of misconceptions. OJT is a large retail company that has seven outlets in the city. The biggest problem is to train the sales clerks, who represent the company to the public. In addition, understanding of the computerised cash register, interaction with customers, and product knowledge are key areas that a supervisor must really work on. The table below shows a three-day orientation and training programme for sales clerks. On arrival to the company Monday morning, the sales clerks will be welcomed to the company by the human resource manager, who will have them sign their contracts. The human resource manager will go ahead and explain to the sales clerks their major role of carrying the company’s image

Business Law - Evaluation of Labor and Employment Law for a Company Essay

Business Law - Evaluation of Labor and Employment Law for a Company - Essay Example This proposal was put in use on 5th February, 1993 by President Bill Clinton in his first term of service and after six months, it was implemented. The Act requires employers to have an equal weight in family issues, work, obligations and protection to its workers (United States Department of Labor 5th February 1993). An estimation of 94.4 of 141.7 million workers in United States worked at Family and medical leave act work places with only 76.1 million employees allowed for the leave in year 2007. In year 2008, the proportion of small employers and large employers offering Family and Medical Act coverage was 79% and 82% respectively. Therefore, there was no statistical difference between the employers. For an employee to qualify for the Family and Medical Leave Act mandate, he or she must have worked for that the employer for more than twelve months and a minimum of 1250 hours within the period. The worker should also have worked for a business with not less than 50 employees and within the worksite, a radius of 75 miles. He or she could also be considered if he worked public agency. The family and medical leave act mandate unpaid leave to employees to care for a new child, whether born or adopted or even placement of a child in foster care. In our case, company x has more than 75 employees and Family and Medical Leave Act requires a minimum of 50 employees. The first situation, the employees are given 11 months leaved by the employer and after the period he asks for his return. This is what is mandated by the Family and Medical Leave Act. The Manager is decidedly right to return him to the previous job at the previous rate of pay because the worker has been an employee in the company for two years. He is also right to deny him the 11 months salary as per the Act. Older workers have problems in retaining their job due to rising productivity and affluence when

Presenting Language Through Texts English Language Essay

Presenting Language Through Texts English Language Essay Texts have been used in language classrooms for many years. There are many reasons for teachers using texts. Firstly, they use texts as a linguistic objects. Secondly, they use texts as vehicle for information. And for the last reason, they use texts as a springboard for production. So texts in language teaching have played the important role in language learning and teaching. The most effective texts in learning process are authentic materials. Leaning English through authentic materials will make the learners feel like the are in the a real language situations. The atmosphere of the classrooms are alive. Research studies on the use of authentic materials reveal that it can promote the students motivation, positive attitude, involvement and interest on the subject. There are several kinds of authentic materials which are audio, visual, printed materials and multimedia materials. The multimedia materials are involved audio, video and graphic presentations. All of these materials are applied for communicating specific dispatches in real situations. Authentic audio materials : 1. Music, news and other audio materials available on the internet 2. TV programming including movies, commercials, quiz shows, cartoons, news and weather 3. Radio including ads, music and sales pitches 4. Taped or eavesdropped conversations, such as one-sided phone conversations 5. Meetings, talks 6. Announcements in airports and stores 7. Professionally audio-taped short stories and novels Authentic visual materials : Images and graphs available on the internet photographs painting and drawings, childrens artwork wordless street signs pictures from magazines, postcards, wordless picture books stamps x-rays coins and currency clocks phones Halloween masks and other holiday decorations Authentic printed materials : web based printed materials available on the internet newspapers including articles, movies reviews and advertisements, astrology columns, sports reports, obituary columns, advice columns, classified ads reports, obituary columns, advice columns, classified ads lyrics to song restaurant menus street signs food product labels such as cereal boxes, candy wrappers tourist information brochures university catalogs telephone books maps magazines including TV guides, comic books, catalogs greeting cards, letters grocery coupons and flyer pins or t-shirt with messages bus schedules mail including bills , missing children flyers and junk mail flyers, posters, billboards school notices forms including leases, tax forms, applications, medical history forms Authentic multimedia materials : TV, Video programmes of various kinds podcasting on the internet we based programes involving multimedia use There are criteria for teachers to consider for choosing the authentic materials for classroom use. Firstly, the interest of the students, the teacher has to ensure that the chosen materials suit the age, interest and background of the students. Secondly, the purpose of language learning, teachers must consider the information in the chosen materials are of value to the learners. Thirdly, the cultural appropriateness, some materials are produced on the basis of the native speakers, the learners might not familiar with the culture of the contexts. Thus, the teachers should carefully select the appropriate second language contexts. Fourthly, the language level, the group of students are different levels like beginner, intermediate or advanced students .because the authentic materials are not made to fit the learning purposes so the teachers must choose the kind of comprehensible input which is slightly difficult in order to sustain their motivation. Lastly, the quality of the materials may be concerned. The chosen texts must have the quality of the text organization and the appropriate picture use. In the same time, the teachers must attentively check for errors and spelling mistakes of the texts. 614 Using authentic materials have great benefits or advantages, specially for the second language learners of English. A large number of evidences of research studies have revealed a wide range of advantages. Firstly, the learners will expose to a wide range of natural language. Next, the reality and the meaningful interactive are brought into classroom. Then, there is a connection between the classroom and the outside world. The teaching and assessment focus on the 4 skills which the facts of language are not included. Moreover, the important objective is not a memorization for the examination but for the communicative proposes. For the next reason, the authentic texts can help the teachers accessing the ready, available, attractive and inexpensive resources of the texts as well as bring the variety to the classroom activities. So, the students have opportunities to practice the skills learnt in the classroom in the outside world when they meet them in the real situations. 771 Using the authentic materials also have some problems. Some kinds of materials may include difficult language and unusual vocabulary items which are not being used in the daily life basis. These kinds of problems cause a burden to the teachers. So to solve the problems, the teachers should carefully pick the authentic materials by using the above mentioned criteria. For instance, the notices, bottled labels and reservation forms are used for the lower level learners. Whereas, the advanced levels need more complex materials. 854 Thornbury claimed that language always happens as text and not as isolated words and sentences Therefore, the basis of foreign language teaching is handling texts for both written and oral. There are three acronyms that have been used to describe texts TALO : Text as a linguistic object A TALO text is used for language work, specifically grammar or vocabulary. TALO texts : are written especially with a pedagogical purpose in mind could be authentic texts the teacher has chosen because they contain lots of examples of a particular feature of language, could be authentic texts adapted to contain or highlight certain features of language. TAVI : Text as a vehicle for information A TAVI text has a different focus. Information within the text is seen as more important than the language. Students should understand the overall meaning of a text instead of ( or at least before ) the finer points of detail, TAVI texts : can be chosen because they are motivating, these texts are mainly authentic and based on communicative approach. TASP : Text as a Stimulus for Production A TASP means using texts as a springboard for another task usually a reading or writing task. TASP approaches also fit well with communicative approach. TASP type activities could be : doing a role play on the text, discussing issues raised by the text, having a debate about the points of view presented in the texts, writing a similar text about something the students know about writing a response to the text ( Verster 2005 ): TALO, TAVI, TASP. From : www.vgtu.it Texts based activities presented in the course book Information Technology are marking the statements as true or false, filling in the gaps in the statements, linking each pair of actions ( donating cause and effect ) by a time clause, matching the terms in table A with the statements in table B, making a list of the key features of the facility ( device ) students are reading about, matching the reviews of the facilities to their titles, writing a brief evaluation of the phenomenon you have read about ( at least by listing its good and bad points ), trying to guess the meaning of the given abbreviations, trying to paraphrase the statements, linking each set of sentences to make one sentence ( corresponding to the descriptions given in the text ), completing the forms to record the main details of the problem described in the text, working in pairs, studying the diagram to explain how facility works, putting the described events in sequence, finding words or phrases in the table which mean what is given in the statements below. 1091 From my experience as a teacher, I have been teaching young learners, mostly in the Phatom 1-3 students. And I have used several kinds of authentic materials in my class. For example, I use English songs and nursery rhymes when I would like to present new language to my students for promoting the motivation and engagement in learning of my students. Then, I use many pictures to present the new vocabulary in order to promote a better understanding of the meanings of the words. Sometimes, I have them read their favorable books from the bookshelf, so they can choose what ever they like. The examples of my authentic materials are : Five Little Speckled Frogs Five 5 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are four 4 speckled frogs, Glub, glub. Four 4 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are three 3 speckled frogs, Glub, glub. Three 3 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are two 2 speckled frogs, Glub, glub. Two 2 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there is one 1 speckled frog, Glub, glub. One 1 little speckled frog, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are no 0 speckled frogs, Glub, glub. From www. enchantedlearning.com My students really enjoy it. So they like English language too. And I have another example : Hark, Hark, The Dogs Do Bark! Hark, hark, the dogs do bark! The beggars are coming to town! Some in rags and some in tags, And some in velvet gowns. From www. enchantedlearning.com One, Two, Three, Four, Five One 1, two 2, three 3, four 4, five 5, Once I caught a fish alive. Six 6, seven 7, eight 8, nine 9, ten 10, But I let it go again. Why did I let it go? Because it bit my finger so. Which finger did it bite? The little one upon the right. From www. enchantedlearning.com Aesops Fables : The Ant and the Grasshopper In a field one summers day a Grasshopper was hopping about, chirping and singing to its hearts content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. Why not come and chat with me, said the Grasshopper, instead of toiling and moiling in that way? I am helping to lay up food for the winter, said the Ant, and recommend you to do the same. Why bother about winter? said the Grasshopper; we have got plenty of food at present. But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for the days of necessity. The Ass and His Masters AN ASS, belonging to an herb-seller who gave him too little food and too much work made a petition to Jupiter to be released from his present service and provided with another master. Jupiter, after warning him that he would repent his request, caused him to be sold to a tile-maker. Shortly afterwards, finding that he had heavier loads to carry and harder work in the brick-field, he petitioned for another change of master. Jupiter, telling him that it would be the last time that he could grant his request, ordained that he be sold to a tanner. The Ass found that he had fallen into worse hands, and noting his masters occupation, said, groaning: It would have been better for me to have been either starved by the one, or to have been overworked by the other of my former masters, than to have been bought by my present owner, who will even after I am dead tan my hide, and make me useful to him. He that finds discontentment in one place is not likely to find happiness in another The Ass, the Fox, and the Lion THE ASS and the Fox, having entered into partnership together for their mutual protection, went out into the forest to hunt. They had not proceeded far when they met a Lion. The Fox, seeing imminent danger, approached the Lion and promised to contrive for him the capture of the Ass if the Lion would pledge his word not to harm the Fox. Then, upon assuring the Ass that he would not be injured, the Fox led him to a deep pit and arranged that he should fall into it. The Lion, seeing that the Ass was secured, immediately clutched the Fox, and attacked the Ass at his leisure. *Never trust your enemy

What Makes Me a True Filipino

WHAT MAKES ME A TRUE FILIPINO? ORIGIN: According to Sociology, Filipino is a hodgepodge, a mixture of primitive strains ( Negrito, Ita, Aeta); eastern strains (Indonesian, Chinese, Japanese) and western strains ( Spanish, English, American). primitive strains + eastern strains + western strains = A FILIPINO Therefore, we Filipinos are unified from different races. . I may say that I’m a Filipino. VALUES: Some says Filipinos are wonderful people. We are friendly, loving, caring, family oriented, loves adventures, talented, religious, etc. They are also hardworking. We are hospitable, that’s the no. 1 thing most common in our personality. We are also jolly people. . I may say that I’m a Filipino. PHYSICAL CHARACTERISTICS: Filipinos are known for flat, small or big nose; medium or tan skin (kayumanggi); black hair and who are small ones etc. I may say that I’m a Filipino because I have those. We are plenty of gorgeous Filipino men and women out there who have unique appearances†¦ But some are ashamed with their beauties. When you disrespect the traits of your ancestors, you are only insulting yourself. MANNERISM AND PERSONALITY TRAITS: Filipinos point with their lips. They eat with their hand and have it down as a technique. They nod their head upwards to greet someone. They put their foot up on their chair and rest their elbows on their knees while you eat. etc I may say that I’m a Filipino. VOCABULARY: Filipinos say ‘Aray' instead of ‘ouch’. They make acronyms for phrases: ‘OA' = overacting, ‘DOM' = dirty old man, and ‘TNT' for†¦ You know. They also pronounce the ff. words: ‘Hippopo-TA-mus', ‘com-FOR-table', ‘Bro-CO-li', and ‘Montgo-marry Ward'. Filipinos say ‘Ay' or â€Å"Uy† instead of ‘oops' etc. I may say that I’m a Filipino. CLOTHING AND APPEARANCE: Filipinos – There's Angelique eyeliner and Johnson's Baby Powder compacts lurking in your makeup drawer. They check labels on clothes to see where it's made. Their ponytail ribbon covers half your head. I may say that I’m a Filipino. These are some ways to know you are Filipino. It is very interesting. It is quite funny but we must admit that we are one of them. And regardless of all this, WE are FILIPINO for life.

English Conjunctions

Conjunctions A conjunction is a word which joins two sentences to complete their meaning. There are two kinds of conjunctions: 1. Co-ordinating Conjunctions: When the conjunction is used to join two statements of equal importance, the conjunction is said to be a co-ordinating conjunction. Examples : and, but, or, not, for, either, neither 2. Subordinating Conjunctions: When the conjunction joins two statements, one of which depends on the other for its full meaning, the conjunction is said to be a subordinating conjunction.Examples : before, after, since, because, if, though, which, who A conjunction is a joiner, a word that connects (conjoins) parts of a sentence. There seem to be three basic types of conjunctions. They are:  coordinating conjunctions  used to connect two independent clauses,  subordinating conjunctions  used to establish the relationship between the dependent clause and the rest of the sentence, and  correlative conjunctions  which always travel in pair s, joining various sentence elements that should be treated as grammatically equal. COORDINATING CONJUNCTIONSCoordinating conjunctions may join single words, or they may join groups of words, but they must always join similar elements: e. g. subject+subject, verb phrase+verb phrase, sentence+sentence. The seven coordinating conjunctions in English are: FOR – is to introduce the reason for the preceding clause AND – joins two similar ideas together NOR – The conjunction nor is not extinct, but it is not used nearly as often as the other conjunctions. Its most common use is as the little brother in the correlative pair, neither-nor BUT – joins two contrasting ideas togetherOR – joins two alternative ideas YET – is very similar to ‘but' as it also joins two contrasting ideas together SO – shows that the second idea is the result of the first An easy way to remember these six conjunctions is to think of the word FANBOYS. Each of the letters in this somewhat unlikely word is the first letter of one of the coordinating conjunctions. Among the coordinating conjunctions, the most common, of course, are AND, BUT and OR. SUBORDINATING CONJUNCTIONS A subordinating conjunction is a word which joins together a dependent clause and an independent clause.There are numerous subordinating conjunctions. The more commonly used ones are listed below. For a more comprehensive list see  http://webster. commnet. edu/grammar/conjunctions. htm#nor BECAUSE, AS, SINCE – are used to introduce the cause in a cause effect relationship between two ideas SO – introduces an effect in a cause effect relationship between two ideas ALTHOUGH, (even) THOUGH, WHEREAS, WHILE – are used to express contrast between ideas AFTER – is used to show timeAlthough documentation of the developmental order of the remaining subordinate conjunctions is missing, the best guess scenario would be: BECAUSE and SINCE, as they also in troduce the cause in a cause-effect relationship SO would likely seem to follow as it introduces the effect in a cause-effect relationship ALTHOUGH, (even) THOUGH, WHEREAS, WHILE may follow next as they express the contrast between ideas AFTER which expresses time concepts COrrelative CONJUNCTIONS Some conjunctions combine with other words to form what are called correlative conjunctions.They always travel in pairs, joining various sentence elements that should be treated as grammatically equal. Here is a brief list of common correlative conjunctions. both . . . andnot only . . . but alsonot . . . buteither . . . orneither . . . norwhether . . . oras . . . as| Types of Conjunctions A conjunction is a word that links words, phrases, or clauses. There are three types of conjunctions:  coordinating conjunctions, correlative conjunctions, and  subordinating conjunctions.Coordinating Conjunctions  may join single words, or they may join groups of words, but they must always join si milar elements such as subject+subject, verb phrase+verb phrase, or sentence+sentence. When a coordinating conjunction is used to join elements, the element becomes a compound element. Examples:  and, but, or, yet, for, nor, so Correlative Conjunctions  also connect sentence elements of the same kind, however, unlike coordinating conjunctions, correlative conjunctions are always used in pairs. Examples: both – and not only – but also not – but ither – or neither – nor whether – or as – as Subordinating Conjunctions: These are the largest class of conjunctions. They connect subordinate clauses to a main clause. They are adverbs used as conjunctions. Examples: Time: after, before, since, when, while, until Reason: because, since, so that, why Place: where, wherever Condition: if, unless, until, in case Manner: as if, as though, how When we write, we use conjunctions to â€Å"connect words, phrases, and clauses, showing the relation ship between and among them,†Ã‚   as Scharton   and Neuleib describe (2001, p. 96). There are four types of conjunctions that writers can use. Let's review each type as a way to reflect on the different kinds of relationships that conjunctions can be used to reveal. Coordinating Conjunctions Coordinating conjunctions should used  when the elements have an equal relationship. Examples of coordinating conjunctions include  for, and, nor, but, or, yet,  and  so. Ex. Hall does not deny that the early colonists were overwhelmingly Christian,  but  he does recognize that not everyone practiced his or her eligion with the same zeal and fervor that is generally assumed in Puritan communities. Note that with this type of conjunction, you are connecting two sentences (making a compound sentence). In order to prevent this compound sentence from being a run-on sentence, a comma must precede the coordinating conjunction. Correlative Conjunctions Correlative conjunctions are u sed in pairs and also connect equal elements. Examples of correlative conjunctions include  either†¦or, whether†¦or, not only†¦but also, both†¦and,  andneither†¦nor. Ex.It is another interesting phenomenon of history that any conflict within post-World War II Germany,  whether  between the two Germanys  or  between two sets of Germans, often resulted in one side’s claiming that the other used had fascist tactics. Subordinating Conjunctions Subordinating conjunctions  are used to show the relationship of the subordinate clause (a group of related words that contains a subject and predicate but cannot stand alone) to the rest of the sentence. Examples of subordinating conjunctions include  while, after, until, when, where, before, if, that, unless, because, although, though,  and  whether.Ex. Sherry walked to school this morning because her car battery was dead. Conjunctive Adverbs While they are not true conjunctions, conjunctive ad verbs often function as conjunctions. They don't show relationships  within  a sentence, but rather show the relationship between two independent clauses (a complete sentence, or a group of related words that contain a subject, a predicate, and can stand alone). Examples of conjunctive adverbs include  also, consequently, furthermore, however, indeed, instead, meanwhile, moreover, nonetheless, similarly, therefore, thus, besides, next, specifically,  and  subsequently.Ex. A first glance at his bibliography gives the appearance that the work may rely somewhat heavily on secondary source material;  however, a number of primary sources are also used, and it should be noted that the publication dates of the secondary source material range throughout the span of the study. Note that two complete sentences are connected. Therefore, a semicolon is needed. The semicolon shows that the two sentences are closely related and that the writer wants the two sentences to stay linked in the writer’s mind, while showing where one sentence ends and the next one begins.Notice also that a comma follows the conjunctive adverb. Test Your Knowledge| | Check your understanding by correcting the following sentences. Hint: Use the structure of the sentence as a guide to the relationship. Choose a conjunction or conjunctive adverb accordingly. 1. ___________ most of the work is a quantitative study proving the educational lag of Mexican American children, Carter’s work also pays significant attention to educational history. 2.Changes in party emphasis allowed for increasing segments of workers to join; however, dissent with Stalin’s policies was less tolerated; ___________ , many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. 3. At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law, _________ as in any group of theological thinkers, there were differences in perspectives on what this meant. . One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which would _________ go directly to the public school fund ________ be distributed among the counties. Answers: 1. While  most of the work is a quantitative study proving the educational lag of Mexican American children, Carter’s work also pays significant attention to educational history. The first part of this sentence is subordinate to the second part. Therefore, a subordinating conjunction would be used.Others that could work in this context would be  though  and  although. 2. Changes in party emphasis allowed for increasing segments of workers to join; however, dissent with Stalin’s policies was less tolerated;  furthermore, many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. Here the second sentence serves as an addition to another sentence, so a conjunctive adverb is needed. Because it is an addition,  further  and  furthermore  are the best options. . At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law,  but  like any group of theological thinkers, there were differences in perspectives on what this meant. This sentence calls for a coordinating conjunction. Either of these sentences could work independent of each other. The word  but  works best here because it shows contrast. 4.One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which would  either  go directly to the public school fund  or  be distributed among the counties. Here the two blanks should have been the clue that a correlative conjunctions was required. They are the only ones used in pairs. | | What are conjunctions? Sure, they're joining words, but they're much more than that. Conjunctions are the words that decide the importance of the various other words in the sentence. Coordinating conjunctions, subordinating conjunctions, and correlative conjunctions each have their own purpose. * DefinitionConjunctions are words that link other words, phrases, or clauses. There are three types of conjunctions: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. * Coordinating Conjunctions Coordinating conjunctions connect two words or groups of words with similar values. In other words, coordinating conjunctions may connect two words, two phrases, two independent clauses, or two dependent clauses. For example, in each of the following sentences, the coordinating conjunction â€Å"and† connect s equal words or groups of words: Connects two words:  John and Reggie stayed up all night practicing their guitars.Connects two phrases:  The squirrel scurried up the tree trunk and onto a low branch. Connects two clauses:  Several managers sat with their backs to us, and I could almost hear them snickering at us lowly workers. Connect with Classrooms www. ePals. com/Join Easily Connect with classrooms all over the world, Join ePals today! Ads by Google There are only seven coordinating conjunctions in the English language, and they are often remembered by using the acronym â€Å"FANBOYS†: for, and, nor, but, or, yet, and so. * Subordinating Conjunctions Subordinating conjunctions connect two groups of words by making one into a subordinating clause.The subordinating clause acts as one huge adverb, answering the questions â€Å"when† or â€Å"why† about the main clause, or imposing conditions or opposition on it. Here are some examples of subordinating co njunctions changing a clause into adverbial subordinating clauses in different ways: * I can go shopping after I finish studying for my exam. (when) * Because the night was young, Gertrude decided to take a walk. (why) * I’ll give you a dime if you give me a dollar. (condition) * Although he never figured out why, Hanna winked on her way out the door. (opposition) Note: The subordinating conjunction does not lways come between the two clauses it connects. Often, it comes at the beginning of the first clause. * Correlative Conjunctions Correlative conjunctions are always used in pairs. They are similar to coordinating conjunctions because they join sentence elements that are similar in importance. The following are some examples of coordinating conjunctions: Both, and:  Both Rodney and Xing made the varsity team this year. Neither, nor:  Neither Rodney nor Xing made the varsity team this year. Not only, but also:  Not only did Rodney make the varsity team, but he also be come one of the strongest players.Remember these three types of conjunctions – coordinate conjunctions, subordinate conjunctions, and correlative conjunctions – and you've got one part of speech down pat. A  conjunction  connects two or more  sentences,  clauses, or parts of clauses. Some of the most common conjunctions in English are  and,because,  but,  for,  nor,  so,  until,  when, and  yet. The two main types of conjunctions are coordinating conjunctions and subordinating conjunctions. There are also correlative conjunctions, copulative conjunctions, adversative conjunctions, disjunctive conjunctions, and final conjunctions. ————————————————-Coordinating conjunctions A  coordinating conjunction  is a  conjunction  that links two words,  phrases,  clauses, or  sentences  that are grammatically equivalent. The six wo rds most commonly used as coordinating conjunctions can be remembered with the mnemonic device FANBOYS—for,  and,  nor,  but,  or,  yet,  so. Let’s look at a few examples: We have a porcupine  and  a kangaroo. [And  links two listed elements that are grammatically equivalent. ] You see  yet  do not hear. [Yet  links two grammatically equivalent actions (see  anddo not hear) performed by  you. ] We bathed the dog,  but  we couldn’t get him clean. But  links two independent clauses. ] Coordinating correlative conjunctions Some correlative conjunctions (see below for full definition) can function as joint coordinating conjunctions. For example,  neither  and  nor  in this sentence introduce grammatically equal elements, so they work together as coordinating conjunctions: Neither Joe nor John has any idea what he’s talking about. Coordinating conjunctions and commas For coordinating conjunctions,  comma  use depen ds on the nature of the linked elements. If a coordinating conjunction joins two  independent clauses, it usually should be preceded by a comma (e. g. We bathed the dog, but we couldn’t get him clean). If a coordinating conjunction links two listed elements, it doesn’t need a comma (e. g. ,  We have a porcupine  and  a kangaroo). ————————————————- Subordinating conjunctions A  subordinating conjunction  is a  conjunction  that links a  dependent clause  (also known as a subordinate clause) to an  independent clause—for example: The city recommends everyone stay inside because the winds could be dangerous. In this  sentence,  because  links a dependent clause (because the winds could be dangerous) to the main clause (The city recommends everyone stay inside).We know this  is subordinating because  because the winds could be dangerous  could not normally stand alone as a sentence. Here are some of the most common subordinating conjunctions: after albeit although as because before except if once since| that though unless until when whenever where whether while| Some phrases also function as subordinating conjunctions. Here are some of the most common ones: as if as far as as long as as well as even if even though| that inasmuch as in order to in order that so that such that| ————————————————- Other types Adversative conjunctionsAdversative conjunctions  (sometimes known as contrasting conjunctions) are  coordinating conjunctions  used to express comparisons or contrasts. The element introduced by the adversative conjunction usually qualifies or expresses a caveat with regard to the main  clause  of the  sentence. The most common adversative clauses are  but  and  yet, but   still,  however,  albeit,  although, and others are also sometimes adversative. Let’s look at a few examples of adversative conjunctions: He’s a shy  but  loving little boy. [Naples News] Here, the  phrase  but loving  creates a contrast to what is expected from the  adjective  shy.It is a living part of my spiritual life,  yet  I don’t know if one would call me a religious artist. [Houston Chronicle] In this sentence, the  independent clause  introduced by  yet  adds information to qualify what was expressed in the main clause. This technology,  although  not a foolproof way to monitor abusers, might give victims advance warning that danger is approaching. [Hartford Courant] And in this sentence, the  conjunction  although  introduces information in contrast to the main clause. Correlative conjunctions Correlative conjunctions  are two or more  conjunctions  used to link structurally identical parts of a  se ntence.Here are the most common pairs of correlative conjunctions: either–or| both–and| neither–nor| not only–but also| if–then| whether–or| Elements linked by correlative conjunctions must have parallel grammatical construction. For example, this is technically incorrect (the conjunctions are underlined): You’re  either  going to love his work  or  hate it. [Thousand Oaks Acorn] For such a construction to be correct, what follows  either  and what follows  or  must be syntactically equivalent. A diagram of this example sentence would look like, [Subject]  either  [auxiliary verb phrase] [verb] [object]  or  [verb] [object]. †?The segment following  either  has an element (the auxiliary verb phrase  going to) that the segment following  or  doesn’t have, so the two segments are not parallel. There are two possibilities for correcting this sentence: You’re going to  either  love his work  or  hate it. Either  you’re going to love his work,  or  you’re going to hate it. With sentences this short, correlative conjunctions are usually easy to use correctly. But using more complicated constructions involving correlatives such as  not only–but also  and  if  Ã¢â‚¬â€œthencan be tricker. Here’s another technically flawed use of correlative conjunctions: TTL Inc. s a socially responsible company that is  not only  known for innovations in engineering  but also  for its widespread support of education. [UA News] Here, the verb  known  should precede  not only, as the phrase following  but also  has no parallel verb. From the same article, here’s an example of correct correlative conjunction use: TTL’s passion for advanced education is seen  not only  in the hours dedicated to volunteering and guest lecturing,  but also  through endowed scholarships for prospective engineers at The University of Alabama. Commas and correlative conjunctions . Use no  comma  when the parallel segments are in the same  clause—for example: It was either really stupid or really brave. Our diversity is not only a challenge but also a gift. b. Use a comma when the two parallel phrases are in separate clauses—for example: If there’s a truly monumental disaster, then appoint the two last presidents to lend a hand. [WSJ] c. But even when two correlative conjunctions are in the same clause, it’s often acceptable to insert a comma before the second conjunction either to create a natural-sounding pause, or to prevent confusion.Copulative conjunctions Copulative conjunctions  (also known as additive conjunctions) are  coordinating conjunctions  used to denote addition. The  conjunction  indicates that the second word,  phrase,  clause, or  sentence  contains an additional fact that is related to the earlier word, phrase, clause, or senten ce. Some of the most common copulative conjunctions are  and,  also,  as well as,  moreover,  no less,  and  plus. Some copulative conjunctions may be used to start sentences—for example: My kangaroo can sing. And  she’s not too bad. Moreover, she won a Grammy last year.Plus, she’s a pretty good dancer. In the last two sentences,  moreover  and  plus  come close to becoming  adverbs  modifying the main  verbs  of their sentences (won  and the contracted  is). Such adverbial copulative conjunctions should be set off by  commas. And  does not need to be set apart. And  is the only copulative conjunction that can be used to introduce a second  independent clause  within a sentence—for example: We ate lunch, and we took a nap. Using any other copulative conjunction in place of  and  would turn this into a  run-on sentence. Disjunctive conjunctionsDisjunctive conjunctions  are  conjunctions  used to sep arate two or more mutually exclusive options presented in a  sentence. When a disjunctive conjunction is used, it usually indicates either that only one of the elements joined by the conjunctions is true, or that none of the elements are true. The conjunctions most commonly used disjunctively are  but,  either,  else,  neither, nor,  or, other, and  otherwise. Some disjunctive conjunctions are  coordinating conjunctions—for example, the  either  and the  or  in this  sentence: Poetry is usually either cheap or free.Here,  either  and  or  indicate that poetry is usually one or the other (cheap or free) but not both. Disjunctive pronouns separate these options. Other disjunctive conjunctions don’t need to be coordinated. For example, the  or  in this sentence functions on its own: I might use papier-ma? che, or I might use some kind of wood. The  or  separates two options, only one of which can be true. And in this sentence, the   neither  and the  nor  are used to indicate that neither option is true: Neither he nor his lawyer could be reached for comment. Final conjunctionsFinal conjunctions  (also known as illative conjunctions) are  coordinating conjunctions  used to introduce  clauses  or  phrases  that draw inferences or conclusions from earlier ones. Some of the most common final conjunctions (some of which are phrases) are  as a consequence,  consequently,  for,  hence,  so,  so that,  so then,  thus, and  therefore. Some final conjunctions introduce phrases within  sentences. For example, this sentence has two: In turn, this causes other asset prices to fall in those nations,  thus  worsening their banking systems, and  hence  leading to credit contraction and capital flight. NY Times] The phrase introduced by  hence  draws an inference from the phrase introduced by  thus, which in turn draws an inference from the main clause. Some final conju nctions introduce clauses within sentences—for example: Equalize the tax laws  so that  employer-provided health insurance and individually owned health insurance have the same tax benefits. [Wall Street Journal] Here, the clause introduced by  so that  infers what will occur should the action proposed in the  imperative-mood  main clause come to pass.A final conjunction may also be used to start a sentence that draws a conclusion from the preceding sentence—for example: Good writing is always about clarity and insight, precision and accuracy. Therefore, this confusing name calls into question the very quality of the writing instruction that will be given in the new department. [Inside Higher Ed] The second sentence, introduced by the final conjunction  therefore, draws a conclusion from the first sentence. And here’s one more example: Our current system provides individuals with little market power in the urchase of health insurance. As a result,à ‚  they typically pay exorbitant premiums. [The New Republic] Here, the sentence beginning with  as a result  shows what the conditions described in the first sentence lead to. OUTLINE 1. Introduction (neu d? nh nghia, vai tro c? a conjunction trong cau, trong l? i noi hang ngay. Cho vi d? ) 2. Types of conjunction 3. 1. Coordinating conjunction a. Definition b. List of coordinating conjunction c. Exercise 3. 2. Subordinating conjunction a. Definition b. List of subordinating conjunction . Exercise 3. 3. Correlative conjunction a. Definition b. List of correlative conjunction c. Exercise Note: * ph? n Definiton neu d? nh nghia, function c? a cac lo? i conjunction nay trong cau * Ph? n List of†¦ neu cac lo? i conjunction, cho vi d? , phan tich vi d? , trinh bay v? luu y khi s? d? ng d? u ph? y trong cau khi dung lo? i conjunction nay) * Ph? n exercise neu it nh? t la 10 cau, phan tich vi sao lai dung conjunction do, phan tich function c? a conjunction trong cau) 3. Conclusio n (