Rice and Genetic Engineering essays

Rice and Genetic Engineering essays Rice is the main food for about one-third to one-half of the world's population. A mature rice plant is usually two to six feet tall. In the beginning, one shoot appears. It is followed by one, two, or more offshoots developing. There are at least five or six hollow joints for each stalk, and a leaf for each joint. The leaf of the rice plant is long, pointed, flat, and stiff. The highest join of the rice plant is called the panicle. The rice grains develop from the panicles. (Jodon, 300) Rice is classified in the grass family Gramineae. Its genus is Oryza and species O. sativa. It is commonly cultivated for food in Asia. Some varieties of rice include red rice, glutinous rice, and wild rice. (Jodon, 303) The kernel within the grain contains most of the vitamins and minerals (298). The kernel contains thiamine, niacin, and riboflavin (299). Rice has many enemies that destroy a majority of the rice crops. The larvae of moth, stem borers, live in the stems of the rice plants. Some insects suck the plant juices or chew the leaves. Birds, such as bobolink, Java sparrow, or paddybird, would eat the seeds or grains. Disease causing factors such as fungi, roundworms, viruses, and bacteria also destroy the rice plants. Blast disease is caused by fungi which causes the panicles containing the grains to break. (Jodon, 300) There are various types of rice grown all over the world. A majority of rice grown is cultivated rice. When rice is grown with water standing on the fields, it is called lowland, wet, or irrigated rice. Rice plants grown in certain parts of Asia, South America, and Africa are called upland, hill, or dry rice because they are raised on elevated lands that cannot be flooded, but with plentiful rainfall. Wild rice is grown along lake shores of Canada and the Great Lakes. It is usually eaten by people in India. Scented rice is the most expensive because is has long grains and tastes like p...

Whats a Good PSAT Score for a Freshman

What's a Good PSAT Score for a Freshman SAT / ACT Prep Online Guides and Tips If you're gearing up for a high PSAT score in junior year, then you may choose to take the PSAT as a freshman for practice. Taking the PSAT in 9th grade will help you identify your current scoring level and figure out how you can improve for the future. As a freshman, you can choose between two tests: the PSAT/NMSQT that 11th graders take or the PSAT 8/9, a version of the test specifically geared toward 8th and 9th graders. These two tests have comparable, but slightly different, score ranges. This article will go over the scoring and percentiles of both so you know what would make a good PSAT/NMSQT or PSAT 8/9 score as a freshman. How Is the PSAT Scored? The PSAT NMSQT (National Merit Scholarship Qualifying Test) and the PSAT 8/9 use slightly different scoring systems, but they match up pretty closely. Let's take a look at both. The PSAT/NMSQT gives you two scaled scores between 160 and 760. One is for Math, and the other is for Reading and Writing together. Adding these scaled scores together, the composite score range on the PSAT falls between 320 and 1520. The PSAT 8/9 gets shifted down 80 points, falling on a scale between 240 and 1440 total, or 120 to 720 for each section. It's moved down to make up for the fact that it's a slightly easier test than the PSAT/NMSQT. A perfect score on the PSAT 8/9, while strong, doesn't equate exactly to a perfect score on the PSAT NMSQT. Similarly, the PSAT/NMSQT is shifted 80 points down from the SAT's score range of 400 to 1600 to make up for its slightly less challenging content. You can picture the score ranges like a slide, with the SAT at the top, the PSAT/NMSQT just below, and the PSAT 8/9 underneath that. To calculate your final scores, College Board considers everyone's performance on a given administration. Once it figures out your scores, it assigns them a percentile. If you score in the 75th percentile, to give an example, then you scored higher or the same as 75% of other test-takers. The remaining 25% scored higher than you. By looking at how scaled scores get translated into percentiles, we can answer our original question of what makes a good PSAT score for a freshman. Objectively speaking, we can look at what PSAT score is higher than the scores of the majority of other test-takers. Is your score above average, or did you fall below the halfway mark? PSAT Scores and Percentiles Since freshmen can take either the PSAT/NMSQT or the PSAT 8/9, we'll look at the data for both tests. By looking at how scores fall into percentiles, we can figure out what makes a good score on either test for a freshman. First, let's consider the percentile chart for the PSAT/NMSQT. PSAT/NMSQT: Percentile Chart Since the majority of PSAT/NMSQT test-takers are juniors, followed by sophomores, the College Board unfortunately doesn't release stats on the scores and percentiles of only freshmen. Instead, it groups all students who are 10th graders and younger together when presenting data on how scaled scores convert to percentiles. If you feel like you're scoring lower than average, don't worry! The majority of students represented in this data have a whole year of schooling on you. The chart below matches up thePSAT/NMSQT scores of younger students with percentiles. This chart is sourced fromCollege Board's 2018 score report. PSAT/NMSQT Score Reading and Writing Math 760 99+ 99+ 750 99+ 99+ 740 99+ 99 730 99+ 99 720 99+ 99 710 99 99 700 99 98 690 98 98 680 98 98 670 97 97 660 97 97 650 96 97 640 95 96 630 94 95 620 92 95 610 91 94 600 89 92 590 87 91 580 85 89 570 83 87 560 80 85 550 78 82 540 75 80 530 72 77 520 68 74 510 65 71 500 62 68 490 59 64 480 56 60 470 52 56 460 49 52 450 45 48 440 42 43 430 39 39 420 35 35 410 32 30 400 28 26 390 25 21 380 21 17 370 17 14 360 14 11 350 11 8 340 8 6 330 6 5 320 4 4 310 3 3 300 2 2 290 and below 1 and below 2 and below As you can see, you don't have to get a perfect score to make it to the 99th percentile. Using this information, keep reading to learn what can we conclude makes for a good score for freshmen on the PSAT/NMSQT. What's a Good Score for Freshmen on the PSAT/NMSQT? Since freshman year is early to take the PSAT, your target scores can certainly be lower than they would be when you reach 10th or 11th grade. In fall of freshman year, you haven't taken any full high school classes yet. You may have already done a good deal of prep for the PSAT though, and you have lots of time to do more before taking the PSAT as a sophomore and/or junior. With this in mind, let's consider good scores to be in the 70th percentile or higher. These are the section and composite scores you'd need to achieve on the PSAT/NMSQT to score in these higher than averagepercentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 520-530 500-510 1020-1030 80% 560 540 1090 90% 600-610 580-590 1180 99% 700 710 1370 An average section score in the 50th percentile would be a score of about 460 on each section. To get an above average score,you'd want to get 470 or higher in both sections. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Now let's consider the other version of the PSAT you can take as a freshman, the PSAT 8/9. PSAT 8/9: Percentile Chart The data in the chart below solely reflects the scores and percentiles of 9th graders who took the PSAT 8/9 in the fall of 2018. Remember that the PSAT 8/9 score range goes from 240 to 1440, or from 120 to 720 for each section. This information is sourced from the College Board's official 2018/2019 report on the PSAT 8/9. PSAT 8/9 Score Reading and Writing Math 720 99+ 99+ 710 99+ 99+ 700 99+ 99+ 690 99+ 99+ 680 99+ 99 670 99+ 99 660 99 99 650 99 99 640 98 98 630 98 98 620 97 98 610 96 97 600 95 96 590 94 96 580 93 95 570 91 94 560 89 92 550 87 91 540 85 89 530 82 87 520 80 85 510 77 82 500 74 79 490 71 76 480 68 72 470 64 69 460 61 64 450 58 60 440 54 55 430 50 51 420 46 46 410 42 42 400 38 38 390 34 33 380 30 28 370 26 24 360 22 20 350 18 17 340 15 14 330 11 11 320 8 9 310 6 7 300 4 6 290 3 4 280 2 3 270 1 2 260 1 2 250 1 2 240 and below 1 and below 1 and below Based on these percentiles, let's take the same approach as we did above to figure out what makes a good score for a freshman on the PSAT 8/9. Let's see what you'd need to score to make it into the 70th percentile and above. What's a Good Score for Freshmen on the PSAT 8/9? Unlike the data on the PSAT/NMSQT, this data is entirely based on 9th graders. It's also more recent, so it should give the most realistic view of what you'd need to score on the PSAT 8/9 to do better than average. This chart shows the scores you'd need to achieve to make it into the 70th, 80th, 90th, and 99th percentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 480-490 470-480 950-960 80% 520 500-510 1010-1020 90% 560-570 540-550 1100 99% 650 650 1270 You can use all this data on scores and percentiles to set goals for whichever test you choose to take as a 9th grader. How can you achieve your target scores? That all depends on how much you prepare.Read on for a few tips for prepping for the PSAT leading up to freshman year. By prep, I mean studying, not popped collars. How to Prep for the PSAT as a Freshman One of the first steps in getting ready to take the PSAT is defining your target scores. What are you aiming for? What do you hope to score at this point in your education? To figure this out, I recommend taking a timed PSAT practice test. Score your test, and figure out where you're currently scoring and what areas you can improve in. For a lot of freshmen, the math section might be especially challenging with new concepts and problems. To get yourself ready, you could seek out PSAT practice materials and self-teach or get tutored in the new concepts and vocabulary you'll need to know. By finding your areas of strength and weakness, you can adjust your studying to meet your own individual needs. Official PSAT practice tests and sample questions are the best representation of what you'll see on the test. You can also use older practice tests to prep, as well as practice tests for the new SAT, as the exams will be very similar. When you score them, write down any mistakes you made or questions you're unsure about. Taking the time to thoroughly understand and correct your mistakes is the best way to ensure you answer similar questions correctly the next time. The PSAT is a national standardized test, so even when the specifics change, the question types generally stay the same test after test. By thoroughly studying question type and format, you can gain a strong familiarity with the commonly asked questions. You may even reach the point where you feel that your official PSAT is very similar to practice tests you've already taken. The PSAT is challenging for its content, the complex wording of questions, and the strict time limits. By timing yourself as you practice, you'll improve your ability to answer questions quickly and efficiently. You can try out strategies of speed reading and skimming for key content, as well as how to identify and fix grammar rules fast. While there may be some content that you just haven't studied in school yet, all this studying will at least help your test-taking skills. You'll get better at working quickly under time limits, applying time-saving strategies, like process of elimination, and handling the pressure of taking College Board exams. Even if you decide not to take the PSAT as a freshman, it's a great idea to start early with a PSAT practice test to gauge your level, map out your study plan, and familiarize yourself with the test. By the time you reach junior year, you'll be prepared to take the PSAT NMSQT when it counts for National Merit and ultimately, the SAT. What's Next? Are you deciding between the PSAT 8/9 and the PSAT NMSQT? Read all about the PSAT 8/9 here and whether or not you should take it at this point in high school. In sophomore year, you might also be considering the PSAT 10. This guide explains what this College Board exam is all about, while this article discusseswhether you should take the PSAT 10 or the PSAT NMSQT. Are you starting to think about SAT prep? Read all about if you should start prepping for the SAT as a freshman or what a good freshman SAT score would be. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Interpretative Phenomenological Approach Essay Example | Topics and Well Written Essays - 1750 words

Interpretative Phenomenological Approach - Essay Example They found that interactive environmental activities in an outdoor programme had a significant impact on attitudes and that passive instruction had little impact on retention of knowledge. A scale of this type consists of a series of bipolar adjective pairs (e.g. good-bad, beneficial-harmful) listed on opposite sides of a page, with seven spaces in between. The attitude object is identified at the top of the scale and may be a word, statement or picture. The respondent is instructed to evaluate the attitude object by placing a mark in one of the seven spaces between each adjective pair. Development of semantic differential scales stems from the use of theory of reasoned action to investigate science-related attitudes. This is particularly important in the field of Psychology education where behaviour is a clear objective. In their theory, suggest that attitude measures should focus on a person's attitude toward behaviour rather than on the person's attitude toward particular objects. That is, instead of asking about students' attitudes towards the r researchers should assess their attitudes toward learning about the experience. This method is called the Interpretative Phenomenological Method, which is the approach used in this study in analysing the experience of Zoe, a teenager who has been adopted by a family. Interpretative Phenomenological Approach is a method which is considered as consonant with the picture presented above is introduced. Interpretative phenomenological analysis is a method which attempts to tap into a natural propensity for self-reflection on the part of participants (Abraham and Sheeran, 2001). Obviously the degree to which individuals are used to expressing such reflections, orally or in writing, can vary and some people need more encouraging and facilitating than others. But a central premise of the method is allowing participants to tell their own story, in their own words, about the topic under investigation. However, research is not a simple, singular process and the original account from the participant in the form of an interview transcript or diary entry, for example, then needs to be analysed closely by the investigator. Interpretative phenomenological analysis is about attempting to discover meanings, not eliciting facts, but trying to find out what a person's health condition means to them requires considerable interpretative work on the part of the researcher (Abramson et al., 2003). The resultant analytic account can therefore be said to be the joint product of the reflection by both participant and researcher. This study will provide a brief theoretical contextualisation for interpretative phenomenological analysis and then argues for the particular relevance it has for health psychology. It is worth pointing out that this approach aims to have a dialogue with, and to help enlarge, the discipline of psychology not to attack or stand outside it. As will become apparent, interpretative phenomenological analysis can make a valuable contribution in enriching the way mainstream psychology conceives of the individual's experience of adoption. Method The interpretative phenomenological analysis applied to the social psychology as an application to the study on the experience of the subject Zoe as an adopted in a family. The first example is from a study examining how Zoe feels of him being adopted. The project involves analysis of long semi-structured interviews with Zoe. Because the study is

Sun Microsystems Coursework Example | Topics and Well Written Essays - 1000 words

Sun Microsystems - Coursework Example The company was then selling its own servers developed by its own processors. Till 2001, the business was doing pretty well. However, during the economic downturn of 2001 when companies were looking for ways to cut on their costs, companies like Google shifted to cheap servers provided by other vendors. To adapt itself, Sun started to develop servers on third party platforms. From thereon they started losing on their revenues as many companies had already developed their own servers. In the year 2010, the company was taken over by Oracle. In the ‘Transformational model’, input and output consist of two types of components. The system input and outputs generally fall under the categories of labour, power, energy, information, decisions and money. In case of Sun Microsystems, the important planning inputs have been information, decisions, knowledge, skill set of the employees and the capital. Other influential factors which are significant in instigating the production process are competition, social facilities, technological and architectural infrastructures. The desirable outputs have been servers, workstations, data centres and software solutions for enterprises. However, in the process, Sun Microsystems was incurring higher cost which has been assumed as the less desirable output of the process. US hardware and software industry is huge with big players like Microsoft, Oracle, IBM, HP and Apple. The political environment of US is encouraging for the innovations, which is the biggest source of competitive advantage in this industry. One major disadvantage which these companies have to face higher labour cost. As a consequence, these companies outsource a large number of activities to other countries, worldwide. With the passing of recession, the hardware and software industry in US is still in its recovery phase. Although the US economy is recovering at a faster pace, it would need some time to reach the peak stage. With technological

The Impact Of Behavior On Individual Success Essay Example for Free

The Impact Of Behavior On Individual Success Essay INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Success means different things to different people. For some it means having a healthy family, living in a nice home, and working at a good job. For others it means fancy cars, glamorous surroundings, fame and of course, fortune. In addition, each person’s definition of success changes as his or her life moves and changes. At one point in life, success might mean falling in love and entering into a long-term relationship with another person; at another point it might mean devoting a significant amount to travel or put the kids through school; and at still another point in time, it might mean devoting a significant amount of time and energy to spiritual matters, Even though every individual has a different and ever-changing definition of success, what motivates each and ever one of us to pursue success is our desire for a happier and more fulfilling life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Success, therefore, is more about emotional satisfaction than it is about maternal reality. It is more of a state of mind than a state of being. When we set our sights on a new job, more money, a new car, a better relationship, what we are really asking for is happiness that is a very worthy goal.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   We have become a society that desires immediate gratifications above all else. More often than not, when we watch television or go to the movies, we see this desire projected onto characters who usually have no real means of earning a living, but who possess everything we want: money, lovely homes, and many other material things. There is no great mystery surrounding what constitutes the material dimension. Our ability to think inwardly, to reason, is what separates us from other living creatures. This ability to think inwardly and pursue tranquility is what makes living worthwhile. This paper looks at the impact of behavior on individual success and the ways people can improve their success by improving their behaviors and actions. The performance of a business depends on how its organization behaves in the midst of dynamic environment, competition and diversified consumers. The success and failure of a business firm rely much on the type of its organizational behavior. A business firm encounters uncertainty and risk in its operation which mostly related to changes in the economic condition, consumer preferences and competitors. There is also the challenge brought by the highly competitive market that a business firm has to face. In addition, organizational behavior includes changes in its internal organization such as the employees, shareholders and the management. George Jones (2000) define organizational behavior as â€Å"the study of the many factors that have an impact on how individuals and groups respond to and act in organizations and how organizations manage their environments.† It deals with the interaction between the organization and the individuals or its employees. The study of organizational behavior provides a set of tools that explains why people in an organization stay for many years or leave in a short period of time. It also explains why there are people who are considered assets in a company but others are not. The study of organizational behavior also serves as an instrument that allows the management to identify strength and weaknesses of each individual or group. In this way, promoting changes in an organization will improve the capacity of each member to achieve the organization’s common goal and objective. Gibson et al (2002)   maintains that effective management of behaviors needs an understanding of theory research and practice. It is essential that these three characteristics be incorporated both in individual and organizational success. Author Derrick sums up his idea of an ethical way of life as being a passionate way of life as well when he begins his book with the saying that â€Å"An ethical endeavor at which you can work with passion and integrity is a key component in a satisfying life.† Derrick is not the common self-help psychology author. The reader is made to feel that what he says is sacred and worth reading. He has all his insights about life in that book. It seems that passion is a main issue to him as he repeats it again on page 18 as he says. An ethical life is, of necessity, a passionate one (p. 18). As one reads the book, the reader is reminded how the values he expounds in his book can be linked to actual work settings. For instance, the value of courage as he explains is not so much in being brave but in owning up to one’s duties and responsibilities. Blaming has never been an asset in any company, especially a prison where a mistake can be fatal when things go awry. When people start blaming other departments for the problems that arise, then, there must something wrong with the way that institution has been established  in the first place. What is sure though is the faulty attitude that makes up that particular organization. This is also a big communication barrier that needs immediate remedy. When one has a grudge against someone, he tends to make that someone responsible for everything he finds wrong. But when one is honest about his dealings with people, then that honesty returns back to him many folded.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When a person in one department blames someone, his desire to judge and punish is often what is at work. Someone blames another when he is angry because the action made things turn out differently than he wished—if not through his words, then through his manner and tone of voice. One can put all the responsibility for what happened to him, in a way that implies what he did was â€Å"wrong† or â€Å"bad.† Moreover, blame breeds resentment. â€Å"it’s your fault!† is a red-flag phrase. It is to a person what a matador’s cape is to a bull. The hooker in blame is that smidgen of truth in what one said or implied. One can seldom say, â€Å"That’s just what you feel-it has nothing to do with me.† When a person’s blamer goes to work, it is very canny.  It knows exactly where to go zap, where to pick out that nasty kernel of truth. A put-down artist is an expert at zeroing in on where you feel bad about oneself and making him feel even smaller there.   Two messages get mixed up in blame: one party’s statement of how he feels (I’m angry and disappointed†) and one’s evaluation of the other party (â€Å"Scum like you shouldn’t be aloud to work in this company.†). The feelings about the situation are often hidden in the â€Å"you-are-bad† message, instead of being said straight out. One-way blaming in the organization is overcome is help open up communication between two blaming departments. Members of these departments must also be reminded that they need to take responsibility for their part in what happened. In the end,   there is respect to the proper authorities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Each organization has its own characteristics depicted by the behaviors of its members or employees. They share a common behavior which is already established among them even though employees come and go over time. This common behavior is considered as an organizational culture that bonds the relationship among employees and management. Employees will only adapt to this culture and it is difficult for anyone to deviate. Hence, an organizational culture also influences the behavior of an individual. Since it is very hard to deviate from an organizational culture, adjustment in most cases takes time. Organizational culture also changes overtime. An example of this is the changes in workplace environment. Traditionally, a workplace environment is characterized by workstation, office space or building. With the advent of new technology in communication, the use of virtual office has been introduced. A virtual office allows an employee to work at home or at any place of his or her convenience. An organization culture may develop in this kind of work environment that will involve even workers located all over the globe.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The introduction of new technologies in communication, the internet in particular, provides many opportunities for many business firms. Business firms can expand its market from local to international customers. However, business firms will also face the threat of increasing competition and the uncertainty of customer preferences. The diversity of the competitors and costumers in the world market is a big challenge for creating new business strategies. Competitors are diversified in terms of product features, prices and selling schemes. On the other hand, customers differ in preferences, taste and purchasing power. In addition, the international market itself is diversified in terms of government regulations, technological facilities, culture, tradition and religion. (Leading Quietly).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The new challenges brought by the diversified international market require organizational effectiveness and efficiency to succeed in business. Organizational effectiveness and efficiency rely much on the business strategies that decision-makers formulate. Each organization is unique and has its own characteristics. This means that decision-makers such as managers and corporate heads must have business strategies fit to the needs of the organizations. Decisions should consider internal and external factors as well as short- and long-term goals that affect business goals. However, any decision made also comes with risk in which the outcome may not be satisfactory. But this may serve as a learning experience for an organization to improve its performance in the future especially in terms of the way they conduct their business (Business Ethics).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Organizational learning is part of an organization’s development process. Business strategies evolve overtime as market shifts from simple to complex customer needs. Effective learning process among decision-makers includes their relationship with the market, colleagues and the organization. They should learn as an individual to make themselves more capable and effective. They should also learn as an organization to impart with them the organization’s goals and objectives. Organizational learning varies in different form. Some organizations learn from external factors while others learn from within. External factors such as business cycles, economic condition and competitors’ behavior influence management’s decision. Likewise, internal factors such as employees’ empowerment, management change and organizational restructure affect business performance. Asking is a process of learning within an organization. It is not wrong for a manager to ask or seek suggestions from his or her subordinates. This management style can introduce teamwork within the organization. The role of a manager may shift from one who direct, commands or dictates tasks to one who coaches, coordinates or oversees business goals. However, this type of management practice requires that employees should share with the organization’s goal, mission and strategies. This only happens if communication between the organization and the employees has been well-established. Communication starts in the beginning of employment. Each employee should be aware of the organization’s mission, vision and goal. He or she knows the importance of the job that he or she will perform and how this will contribute to achieve the organization’s goal. An employee’s perception may be different from the way he or she behaves in an organization. However, better communication between the organization itself and the employees will facilitate as corrective tools to the perception of an employee that might be influenced by his or her work environment. Bell has insightful nuggets of wisdom interspersed in his book as he views corrupt leaders as being too much money-oriented. People need to be informed about standing up for one’s true beliefs. An example here is  when departments do not communicate or update the status of information, because they are afraid the boss will be angry. To avoid this, employees must be able to follow up to determine whether important messages have been understood. Feedback doesn’t have to be verbal; in fact, actions often speak louder than words. The sales manager who describes desired changes in the monthly sales planning report receives feedback from the report itself when it is turned in. If it contains the proper changes, the manager knows the message was received and understood.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Managers who tell everyone to see the big picture often create a serious communication overload. Rather than trying to keep everyone involved, top-level management need   to follow the â€Å"need-to-know† principle transmitting communication and updating people in other areas of the organization that need the necessary information. Sometimes it is useful to regulate the flow of information and procedures that need to be brought to the attention of the people in the other departments. As long as performance falls within the acceptable range, the regular procedures are followed. References Bell, D.(2002).   Ethical Ambition: Living a Life of Meaning and Worth. Sept.- Oct. 2002 Bloomsbury of New York and London October 2002. Business Ethics. Retrieved Jan 11, 2007 at: http://www.amazon.com/gp/reader/0130797723/ref=sib_dp_pt/104-1829689-6709521#reader-page George, J., Jones, G. (2000). Understanding and Managing Organizational Behavior (3rd ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Retrieved Jan 11, 2007 at: from, http://www.prenhall.com/managementzone/georgemob3/ Gibson, James, Ivancevich, John, Donnelly, James and Konopaske, Robert. (2002). Organizations Behavior, Structure Process. McGraw-Hill/Irwin. 11th edition. Leading Quietly. Retrieved Jan 11, 2007 at: http://www.amazon.com/gp/reader/1578514878/ref=sib_rdr_ex/104-1829689-6709521?%5Fencoding=UTF8p=S00Qj=0#reader-page

America Needs Bilingual Programs Essay -- Argumentative Persuasive Top

America Needs Bilingual Programs      Ã‚  Ã‚   As a lighthouse stands against the storm, its tireless beacon showing the way to safe harbor, so too does America stand in an increasingly dark and turbulent world. The bricks and mortar would have long ago succumbed to the pounding of the waves but for one reason, the lighthouse is built upon a foundation of bedrock as old and as strong as the earth itself. Likewise, the tower that is our nation would have long ago toppled if its foundation were not rooted in equally strong materials.    Unlike the lighthouse, this grand experiment we call America is not built upon rock and dirt; our nation is built upon the strength of its people. Of these people, only a small minority would call this place home if not for the great immigrations of the last half-millennium. These countless individuals, who left their homelands for many different reasons, all chose America because of the presence of limitless opportunity. Yet, after each new group begins to find its American identity, that group turns and attempts to bar those waiting in the queue from realizing their own American dream. Limiting educational opportunity is one method used by previous arrivals to limit the successful integration of newcomers. Immigrants are quickly being prevented from realizing their full potential as citizens by the nationwide movement to outlaw bilingual education. In order for America to maintain its position as the world's only remaining superpower, we must continue to offer our new a rrivals full access to bilingual education.    The classroom use of a language other than English is not a new or revolutionary concept in the American educational practice. The first law allowing th... ....educationworld.com. 21 Apr. 2001. Gentry, Curt. J. Edgar Hoover: The Man and The Secrets. New York: Penguin Books, 1992. "History of Bilingual Education." Rethinking Schools Spring 1998. http://www.rethinkingschools.org/Archives/12_03/langhst.htm. 21 Apr. 2001. Krashen, Stephen. "Bilingual Education: Arguments For and (Bogus) Arguments Against." Georgetown University Roundtable on Languages and Linguistics. 6 May 1999. http://ourworld.compuserve.com/homepages/JWCRAWFORD/biling.htm. 21 Apr. 2001. Porter, Rosalie Pedalino. "The Case Against Bilingual Education." The Atlantic Monthly May 1998. http://www.theatlantic.com/issues/98may/biling.htm. 21 Apr. 2001. Sund, Carole. "Bilingual Education: An Overview." National Education Association. 4 October 1999. http://www.nea.org/issues/bilingual/. 21 Apr. 2001.   

Macbeth Act Iv Lines 111-134

In Macbeth Act IV scene 1 lines 111-134, William Shakespeare heightens the themes of guilt and conscience and order and disorder, Shakespeare also furthers Macbeth’s character in his ambition all through the utilization of punctuation, imagery, and irony through royal imagery. In this passage, Macbeth speaks to the wierd sisters and they speak back to him, the passage ends with a soliloquy. We already know going into this section of the play as previously discussed by my colleagues Keegan and Alex, that Macbeth has gone under quite a change.Out of fear and paranoia, he has decided to seek out the witches in search of the answers of his future. Although macbeth has experienced this change, his guilt of the murder of Banquo is evident in this passage. Macbeth has just been given his prophecy and this bonus hallucination is given by Shakespeare as a glimpse into Macbeth’s state of mind. The First device shakespeare utilizes is punctuation. With one quick glance at these li nes, Shakespeare's vast use of punctuation is immediately evident.In these lines there are six periods, nine exclamation points, five colons, two semicolons, nine commas, and five question marks. Firstly, shakespeare utilizes exclamation points, which are only found in Macbeth’s lines to display Macbeth’s surprise in the hallucinations he is witnessing, this surprise then brings Macbeth to question what the witches are showing him, hence the use of question marks. For example, in line 115, Macbeth asks â€Å"why do you show me this? † and before his question can be answered, yet another hallucination of a king enters.A similar event occurs at line 118. Usually when there is a comma used, there is another thought which follows, this occurs when Macbeth says â€Å"and yet the eight appears, who bears a glass† â€Å"Banquo smiles upon me, and points at them for his† when the witch says â€Å"I’ll charm the air to give a sound, while you perfor m your antic round† and â€Å"that this great king may kindly say, our duties did his welcome pay† Alone, the utilization of a specific form of punctuation contributes its own benefits for example, a comma contributes another idea.Altogether, however, the massive amount of punctuation used by Shakespeare really creates a sense of confusion, thus heightening the theme of order and disorder. The second device used is sorcery and supernatural imagery. Examples of this found in the text are â€Å"spirit† â€Å"filthy hags† â€Å"crack of doom† â€Å"blood-bolter‘d banquo† â€Å"antic round† and â€Å"accursed† Shakespeare's use of such words reinforce the presence of the supernatural that Macbeth is currently experiencing and further the theme of the supernatural.The third and final device Shakespeare uses is irony through royal imagery. In the vision of the eight kings which pass by Macbeth, all of whom looking like Banquo wh ich is irony in itself, Shakespeare describes the eight kings by only giving information on monarch related objects, for example, â€Å"thy crown does sear mine eyeballs† â€Å"thou other gold-bound brow is like the first. † â€Å"some I see that two-fold balls and treble scepters carry†.Shakespeare furthers Macbeth’s character as the fixation of the crown related objects suggests Macbeth’s hunger and obsession for power has grown thus heightening the theme of ambition and furthers Macbeth’s character in illustration of the change that has overcome him. As stated earlier, Macbeth has already received his prophecy, so why would the witches give him more visions? In the lines prior to the start of the show of kings, all the witches say, â€Å"Show his eyes and grieve his heart, come like shadows, so depart. What the witches are doing Is creating vision out of Macbeth’s guilts fears and worries, thus the eight kings which appear. Shakes peare is suggesting that Macbeth’s immense guilt of Banquo’s death, and hunger for power are the reasons causing this bizarre hallucination, which continues to further Macbeth’s character in the theme of ambition and guilty conscience in the illustration of his obsession with the crown and Banquo.So far, we have focused upon the devices present in the lines, but what about the devices that aren’t? Shakespeare did not include a time motif in this passage, not while the witches were present that is. When the witches disappeared, the time motif is reaffirmed. Time, is man made and represents order, in the absence of the time motif while the witches are present Shakespeare is suggesting that the witches are the root of the disorder and chaos experienced, thus heightening the theme of order and disorder.In the context of the human condition, Shakespeare suggests that one’s colossal guilt and desires manifested in length will eventually lead to their ine vitable destruction. Understanding the sins we have committed, and learning from the mistakes we have made is utterly important in our mental health and in some cases our existence. The opposite is displayed in Macbeth’s character as he continues to strive for an increase in power. This ambition is unhealthy, and eventually leads to Macbeth’s destruction.Not only is this aspect of the human condition found in Macbeth, but is also commonly found throughout history, most recently, the late Muammer al-Gaddafi of Libya, who’s obsession for power in his own country, just like Macbeth lead to his timely end. In the tragedy of Macbeth act IV scene I lines 111-134, William Shakespeare forces the reader to question human nature as it pertains to guilt and unchecked ambition in the face of desperation and confusion. Now Dmitri will deconstruct his lines through a video presentation. Thank you.