Dissent About Nuclear Safety Case Study Example | Topics and Well Written Essays - 500 words

Dissent About Nuclear Safety - Case Study Example In order to have a clear conscience, she should speak her mind. The engineering codes require that safety and welfare of public be placed supreme above all else. The seniority of Brad over Alison pushes her to a weaker standing point. Alison is required to be careful here and be diplomatic in the way she presents her conflicting opinion. She should stick to her ethics and quote the NSPE code if she feels it is correct and necessary to do so. Most importantly, Alison should not be coerced to act in unison with other board members. Given that there has been a strong culture of unanimity, this paves way for the possibility that Alison may feel the need to act and think like the group, which is clearly wrong. This junior staff may find it necessary to abstain from voting if she feels that she should not cast a negative vote all alone. In case subsequent calculations indicate that a single heat exchanger would be adequate, that would not be erroneous for Alison to have cast a negative vote rejecting the other member’s decision. She is not doing so to stop the report from going on to NRC, but to ensure that the committee is doing what is required of them and that it works in the appropriate manner in while making decisions. Therefore, she has an obligation, even though different from the views of other members of the committee. Also, the committee has an obligation too to make sure that the opinions of others are always taken into consideration. Alison may be required to approach this issue from different angles. The first instance is requesting for a delay by stating that public safety is undoubtedly at risk and that the effects of a malfunction will be comparatively extensive. The tribulations and harms to the public will be instant, and the detriment to the public will be within 20 miles. The second instance is that she should

Martin Luther’s Protestant Reformation Essay Example for Free

Martin Luther’s Protestant Reformation Essay Martin Luther was the most influential person of the 15th and 16th century the reason being he rebelled against the catholic church the highest authority in the world at that time. When Martin Luther went against the church he not only reformed Christianity but reformed every person in Europe into a thinking human being. So when looking at the most influential people of the time Martin Luther paved the path for all modern sciences. Martin Luther’s Ninety Five Theses showed obvious faults and corruption throughout the Catholic Church. When looking at Martin Luther’s ideals he showed that the Catholic Church had made up rules that could not be found in the bible. Due to this finding he led the Protestants into a more direct translation of the bible. One of his largest accomplishments was the translation of the bible into the German language. By translating the bible out of Latin and into German he placed the interpretation of the word of god into the hands of people who had been simply told god’s word from a Catholic stand point. By shining light on the problems of the Catholic Church Martin Luther created a wave of people with minds of their own. By giving people a reason and the power to think for themselves he lit the powder keg for the exit of the middle ages and entrance into the renaissance and the scientific revolution. And when looking at the scientific revolution one can speculate that if Martin Luther’s Protestant reformation had not taken place when it did the Catholic Church would most likely have crushed any new scientific ideas that did not conform to the teachings of the church. To prove that the speculation has weight one can look at how the Catholic Church employed major censorship of the Protestant teachings. Martin Luther was the most influential person of the 15th and 16th century because he shined light upon the power of the human mind. By empowering people he gifted the world with the spark that led to the scientific revolution and the split of the Catholic religion.

The Ten Commandments Should be Allowed In Schools Essay -- education, r

In today’s society of â€Å"political correctness†, many issues arise between the interests of the many interests groups of the nation. One of the issues that continue to generate heated debate is the displaying of the Ten Commandments and other religious documents on government property. The issue of the Ten Commandments is one of the most heated discussions on the local and national stage today. Although there are many groups and individuals opposed to the displaying of the Ten Commandments and other religious objects as a violation against the separation of church and state and against the 1st amendment which is freedom of religion, the question asked by many others is; should religious objects including the Ten Commandments be permissible on government property? The answer is, yes, it should be. By law, according to history, and first amendment rights not being violated, the simple legality of the issue is without a doubt, a non-debatable issue. It is a permissible act of having the Ten Commandments and other religious objects on government property as long as it does not prove hostile or offensive toward anyone. It is not an endorsement of the Ten Commandments as being an â€Å"authoritative† document but rather an acceptance of the document as being a â€Å"guide map† or basis for many of the laws and issues in our present day society. The displaying of the Commandments is not intended as hostile but rather an acknowledgement that these requests, especially the last five Commandments, should be followed and used as a basis for law between men. With this issue being debated locally and nationally, and with the legal action that has been taken, it is still a very hotly debated issue, even after Supreme Court rulings and interpret... ...ber 1994. The Atlantic. 9 March 2011 . Sieff, Kevin. "washingtonpost.com." 11 February 2011. The Washington Post. 8 March 2011 . States, Supreme Court of the United. "supremecourt.gov." 25 February 2009. supremecourt.gov/opinions. 6 March 2011 . Sturgeon, Jeff. "2nd Va. school mired in Ten Commandments flap." 26 February 2011. Pilot Online.com. 7 March 2011 . Zimmerman, Mark. "Symbol of Enduring Freedom." March 2010. Columbia Magazine. 8 March 2011 .

The calamities of Julius Caesar :: Julius Caesar Essays

The calamities of Julius Caesar Tragedies most often refer back to the actions of men. The play Julius Caesar, by William Shakespeare, provides a good example to how the quote is shown to be accurate." The calamities of tragedy do not simply happen, nor are they sent [by the gods]: they proceed mainly from actions, and those actions of men." This statement is profoundly proven through the past and present actions of the conspirators throughout the play. From the beginning of the play, the reader can identify who will necessarily betray and plot to murder Caesar. Cassius, main conspirator in this play, initially draws Brutus into the inner circle. From the beginning of the play, Cassius seeks Brutus for the newest addition to the plot and knows if Brutus is added, the plot will be successful. Even in the first scene of Act II Cassius is flattering Brutus in order to entice Brutus into joining the murderous group. "Your hidden worthiness into your eye, that you might see your shadow. I have heard where many of the best respect in Rome, speaking of Brutus, and groaning underneath this age's yolk, have wished that noble Brutus had his eyes." (p. 350 ln. 55-60) This quote depicts when Cassius first starts to flatter Brutus and say Brutus is the most respected and noble man in Rome. These compliments and forms of flattery are what first showed Brutus was kind of man the people see him as and what time of power Brutus could produce in himself. Actions at some moments in Julius Caesar speak louder than words. A prime example is when Cassius wants the men to make a pact to follow through with the murder, but Brutus speaks up and says that the pact is unnecessary. Brutus feels as though every man is a true Roman and each man is as trustworthy and noble as he. As for Antony's speech, this is a whole different story. The words Antony spoke to the public helped motivate the people to go against the conspirators. Thought the action of killing Caesar was a publicized one, Antony's speech was far from being unnoticed. All of the things which went on throughout the play all relate back to the actions of Cassius.

Symbolism in English Literature

Archetypal figures present in Chaucer’s â€Å"The Miller’s Tale† By Jose Luis Guerrero Cervantes According to Swiss psychiatrist Carl Jung, an archetype is a symbolic formula that begins to work wherever there are no conscious ideas present. They are innate universal psychic dispositions that form the substrate from which the basic themes of human life emerge[1]. The archetype is experienced in projections, powerful affect images, symbols, moods, and behavior patterns such as rituals, ceremonials and love. Jung[2] compared the archetype, the pre-formed tendency to create images, to a dry river bed. Rain gives form and direction to the flow, we name the river, but it is never a thing located in any place, it is a form but never the same, it is always changing but it is still a river. Following this analogy, the archetype would be the dry river bed that motivates and modifies our conscious understanding of ourselves and the world (the water of the river) from which emotions, attitudes and ideas arise. It is possible to track the use of archetypes in universal literature, according to Joseph Campbell[3], from the origins of human civilization. Archetypes help Chaucer to his main purpose when writing The Canterbury Tales: to reflect on the personal concerns and solutions of the evolving medieval society of his time. Characters with strong archetypal features has an automatically and unconsciously effect in the reader’s mind, allowing his mind to recognize experiences, emotions, and typical patterns of behavior, establishing a â€Å"dialog† or â€Å"unconscious link† between the reader and the text. The purpose of the present essay will be to identify such archetypal characters and situations and their impact in the reader’s psyche. [4] It is possible to recognize in Nicholas’ behavior elements that match with the archetype of the â€Å"Trickster†. In mythology, and in the study of folklore and religion, a trickster is a god, goddess, spirit, man, woman, or anthropomorphic animal that plays tricks or, otherwise, disobeys normal rules and conventional behavior[5]. In modern literature, the classical figure of the trickster survives as a character not necessarily supernatural or divine, but as a clever, mischievous man or creature, who tries to survive the dangers and challenges of the world using trickery and deceit as defense. For example, many typical fairy tales present kings who want to find the best man for his daughter by setting a trial to obtain the hand of his daughter. Brave knights are not able to overcome the trial until a poor and simple peasant comes. Armed only with his wits and cleverness, instead of fighting, he evades or fools the obstacles between him and the desired object. This way, the most unlikely candidate passes the trials and receives the reward. One example of this character in English Literature is Shakespeare’s Bassanio in The Merchant of Venice who, in order to marry Portia, must pass a trial set by Portia’s father. In this case, Nicholas is described similarly to this archetype: This lad was known as Nicholas the Gallant, And making love in secret was his talent, For he was very close and sly, and took Advantage of his meek and girlish look[6]. Nicholas is characterized as somebody whose main attributes are not physical strength or economic power, but cleverness in managing the weak points of people for his own benefit (expressed in the words â€Å"talent†, â€Å"sly†, â€Å"took advantage†) hidden under a humble figure (expressed in the word â€Å"meek†). Here it is possible to identify the breaking of conventional behavior that it is proper of the classical tradition when it is said that Nicholas makes love â€Å"in secret†. In addition, in order to gain Alison, he must figure out a trick, otherwise, both might die if caught together. Alison’s behavior, on the other hand, shows characteristics that matches with the â€Å"Anima† archetype developed at the level of â€Å"Eve†. The Anima and Animus, in Carl Jung's school of analytical psychology, are the unconscious or true inner self of an individual, as opposed to the outer aspect of personality. In the unconscious part of men’s mind, it finds expression in a feminine inner personality. Anima, in contrast, is in the unconscious of women and it is expressed as a masculine inner personality. It can be identified as the totality of the unconscious feminine psychological qualities that a male possesses; or the masculine ones possessed by the female. The positive anima qualities of a man are tenderness, patience, consideration, kindness and compassion; then the negative anima qualities of a man are vanity, moodiness, bitchiness, and easily hurt feelings[7]. Jung believed anima development has four distinct levels, which he named Eve, Helen, Mary, and Sophia. Eve level is named for the Genesis account of Adam and Eve. It deals with the emergence of a male's object of desire, yet simultaneously generalizes all females as evil and powerless. This means that when an object of desires arises, the archetype shows an opposite behavior from that she had shown previously[8]. In the preliminary description of Alison, Chaucer describes Alison (with ecstasy and accuracy) this way: She was a fair young wife, her body as slender As any weasel’s, and as soft and tender; She used to wear a girdle of striped silk; Her apron was as white as morning milk Over her loins, all gusseted and pleated. White was her smock; embroidery repeated Its pattern on the collar, front and back, Inside and out; it was of silk, and black. The tapes and ribbons of her milky mutch Were made to march her collar to a touch; She wore a broad silk fillet, rather high, And certainly she had a lecherous eye. And she had plucked her eyebrows into bows, Slenderly arched they were, and black as sloes; And a more truly blissful sight to see She as than blossom on a cherry-tree, [†¦] Her mouth was sweet as mead or honey –say A hoard of apples lying in the hay. Skittish she was, and jolly as a colt, Tall as a mast and upright as a bolt Out of bow. [†¦] She was a daisy, O a lollypop For any nobleman to take to bed Or some good man of yeoman stock to wed. [9] Everything in her is lovely. Chaucer centers his attention on the physical description and little is said about her character. However, the adjectives â€Å"skittish†, â€Å"jolly†, â€Å"tall† and â€Å"upright† describe her as someone irreproachable in any sense. After she falls in love with Alison, all the marvelous image of Alison disappears when she decides to play a cruel joke to Absalon: Absalon started wiping his mounth dry. Dark was the night as pitch, as black as coal, And at the window out she put her hole, And Absalon, so fortune framed the farce, Put up his mouth and kissed her naked arse Most savorously before he knew of this. [10] As it can be observed, Alison’s attitude changes dramatically after meeting Nicholas (the object of desire). This desire unleashes those feelings that are the negative counterpart of the male â€Å"Animus†. â€Å"Eve† development of â€Å"Anima† helps to generalize all women as evil, and Alison attitude towards Absalon reinforces this belief. John represents the archetypal of â€Å"The Child† in the developed degree of â€Å"The abandoned†. In Jungian psychology, it refers to an instinctual pattern of thought or symbolic imagery derived from the past collective experience (Jung referred to this as â€Å"the collective unconscious†), and present in the individual unconscious. We were all children at one time and we can remember the freedom of being a child, the unconditional love we received from our parents, the spontaneous laughter, how we innocently accepted things as they were and let our imaginations run wild. All those experiences left a mark in the unconscious and arise under certain conditions. In this case, the condition is the fear of losing Alison what makes this feeling to arise[11]. The Abandoned (Orphaned) Child archetype can easily be seen in characters like Dorothy in the Wizard of Oz or Oliver in Oliver Twist. The fear of losing a caretaker and the feeling of vulnerability makes the character to proceed in a blind, precipitously way. Jealous he was and kept her in the cage, For he was old and she was wild and young; He thought himself quite likely to be stung. It is possible to notice here that John’s fear for losing Alison makes him to keep her out of the sight of the rest, â€Å"in the cage†. Nicholas takes advantage of this fear and uses it to deceive him in a childish way. ‘This world’ he said, ‘in just about and hour, Shall all be drowned, it’s such a hideous shower, And all mankind, with total loss of life’. The carpenter exclaimed, ‘Alas, my wife! My little Alison! Is she to drown? ’ And in his grief he very near fell down. As it was explained before, innocence is a mark of our childhood, and here innocence is incarnated by John. Absalon represents the archetype of the â€Å"Shadow†. In Jungian psychology, the shadow or â€Å"shadow aspect† is a part of the unconscious mind consisting of repressed weaknesses, shortcomings, and instincts. It is a link to the most primitive animal instincts, which are superseded during early childhood by the conscious mind. According to Jung, the shadow, in being instinctive and irrational, is prone to project: turning a personal inferiority into a perceived moral deficiency in someone else. It is the link to the most primitive animal instincts that are superseded during early childhood by the conscious mind, like the survival instinct. Absalon plans his vengeance for the cruel joke played on him and reacts in a even more violent way than his aggressors: Said Absalon, all set to make a launch, ‘Speak, pretty bird, I know not where thou art! ’ This Nicholas at once let fly a fart As loud as if it were a thunder-clap. He was near blinded by the blast, poor chap, But his iron was ready; with a thump He mote him in the middle of the rump. This way, Absalon fulfills his vengeance by recalling his most instinctive, irrational feelings. In the situations present in the tale it is also possible to identify two archetypal situations: â€Å"The Task† and â€Å"The love Triangle†. â€Å"The Task† is that situation in which a character is required to perform a task that will restore balance. It is commonly found n literature in the situations like to save a kingdom, to win the fair lady, the identification of the hero so he may reassume his rightful position, etc[12]. Examples of this archetypal situation in English literature are when Arthur pulls Excalibur from the stone or when Beowulf slays Grendel. In this case, the task set for Nicholas is to consume his union with Alison using his cleverness to deceive his husband who has her â€Å"in a cage†. The reader is not told about the plan, so the reader and the fooled characters go hand-in-hand in the discovery and the development of the plan, holding the attention of the reader. The â€Å"love triangle† works in a similar way than â€Å"The task†, however the task appeals to the â€Å"logos† of the reader, while the â€Å"love triangle† appeals to the â€Å"ethos†. In addition, â€Å"the love triangle† works as the counterpart of the â€Å"Requited Love†, which is used to enhance the nobler feelings of human nature: sacrifice, loyalty, friendship, fidelity, etc. The â€Å"love triangle† enhances rivalry, fight, deceit, infidelity, etc[13]. It is possible to observe how the love triangle made Nicholas to figure out an ingenious trick to have sex with the John’s wife (infidelity), the showing of the darkest side of pure Alison, the wrath of easygoing Absalon, and the showing of the dumbest side of John. It is possible to conclude, after all this analysis that â€Å"The Miller’s Tale†, as the whole Canterbury Tales, explores the nature of human being life and behavior of the people of his time, making the reader to do an introspective view of his own life. The characters of â€Å"The Miller’s tale† are very likely to common people, functioning as a mirror in which society can see itself. The empathy that Chaucer is able to establish between the characters, their situations and the readers is possible because he appeals to those universal characteristics that human beings seem to share beyond race, distance, culture and time. These pre-figured behavior, or archetype, causes an unconscious reaction on the reader, putting them in the same, Jung would say, â€Å"psychogenetic frequency†. Therefore, it possible to explain why the Canterbury Tales is a universal piece of work: because it will never lose validity. It appeals to values and characteristics that do not seem to change in time, since it is possible to identify them in the universal literature of all times. BIBLIOGRAPHY Brunel, Pierre. Companion to Literary Myths, Heroes and Archetypes. New York. Routledge. 1992. Chaucer, Geoffrey. The Canterbury Tales. Translated by Nevill Coghill. Penguin. London. Penguin. 2003. Franz, Marie-Louise von. Archetypal Patterns in Fairy Tales. Toronto. Inner City. 1997. Herz, Sarah K. , and Donald R. Gallo. From Hinton to Hamlet: Building Bridges Between Young Adult Literature and the Classics. 2nd ed. Westport. Greenwood. 2005. Holman, C. Hugh, and William Harmon. A Handbook to Literature. 6th ed. New York. Macmillan. 1992. Johnson, Terry D. , and Daphne R. Louis. Bringing It All Together. Portsmouth. Heinemann. 1997. Joseph Campbell. The hero with a thousand faces. California. New World Library. 2003. Jung, C. G. The Archetypes and the Collective Unconscious. Princeton. Bollingen. 1981. Jung, C. G. â€Å"Phenomenology of the Self† in The Portable Jung. New York. Penguin. 1976. Stevens, Anthony. â€Å"The archetypes† in The Handbook of Jungian Psychology. Renos. Papadopoulos. 2006. ———————– [1] Anthony Stevens. â€Å"The archetypes† in The Handbook of Jungian Psychology. Renos. Papadopoulos. 2006. p. 20. [2] C. G. Jung, The Archetypes and the Collective Unconscious. , Princeton. Bollingen. 1981. p. 9. [3] Joseph Campbell. The hero with a thousand faces. California. New World Library. 2003. p. 23. [4] C. G. Jung. â€Å"Phenomenology of the Self† in The Portable Jung. New York. Penguin. 1976. p. 147 [5] C. G. Jung. Op. cit. p. 18 [6]Geoffrey Chaucer. The Canterbury Tales. Translated by Nevill Coghill. Penguin. London: Penguin. 2003. p. 89. [7] C. G. Jung. Op. cit. 19. [8]. Idem. p. 20. [9] Geoffrey Chaucer. Op. cit. 90. [10] Ibid. p. 103. [11] C. G. Jung. Op. cit. p. 29. [12] Marie-Louise von Franz. Archetypal Patterns in Fairy Tales. Toronto: Inner City, 1997. p. 107. [13] Ibid. p. 89.

Cellular phone as a help to it essays

Cellular phone as a help to it essays Communication between one place and another has always been a problem, but as technology advances, the telephone has been developed to allow users to be able to communicate with each other over long distances. But the telephone does not permit users to utilize it outdoors since it is tied down by phone lines, so a technology-the cellular phonewas invented for better mobility. Cellular phones have changed our lives dramatically. They provide us with extra safety and comfort and with the immediate ability to call 911 in the event of trouble, as well as give us discreet access to contact in case of personal danger. Cellular phones offer the ability to reach out for help from any place and at any given time. There is no doubt that wireless devices are becoming increasingly popular and more and more intelligent. Recently, there are controversies over the purpose and use of the cell phone, some disagree and dislike the fact that cell phones are used while people are driving or at school; t herefore, bans have been imposed. However, one must take into account the security a cell phone provides to its user in cases of emergency. It is much faster and more efficient to call for help; the cell phone saves time to call for help, and ultimately helps saves time and lives. Cell phones are more a help than a hazard, and are not dangerous at all; in fact, they provide necessary usage and safety to their users. The first telephone was invented on March 10, 1876 by Alexander Graham Bell. Since then the basic concept of the telephone was further enhanced in 1947 and has continuted to develop into what it is today. The creation of the telephone then led to the invention of the more mobile and verisitile version of itthe cellular phone. As a direct result of the telephone, the Internet was later created in the late 1970's. The cellular phone has helped shorten communication barriers through the utilization of wireless waves...

The process of industrialisation in Russia Essays

The process of industrialisation in Russia Essays The process of industrialisation in Russia Essay The process of industrialisation in Russia Essay The process of industrialising a country is usually a long and drawn out one, but during the late 20s Staling saw a need for a rapid industrialisation of Russia in order to bring it up to par with the remainder of Europe and the world. Although speeded up, the process took over 10 years, with the death of many. It began at the 15th Congress of the Communist Party of the Soviet Union in December 1927, Joseph Stalin attacked the left by expelling Trotsky and his supporters from the party and then moving against the right by abandoning Lenins New Economic Policy, he insisted that urvival and development could only occur by pursuing the rapid development of heavy industry. The party, under Stalins direction, established Gosplan, a state organization responsible for guiding the country towards accelerated industrialisation. In April 1928 Gosplan released two drafts that began the process that would industrialise the primarily agrarian nation. This 1,700 page report became the basis of the First Five-year. Shifting from Lenins NEP, the first Five-Year Plan established central strength as the basis of rapid, heavy industrialisation. It began he rapid process of transforming a largely agricultural nation consisting of peasants into an industrial superpower. The new economic system put forward by the first Five-Year plan involved a complicated series of planning arrangements. The first Five- Year plan focused on the mobilization of natural resources to build up the countrys heavy industrial base by increasing output of coal, iron, and other vital resources. The increase of resources by state planning expanded the countrys industrial base. From 1928 to 1932, peak iron output, the amount of pig iron being produced rose from 3. 3 million to 6. million tons per year. Coal, the essential product fuelling modern economies, successfully rose from 35. 4 million to 64 million tons, and output of iron ore rose from 5. 7 million to 19 million tons. A number of industrial complexes such as Magnitogorsk had been built or were under construction. In real terms, the workers standards of living tended to drop, rather than rise during the industrialisation. Stalins laws to tighten work discipline made the situation worse, for example, a change to the labour code enabled firing workers who had been absent without a reason from the work place for Just one day. Being fired meant losing the right to use ration and commodity cards as well as the loss of the right to use an apartment and even blacklisted for new employment which altogether meant a threat of starving. Those measures, however, were not fully enforced, as managers often desperately needed to hire new workers Based on these figures the Soviet government declared that Five Year Industrial Production Plan had been fulfilled by 93. 7% in only four years, while parts devoted to heavy-industry part were fulfilled by 108%. Stalin in December 1932 declared the plan a success to the Central Committee. During the second five-year plan (1933-37), on the basis of the huge investment during the first plan, industry expanded extremely rapidly, and nearly reached the plan. By 1937 coal output was 127 million tons, and pig iron 14. 5 million tons. While undoubtedly marking a massive leap in industry, the first Five Year Plan was extremely harsh on industrial workers; quotas were difficult to fulfil, requiring that miners put in 16 to 18-hour workdays. Failure to fulfil the quotas could result in treason charges. Working conditions were poor, even hazardous. By some estimates, 127,000 workers died during the four. Due to the allocation of resources for industry along with decreasing productivity since the beginning of collectivization, a famine occurred. The use of forced labour must also not be overlooked. In the construction of the industrial complexes, inmates of labour were used as expendable resources. But conditions improved rapidly during the second plan. Throughout the 1930s, industrialization was combined with a rapid expansion of education at schools and in higher education. From 1921 until 1954, during the period of state-guided, forced industrialization, it is claimed 3. 7 million people were sentenced for alleged counter- evolutionary crimes, including 0. 6 million sentenced to death, 2. million sentenced to labour camps, and 0. 7 million sentenced to exile. Another key factor in the industrialisation of Russia was collectivisation. In 1928, Russia turned toward mass collectivization. 1928 also marked the end of the NEP, which allowed peasants to sell their surplus on the open market. Demand for food intensified, especially in the USSRs primary grain producing regions. Upon Joining kolkhozes peasants had to give up their private plots of land and property. Every harvest, Kolkhoz produce was sold o the state for a low price set by the state itself. However, the natural progress of collectivization was slow. By 1936, about 90% of Soviet agriculture had been collectivized. In many cases, peasants bitterly opposed this process and often slaughtered their animals rather than give them to collective farms, even though the Government only wanted the grain. Kulaks, prosperous peasants, were forcibly resettled to the Russian Far North. However, Just about anyone opposing collectivization was deemed a kulak. The policy of liquidation of kulaks as a class meant some executions, and even more deportation.

Winning Argumentative Essay Topics for Students †Pro-Academic-Writers.com

Winning Argumentative Essay Topics for Students An argumentative essay is a special type of essay which requires students to argue with the existing points of view in order to prove the truth of their own position. Usually, there are no 100% right or 100% wrong positions. The chosen topics should be yet contradictive and debatable. To prove his or her own position, a student is encouraged to use various sources that are dated no more than five years. Otherwise, the information may be too old to use. It is especially crucial for various statistics and data for the certain period. The main goal of all argumentative topics is to convince the target audience in the authenticity of the author’s judgments. To look more professional, argumentative topics should be supported by the arguments for and against. This way a student shows his awareness of the discussed field. To decide which argument to include, students have to start with conducting an in-depth research. They should study all sides of the given issue. The final purpose of the paper is to make an educated stance. The evidence should include observations, studies, reports, statistics, articles, and other papers published by scientists or legal entities like the government. These primary sources are no doubt the most reliable sources of information for all argumentative topics. The organization of the argumentative topics essay is rather complicated. You may find it here. But it is still better to have a look at one of the online examples to survive with the highest possible grade. How to Choose Argumentative Essay Topics Wisely? Argumentative paper on any subjects should inspire the audience to: Read the entire text Participate in the discussion or even make it To debate and argue Thus, the ideas should be selected carefully. The first stage is usually the most important when speaking about argumentative essays. If you are not assigned a particular theme, you may go on searching for the inspiring topics on your own. It’s not that hard if you have an internet access or opportunity to visit libraries. Check out the newspapers and magazine archives to grab the best ideas for your argumentative piece. Look at their date! A bad idea is to consider sensitive and biased topics like: nationality race gender social status relationships between two humans religion politics The good idea is to talk about things that encourage people to argue with each other without turning them enemies. Try to avoid hostile topics in favor of less biased ones: music, laws, history, food preferences, books, etc. Involve all your consideration and pick familiar topics for your argumentative essays. Choosing an emotional topic is a nice way out, but you should not do it if you are not an expert in the field. If you want a paper on the topic you are not sure about, contact online writing service to get proper help. List of the Best Argumentative Topics Simple Argumentative Essay Topics (Elementary Middle School) Should young students ask their parents to be allowed to purchase contraceptives? Should people be encouraged to drink less with the help of special laws? Should college education be made obligatory? Middle-level Complexity (Argumentative Essay Topics for College) The Difference between Moral and Non-Moral Issue Can military intervention in Syria be justified? Are parents responsible for the criminal actions of their children? Is GPA enough to successfully pass application process? Advanced-level Ideas for Argumentative Essay Is Career Choice Impacting Applicants Heavily? How Do Cultural Aspects Influence Management Decisions? Was the last presidential election in the United States fair? Do film celebrities make too much money unfairly? Funny Ideas for Argumentative Paper How to make money on joking videos on YouTube? What is the worst motion picture ever? Who is the best comedian actor and why? Topics for Any Life Situation Violent video games are not the main cause of Columbine High School massacre Gender Studies was initiated by the feminist group and should not be studied to teenagers Should people make abortions illegal? Bioethics How can activists ban the usage of wild animals for research purposes? Cloning any living creatures must be forbidden Computer Science/IT Is Google staff right in increasing privacy and security? Copyright violation: is there a way to withstand this problem? Should YouTube comments be strictly monitored and deleted if needed? The Internet today involves more risks than benefits. Law and Political Science Argumentative Topics Is gun control the best method to reduce criminal activity? Should governments support same-sex marriages everywhere? How should smoking and drinking in public places be punished? The problem of too over-regulated community Legalization of marijuana: pros and cons Ecology The essence of cross-cultural marriages Why women participate in criminal activity less than men Remote learning is more efficient than the traditional classes Violence in the media: its hidden dangers Media Studies Media impact on the teen’s development The role of rock and metal music in the life of school students Organization and Format of an Argumentative Paper                                                                                                                Argumentative Essay Structure for Any Topics Beginning paragraph   (introduction)                                        3-5 body paragraphs Conclusion Summary of the target topics, their role in society. End up with a thesis statement (the last one in the first paragraph) List the arguments that support your main idea best of all. Students have to support each of them with up-to-date sources (evidence) The support should be logical. Focus on proved facts, analytics, statistics, official data, etc. The student must synthesize the information recalled in the body paragraphsÃ'Ž. How to Use So-Called Connection Words Correctly When you construct an argumentative essay, it does not really matter which topics you describe. To unite all body paragraphs with the introduction and conclusion, use transition words. Then all paragraphs and sentences will function as one whole. Function Connection Word Addition In addition; and; additionally; as well as; identically; along with; likewise; too; also; together with Contrast Above all; different from; despite; although this may be true; on the contrary; in spite of; on the other hand; however; besides; but; otherwise; whereas Cause or Target Because of; so long as; due to; given that; with this in mind; provided that; when; unless; in case; with this in mind Examples or Evidence Truly; another key point; by all means; chiefly; for instance; especially; specifically; to point out; in other words Outcomes Due to the fact that; accordingly; consequently; hence; as a result; in effect; in that case Conclusion/Summary All things considered; to sum up; as can be seen; so summarize; after all; in the end As you can see, writing an argumentative essay on most of the available topics is a time-consuming process which requires a lot of efforts and skills it is worth trying as you can gain unforgettable experience. Students should mind English grammar, spelling, punctuation, and vocabulary usage when working on their drafts. Style is also crucial. Avoid plagiarism. Those are the main rules. If you still feel unsure about the particular writing task, you can download the good topics ideas or simply order an argumentative essay written from scratch by the amazing writers from this site.

Stateless People - Illegal immigrants in the U.S Essay

Stateless People - Illegal immigrants in the U.S - Essay Example Alternatively, immigration can also be referred to instances where an individual who was previously granted a legal entry into a country stays longer than the stipulated time that he/she was allowed. Illegal immigration may also occur when the immigrants goes against the laws that they were admitted with into that particular country this maybe through the acts of engaging in illegal activities or any other action that contravenes the immigration laws of that nation. (LeMay, 2007).2 Most advanced economies nations are often faced with the problem of illegal immigration into their borders some of the immigrants end up in illegal activities like drug peddling or even terrorist attacks which negatively impact the homeland security of those specific nations. Moreover, it is also common place for these countries to receive visitors from other countries who come on visitation purposes but in the long run end up staying longer that they were legally granted thus turning out to be illegal immigrants. USA is known to be a destination for smuggling of human beings especially through the border with Mexico whereby people from as far as Latin America utilizes that route to gain access to the country with the hope of a better life owing to the stable economic condition that America has enjoyed for a considerable period of time. The issue of immigration has been so rife given the increased numbers of illegal immigration that take place across the borders annually and the federal government has to spend a considerable amount of the taxpayers money to arrest prosecute and even deport those immigrants to their respective countries of origin (Kenney, 2008).3 Illegal immigrants who cross into the territory of the United States if America are often undocumented people thus are regarded as stateless since they do not conform to any particular governing body. In essence, they are not

Britta Riede Harrison Essay Example | Topics and Well Written Essays - 500 words

Britta Riede Harrison - Essay Example These social techniques include driving, analytical, amiable and expressive. The four social styles the leader should know fall into three dimensions; responsiveness, versatility, assertiveness. Assertiveness is gauged from one’s tendencies to tell or ask in interacting with others. The â€Å"ask† tendency is more reserved whereas the â€Å"tell† tendency is more outgoing. Responsiveness is a perception of one by others as to whether he displays control in situations or shows his feelings and emotions. In this dimension, one can be more emoting or more controlling. Responsiveness can be expressed verbally based on the tone, subjects being discussed and the descriptions given, and non-verbally based on gestures, body postures and facial expressions. When fitted into these three dimensions, definite traits manifest in the 4 social forms. Knowing these traits is crucial for anyone in a leadership position. For instance, as he can understand himself and his subordinates better and possibly predict their reactions when faced with different situations. He is also able to assess his own character intelligently and make necessary adjustments. Analytical style is characterised by seriousness, exaction, indecision and manifestation of logic. Driving style is characterised by one being independent, formal, practical and dominating. Amiable style is characterised by dependability; supportive, pliable and openness and expressive style is characterised by animation, impulsive, being forceful and opinionated. Identifying ones social style is very critical in dealing with tension as a leader. You get to know how others perceive you, how to go about tension and other’s back-up styles and to talk about other’s tension but not one’s own in conversations. It is true that some tension is needed for optimum productivity, but too much tension lowers productivity and so does too little tension. Relationships go down in the

The brand positioning of an Audi advertisement Essay

The brand positioning of an Audi advertisement - Essay Example This essay will argue that the ad is brilliant in conception, optimal in its audio-visual expression and delivers a powerful message to the audience. The ad runs for a mere 30 seconds but it encompasses layers of meaning and connotations. Using four car keys as the only props, the ad illustrates or interprets the meaning of the logo of Audi. The four inter-locked circles that form a chain is Audi’s logo and it is reminiscent somewhat of the Olympic Games logo. These days, marketers do not look to specify the technical attributes of a car, but instead use attractive captions and images to create a feel-good response from the potential customer. This observation can be extended to the Audi ad, for in its brief time span, it does not address core specifications. Instead it talks about generalized perceptions and popular impressions of Audi and its competitors. What the ad competently achieves is to convert the logo into an emblem. Lexically, a logo is a graphic illustration of a company’s name or brand. It need not stand for a deeper meaning. On the other hand, an emblem is like a talisman. It encompasses or represents a set of values and virtues. In this sense, the ad succeeds in showcasing the logo of the Audi as an emblem. Whenever people come across the logo in the future, these added meanings to it will come to mind for the audience. By associating strong ideas behind the ubiquitous logo of the brand, a strong relationship between visual perception and emotional recall of the symbol is achieved.

Management of Discretionary Costs Essay Example | Topics and Well Written Essays - 3500 words

Management of Discretionary Costs - Essay Example If one is starting with MRP f the product, care should be taken that prices do not include sales tax, and are typically net f distribution expenses. In case f an FMCG product (Fast Moving Consumer Goods) unit realization f the company, which will appear as gross sales will be typically 65% f MRP price which the consumer pays. Many a times, companies give their volume figures under generic product category name. The volume figures include products f different sizes, types and prices. The analyst has to take care f expected changes in product mix while forecasting. Keep a broad picture f the competitive scenario and its impact on pricing. Also, understand key drivers f pricing, like for petrochemicals, India is a price taker, so global price trends have a bigger influence in determining Indian price trends. Material Costs Estimate material costs, which in most cases is the most significant cost item. Key variables - Raw material prices - Production efficiency, conversion norms and yield improvement have a significant bearing on cost estimation. The analyst has to understand the basic manufacturing process and get a fix on input output norms. Labour Costs For estimating labour costs, one can start with previous year's labour cost and adjust it for the following factors. Key variables - Additions/ adjustments for additional capacity/ new plant, - Reduction for retrenchment/ sale f a unit etc, - Salary increases on settlements with union etc. Many companies plan for settlement hikes and make provisions even if negotiations are delayed, - Bonus, profit linked incentives, - Salary increases. Fuel and power cost... Financial challenges faced by Kramer and Associates, and especially by the director of this investment consulting company deal with attempting to manage clients’ portfolios to suit each and everyone’s future financial needs. In summary, the simulation involves three clients with different risk profiles. Adrian O’Donnell has a high-risk growth profile, and wants to see returns as quick as one and a half to two years time. Tonya Davidson has a conservative-risk growth profile, and wants to see a steady growth of her investment over the span of 10 years. John Barrett has a moderate-risk growth profile, and wants to see steady returns over a period of five to six years. The challenge arises on how to allocate their investment funds to meet their desired risk and returns level. With treasury bills, the returns are almost exactly what was promised initially, therefore making them an almost risk-free investment. The returns on T-bills are on average about five percent. Stocks on the other hand, have returns of average 10 percent per year. In this case, companies may eventually experience bankruptcy, which means a depletion of one’s stocks in that company, or that company may experience enormous growth, meaning that the investor will experience enormous returns. Therefore, the simulation challenges the consultant to find the right mix of investment options to satisfy the goals of each client.

Violence against Children and the Law Essay Example | Topics and Well Written Essays - 500 words

Violence against Children and the Law - Essay Example Various inter-agencies, state as well as the federal governments have been adopting measures in attempt to curb this menace though they are faced by numerous challenges that make protecting children a difficult and almost an impossible task. There are numerous factors that significantly make the process of protecting children a difficult task. Some of them include the element of poor management of state and federal funds, lack of cooperation from the public, the high turnover rate for children protective services staffing and poor staff training, difficulty in proving that a minor is been abused as well as lack of adequate state children custodies just to mention a few (Mallon and Hess 68). Many people find it difficult to report a case of child abuse to the authorities thus completely frustrating the process of identifying and apprehending perpetrators. In most cases, people avoid interfering with issues concerning other families or individuals including matters relating to violation of children’s rights. Authorities find it difficult to identify children whose rights are been violated since only a small percentage of the population is willing to volunteer the necessary information (Epstein and Schwartz-Kenney 56). For the case of Joshua, it was fortunate enough that his step mother was bold enough to report that he was been abused by his father though in the late stages; after their divorce. The same thing applies to many other people who avoid interfering with other family issues considering them private, or wondering how they will explain it to the authority since they are not related with the children whose rights are been violated in any way. Proving a violation of a child’s rights is at times a difficult task especially if the offender is a close family member like the case of Joshua who was receiving corporal punishment from his own father. Proving a case of child abuse is also a difficult task more so if the victim cannot communicate

Management of Discretionary Costs Essay Example | Topics and Well Written Essays - 3500 words

Management of Discretionary Costs - Essay Example If one is starting with MRP f the product, care should be taken that prices do not include sales tax, and are typically net f distribution expenses. In case f an FMCG product (Fast Moving Consumer Goods) unit realization f the company, which will appear as gross sales will be typically 65% f MRP price which the consumer pays. Many a times, companies give their volume figures under generic product category name. The volume figures include products f different sizes, types and prices. The analyst has to take care f expected changes in product mix while forecasting. Keep a broad picture f the competitive scenario and its impact on pricing. Also, understand key drivers f pricing, like for petrochemicals, India is a price taker, so global price trends have a bigger influence in determining Indian price trends. Material Costs Estimate material costs, which in most cases is the most significant cost item. Key variables - Raw material prices - Production efficiency, conversion norms and yield improvement have a significant bearing on cost estimation. The analyst has to understand the basic manufacturing process and get a fix on input output norms. Labour Costs For estimating labour costs, one can start with previous year's labour cost and adjust it for the following factors. Key variables - Additions/ adjustments for additional capacity/ new plant, - Reduction for retrenchment/ sale f a unit etc, - Salary increases on settlements with union etc. Many companies plan for settlement hikes and make provisions even if negotiations are delayed, - Bonus, profit linked incentives, - Salary increases. Fuel and power cost... Financial challenges faced by Kramer and Associates, and especially by the director of this investment consulting company deal with attempting to manage clients’ portfolios to suit each and everyone’s future financial needs. In summary, the simulation involves three clients with different risk profiles. Adrian O’Donnell has a high-risk growth profile, and wants to see returns as quick as one and a half to two years time. Tonya Davidson has a conservative-risk growth profile, and wants to see a steady growth of her investment over the span of 10 years. John Barrett has a moderate-risk growth profile, and wants to see steady returns over a period of five to six years. The challenge arises on how to allocate their investment funds to meet their desired risk and returns level. With treasury bills, the returns are almost exactly what was promised initially, therefore making them an almost risk-free investment. The returns on T-bills are on average about five percent. Stocks on the other hand, have returns of average 10 percent per year. In this case, companies may eventually experience bankruptcy, which means a depletion of one’s stocks in that company, or that company may experience enormous growth, meaning that the investor will experience enormous returns. Therefore, the simulation challenges the consultant to find the right mix of investment options to satisfy the goals of each client.

Martin Luther King Jr.'s Letter from Birmingham Jail Essay

Martin Luther King Jr.'s Letter from Birmingham Jail - Essay Example It is needless to say that racial discrimination was one of the ancient practices those were predominant in the society across the world over the ages. Though Luther King Jr. wrote the letter in response to public statement by fellow clergymen, this, however, exposed the harsh reality and inhuman practices of the time, more particularly what happened in various parts of America namely Albany, Georgia, Alabama, and Birmingham etc. Martin Luther King Jr.’s long letter had very categorically pointed out and justified the importance of his presence in Birmingham. He also made it clear that he, though often referred as â€Å"outsiders coming in†, came down to Birmingham with a great pledge of eradicating injustice, as the prophets of 18th century B.C. traveled far in order to propagate the truths of Bible. In the first place, while answering the statement of the clergymen, he defends his actions in Birmingham by saying that it was the city that experienced a thorough segregation and became famous for the wide brutality it saw. Negroes were subject to inhuman treatment in the court. They were the vulnerable sections whose houses and churches were destroyed by bombs. It was but obvious that racial injustice engulfed these people most. These were the brutal facts, most savage of its kind. Being at this crucial juncture and being exposed to the most barbaric practices of the time. Negro leaders tried to negotiate with the city fathers but these fathers refused to negotiate. These people had an opportunity to talk to the leaders of Birmingham Economic Community, promises were made, but which however resulted in the end in broken promise. Luther Jr.’s chief object was to fight for those people which in his own word â€Å"I am in Birmingham because injustice is here† (King). In his long letter King Jr. raised some questions about the timing and prudence of his action and he

Accidents at Home Essay Example for Free

Accidents at Home Essay We’d all like to believe that our home is a secure, comfortable environment, but we tend not to notice that this very place holds the potential to become very dangerous. In fact, most accidents occur in and around our homes, with the consequences involving anything from minor abrasions to a fatality. Believe it or not, water one of our most valued necessities in life, can not only provide life but also take it. Young children are often the victims of this hazardous feature. All it requires is for the parents to look in the other direction and the next moment, a curious child can wander in the direction of the family swimming pool. An unsurprised toddler can easily fall into the pool and drown. Due to the alarming increase in infant deaths due to drowning, a change in council legislation now demands the presence of childproof fencing around all pools. However there is always the slightly older and more mischievous lot of children who have managed to overcome the barriers of the fencing around pools. As a result, child drowning cases have continued to occur. These numbers have led to a council initiative of childproof safety gates to be manufactured. This requires an adult to open these gates, ensuring parental supervision. See more: Old Age Problem essay In response to the broken bones and concussions that have occurred around pool areas due to older children and teenagers running and playing carelessly around the pool, there has been the further implementation of non-slip pool pavers and surrounds. Nevertheless water inside the home can also be the cause of various accidents, especially in the bathroom which often have wet floors. Wet tiles that may cause a soothing sensation under the feet on a hot day, can instantly become the source of harmful falls, for people of all ages. A slip on a wet floor can lead to bruises, a broken bone or even concussion. In order to prevent these incidents from occurring, households are being urged to make use of the vast array of non-slip mats and non-slip stick-on designs that can even add colour to assist the visually impaired elderly residents. As we age, the activity of our nervous systems tends to function at a lower rate, causing our bodies to react more slowly, so in the event of an accidental fall, the time taken for the brain to send out signals to alert the effectors is lessened as we age. When an elderly person falls, there is the potential for severe injuries because their fragile bones can easily be roken. To ensure their utmost safety, hand rails around the bath are becoming common. Furthermore as water is heated, the hot liquid and steam that results can cause severe scalding accidents that can inflict a single burn or a serious injury. This is especially true for the elderly, with their delayed sensory reaction times, because they can be under a hot shower for several minutes before realising that they’re burnt. As a result, water temperature regulators have been installed in hospitals and the homes of the elderly, in an attempt to minimise the burns caused by hot water. Children can also be subject to similar types of burns when left unsupervised for a moment in bathrooms. Being fascinated by the motion of a rotating tap, these young minds may find themselves running hot water long enough to accidently burn themselves. For this reason, there are childproof tap covers that prevent the tap from turning on, to prevent curious children from scalding injuries when handling hot water. In the kitchen, a slip of the hand is all it takes to cause severe third degree burns. Therefore community service advertisements appear from time to time on television and on the radio to inform people about the hazards present in the kitchen. Even the steam that arises from the kettle poses certain threats. Top-opening kettles posed a potential risk for steam burns on the hand, arm and face and as a result kettles have been redesigned to open and fill at the front, thereby directing steam away from the user. Microwavable food has also proved to be a problem, because when opening the packaging, steam rushes out quickly, causing steam burns. This is why, instructions on the packaging is now mandatory alerting people to delay the time before opening. By doing this, the steam is allowed to dissipate, greatly decreasing the risk of steam burns. Nevertheless, burns are not only the result of hot liquids, because household heating poses a major threat to those who reside in the home. Open fires were once a common source of heating in many households, however the alarming number of house fires caused by curtains or furniture igniting has increased public awareness and also initiated government actions. Thus pressure has been placed on manufacturers to produce burn resistant carpets and curtain material in an attempt to reduce the risk of a stray spark causing a house fire. In order to further minimise the risk of burn injuries from open fires, a ban on installing fully open fires has been passed through government, and slow combustion fires which are a safer alternative, are readily available in many retail stores. However, during cold nights, there is an urge to leave the heater on for the entire night. This action, and the increased use of nylon sleepwear, posed a major threat of house fires while the family was asleep. Consequently, several steps have been taken by the government to ensure the safety of all individuals while they sleep. For instance, sleepwear sold to customers must have the required level of flammability labelled, in order for them to make an informed decision and about avoiding unnecessary burns. The advancement of technology has also allowed for artificial intelligence to be implemented in heating appliances in the form of temperature regulators, causing the heater to either turn on or off in order to maintain the temperature of the room without the risk of overheating and causing a fire. There has also been the danger of accidentally knocking over a heater, especially by children or pets, and this has been responsible for severe burns or even a fatal house fire if the heater came in contact with the carpet and began to burn. However the use of cut-off switches in these portable heaters has greatly minimised the risk of burn injuries and house fires, as the heater simply stops working the moment its sensors realise that it has fallen over. Yet accidents involving electricity can involve more than just electrical heating because there are many appliances used on a daily basis in the average home. Even the simple toaster or hair dryer can cause severe injuries when not correctly handled. For instance when a wet hand decides to grab the nearby hair dryer, water can seep into the electric circuit causing various degrees of electric shock. In order to minimise the risk of this occurring, safety instructions have been attached to such appliances that highlight the dangers that can arise. The toaster is another classic example, where burns have occurred simply by sticking metal cutlery into the toaster in an attempt to remove a piece of toast. Safety instructions have therefore been stuck onto these appliances in order to make people think twice before performing harmful actions. Furthermore, community service advertisements have also been appearing, informing viewers on the dangers that household electrical appliances can pose. Because curious young children can unwillingly stick a finger or a fork into the holes of a power point, safety plugs for power points have been introduced onto the market. When inserted, they prevent easy access, reducing the risk of electrocution especially amongst the younger children. Most importantly, with vast areas of the modern home powered by electricity, the possibility can always arise for a circuit overload or shortage. However being completely engrossed in our busy lives, we tend to not notice, so circuit breakers have been introduced that instantly shut down all power to the house when a threat arises, saving people from serious injuries or even a fatal house fire. Even when electricity is not present, tools and implements also increase the chance of obtaining cuts and lacerations. The preparation of any dish requires the use of knives, peelers and sometimes graters, yet these are some of the many implements that can cause accidents. For instance, the knives when kept in a drawer can see unsuspecting fingers close over their sharp teeth, whilst searching for a particular item. The cuts that result from this incident can be severe and as a result knife boards and jackets have been designed to allow knives to be safely stored. As with knives, peelers and graters only require a slight slip or fumble to cause deep lacerations. Due to these alarming occurrences, manufacturers have improved the design of these implements to include firmer bases and safety blades, in an attempt to minimise any injuries they may inflict. Children are once again victims of the many implements in the kitchen, involving cutlery and scissors. Although they might consider such items to be enjoyable to play with, the number of cuts that have been inflicted has increased rapidly. This is why plastic cutlery and scissors have been produced to allow children to continue playing in a safer environment. Outside the house, there are a variety of tools that can inflict even worse damage. Garden tools can cause severe lacerations if carelessly touched or used, due to their sharp edges. For example, the saw with its sharp teeth can inflict severe cuts so to minimise the likelihoods of such injuries, safety packaging now accompanies these potentially dangerous products, allowing them to be stored safely. In the garden shed, specially padded gardening gloves are also found which help prevent unexpected cuts from thorns or sharp branches that are incurred while performing regular garden jobs. Besides the tools on the shed or garage shelf, there are a wide range of substances, some more dangerous than others. Apart from the cuts, bruises and burns that are inflicted from appliances and various activities around the home, the improper storage of such dangerous substances have accounted or the numerous incidents involving rushing young children to hospital. This may occur after children are attracted to the brightly, coloured tablets and consume them, thinking they are lollies. Similarly with liquids, unsupervised children can easily open and drink a colourful dishwashing liquid or shampoo, thinking it is cordial, but this can lead to serious vomiting and diarrhoea requiring medical attention. For this reason, childproof caps have been introduced on many dangerous liquids which require bo th motions of pressing down and twisting. To ensure the child’s safety when parents are busy, childproof cupboard locks have appeared in many homes, restricting children from accessing dangerous chemicals or medications. To further protect people from the dangers of overdosing or mixing pharmaceutical drugs in an unsafe manner, such as when a headache is so severe that a victim takes three different kinds of painkillers, it is now mandatory to label all substances with both safety instructions and medical advice if for example, a dangerous substance like weedkiller is absorbed, breathed or comes in contact with the skin. Bruises, broken bones, scalding and lacerations are just some of the injuries that can be inflicted on residents, in and around the home. Surely it is clear, that with the numerous cases of severe injuries, which occur in and around our homes every day, it is in fact a very dangerous place to be in.

Difficulties Arab Students Have Learning English English Language Essay

Difficulties Arab Students Have Learning English English Language Essay Introduction: As a teacher of English to Arabic speaking students I have encountered a number of specific difficulties Arab students have in mastering the English language. In this paper, I would like to focus on a particular grammatical problem they have in the area of verb tenses because, of all the mistakes that my students make, mistakes with verbs and verb tenses impede communication to the greatest degree. The specific problem I will attempt to look at the area of verbs is the problem that Arabic speakers have in using and confusing the present progressive. I will base the evidence for these mistakes on actual writing errors that Arabic students have made. Mistakes such as I am live in Abu Dhabi. come up frequently in my students writing. This paper is basically a contrastive analysis since I feel that the majority of my students problems in this area come from mother tongue interference. However, as will be noted below, this does not mean I rule out other sources of errors such as intralingual errors. The following is the outline of this paper: In the first section of this paper, I will describe the various aspects of the grammatical structure of the present simple and the present progressive in the English language. In the second section of the paper, I will contrast the grammatical structure of the present simple and the present progressive with its Arabic counterparts. I will show how Arabic has structures that vary significantly and radically from their English counterparts. In the third section, I will introduce a number of examples takes from students written work and give an indepth analysis of the possible sources of the errors, mainly with respect to mother tongue interference, but also looking at some possible intralingual sources for these errors as well. Finally, in the last section, I will attempt to suggest a general theoretical approach to dealing with such problems Part One: A grammatical description of the English Present Simple and the Present Progressive: The simple present tense As we already know, the simple present of every verb (with the exception of the verb BE, which I will not be dealing with as a grammatical description since it is not the specific focus of this paper) is identical in every person with the basic unmarked base form of the verb except for the third person forms he, she and it to which we generally add s or es (Quirk 1985, p.98). However, numerous irregularities arise in the spelling and pronunciation of this third person form (Leicester 1998, 12.12)(Thomson 1986, p. 150). Questions are formed by using the auxiliaries do, does, in the present, and did in the past by putting all these before the subject. Negation is formed in the same way using dont (or do not) and doesnt, (or does not) in the present, and didnt (or did not) in the past. These forms go after the subject. In addition, the verb must be changed to the basic form. The simple present is used for statements that are always true, (e.g. The earth revolves around the sun.) (Azar 1989,p.2). The simple present is also used for events, actions or situations which are true in the present period of time and which, for all we know, may continue indefinitely, (e.g. Fatima goes to school at Zayed University.) (Azar 1989, p.2) What we are saying in these expressions is that this is how things stand at the present moment (Huddleston 1984, p.81). A further use of the simple present is for actions that are habitual, things that happen repeatedly, (e.g. We study a lot.) (Alexander 1988, p.163)(Quirke 1985, p.107). Observations and declarations are another use of the present simple, as in the sentence (It says here that there is a new night club opening.)(Alexander 19988, p.163). The present simple can also be used to express the future, especially when we want to express strong certainty, (e.g. When we graduate, we will get jobs.). Swan, Huddleston, Lewis, Thomson and Quirke, et. al. also add eight other functions of the present simple which might come up in other contexts such as: Demonstrations and commentaries (e.g. First, I take a bowl and break two eggs in it, thenà ¢Ã¢â€š ¬Ã‚ ¦..) The structures here comes and there goes, (e.g. here comes your husband.) Promises and oaths (e.g. I promiseà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., I swear à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, He deniesà ¢Ã¢â€š ¬Ã‚ ¦..) Formal correspondence (e.g. We write to advise you.) Instructions (e.g. You go left, turn rightà ¢Ã¢â€š ¬Ã‚ ¦.) Stories (e.g. In act one, Hamlet meets the ghost of his father.), which Huddleston calls the historic present. In expressions of understanding such as hear, see, gather (e.g. I hear youre getting married.) Finally, the simple present can be used in newspaper headlines (e.g. RUSSIANS RAISE OBJECTIONS) Since there are so many instances of when to use the present simple, is there any way to summarize all of these? I concur with Lewis explanation that the present simple: 1-Expresses an event as a total single point in time. 2-Expresses an event as a matter of fact. 3-Expresses an event as immediate rather than remote. The present progressive tense Both the simple and progressive forms usually tell us that an action takes place. But the progressive forms also tell us that an activity is or was, or will be, etc. in progress, or thought of as being in progress. In other words, the present progressive tells us that the speaker sees an action as taking place over a period of time as opposed to a point in time. In addition researchers would add that the speaker sees the period as limited (Lewis 1986; Leech, 1975; Huddleston, 1984; Quirke, 1985). The present progressive tense is formed with the present of be (am/is/are) (which adds aspect and voice), said by Quirke to be the finite verb, plus the ing form (the non-finite form) (Quirke 1985, p. 120). There are no complications with the additional ing form; however the spelling of the ing has some irregularities and needs to be taught to students e.g. write, writing; run, running; begin, beginning; lie, lying). (Alexander 1988; Huddleston 1984; Quirke 1985). Question formation takes place by switching the place of the auxiliary be and the subject. Negation is achieved by inserting not between the subject and the auxiliary or by contracting nt with the auxiliary verb forms (with the exception of the first person singular form am) (Quirke, 1985). In the classroom, the classical reason given for why we use the present progressive is that it shows an uncompleted action in progress at the time of speaking. To emphasise this, we often use adverbials like now, at the moment, just, etc. For example, Hes not home at the moment, hes working. (Quirke 1985). The present progressive can also be used to describe actions which have not been happening for long, or are thought of as being temporary situations, and which are going on around now, e.g. Abdullah is living with his aunt until he can find a place of his own.. A further use of the present progressive is to refer to activities and events planned for the future. We generally use adverbials in such sentences unless the meaning is clear from context, e.g. Were spending next Thursday in Abu Dhabi. (Azar 1989; Huddleston 1984; Quirke 1985). The present progressive can also be used to talk about developing and changing situations, e.g. That child is getting bigger all the time. (Swan 1980). Sometimes the present progressive can be used to talk about feelings, such as I am feeling fine. or My back is hurting me.. The present progressive is used to show repeated actions along with adverbs such as always, constantly, continually, forever, perpetually, and repeatedly, such as He is always helping people.. In this sense it conveys not temporariness, but continuousness. (Leech 1975; Huddleston 1984). The present progressive also is used to show repeated actions that are happening around now, e.g. He is studying a lot of English these days. Why is he going to the library? (Swan 1980). Dynamic versus Stative Verbs in the present simple and the progressive tenses Dynamic/progressive verbs refer to verbs which show actions which are deliberate or voluntary, e.g. Im building a house., or changing situations, e.g. Hes becoming fat.. Dynamic verbs can be used in both the progressive as well as the simple forms e.g. I eat at 5:00 (everyday). as opposed to Im eating now.. Stative verbs (also known as non-progressive verbs) are verbs which indicate a state, condition or experience. Specifically, stative verbs fall into categories such as feelings (like, love), thinking/believing (think, know, realize), wants and preferences (need, want), perception and the senses (smell, see), and being, seeming, having, and owning (seem, look, appear). Stative verbs are generally not used in the progressive forms (Quirke 1985). However some stative verbs can be used in both the present simple and the progressive tenses, which results in a different meaning in each form, e.g. Im thinking of a solution. as opposed to I think he is the best man for the job. or These flowers smell good. as opposed to Latifa is smelling the flowers in the garden.) (Alexander 1988; Azar 1989; Azar 1986; Quirke 1985). The present simple versus the present progressive Swan makes note of a number of areas where students might confuse the present simple with the present continuous. A. We use the simple present to talk about things that are true for the present period of time, or, as was noted above, to say this is how things stand at the present moment for the foreseeable future. However, if the event is temporary and is taking place right now, we use the present progressive. Afrah studies at the Higher Colleges. Afrah is studying her English lesson. B. We use the present progressive to talk about habitual actions if these are happening around the moment of speaking. Fayrouz and Fatima are preparing for the Eid holidays. However, if the habitual action is not closely connected to the moment of speaking, we generally use the present simple. I go to Saudi Arabia once every three years. C. Verbs that refer to physical feelings can sometimes be used in either the simple present or the present progressive. I feel great! or Im feeling great! My head hurts. or My head is hurting. (Swan 1980). PART TWO A grammatical description of the Arabic present simple and the present progressive In this part of the paper, I would like to give readers a very brief background of the Arabic verb system in regard to the simple present and the present progressive. The Arabic verb system is very complicated. However, this does not mean that a teacher has to master the Arabic language before s/he is able to pinpoint errors that may be a result of the interference of Arabic in English. One can study the Arabic language with the goal of simply understanding the structure, rather than with the goal of speaking and writing in the language. Let us first look at the present simple, then the present progressive, and finally the verb to be since all of these grammatical items are specifically relevant to the particular problem at hand. A.The Present Simple In Arabic, the formation of the present simple is radically different from English, since Arabic uses a root system made up of the three most important consonants (though two or four consonant roots do sometimes occur). In Arabic the three basic consonants (the root) stay the same but it is by changes in the vowels, the suffixes and the prefixes that tense and number are indicated. It is vastly more complicated than the way some English verbs change tense by changing vowels, e.g. give, gave. For example, the sentence, he learns could be represented phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third person singular masculine verb (though this is not the pronoun). The pattern of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the present tense. In contrast, the past could be represented by a different pattern; hence, he learned, dar-ah-sah has the pattern (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one pattern out of ten!) From a sentence point of view the verb in Arabic is not necessarily treated as the nucleus of a sentence and, in the case of the copula verb BE, can be omitted entirely (as we shall see below). The verb can also be placed at the beginning of the sentence. Like its English counterpart, the present simple tense in Arabic expresses a habitual action. There are other functions, but they are not relevant to this discussion. B.The Present Progressive In general, the present simple form is also used in Arabic to express the idea of a continuous action occurring in the present. Hence, the English sentence He is working now. in Arabic becomes He works now. (represented phonetically by huwwah yaamaloo al eyn.) What is he doing? in Arabic becomes What does he do? (represented phonetically by mehzah yafaaloo al eyn?) Hence, in almost all cases, the present simple form is used to show the idea of continuous action in the present. However, there is a single verb form in Arabic called the ism-ul-fail which is the exact parallel to the idea of continuous action. However, the difference in Arabic is that the ism-ul-fail is used very sparingly compared to English and then only for some very specific verbs of movement, or verbs that indicate changing from one state to another (going up, going in, going down, walking to a place, leaving a place, etc.). Since the ism-ul-fail is radically different in form from the English progressive it is doubtful that any interference in form occurs. C.A Few Points About The Verb BE as a Copula Although BE as a copula is not the focus of this paper, it does deserve mention here for two specific reasons. The first point is that BE in Arabic, when it is the copula in the present tense, is unwritten and unspoken (although this is not true of the copula in the past tense or the future where it is written and spoken). (Kharma, 1989, p. 89). For example, the literal translation of the sentence Ahmed is a student. is Ahmed student.. So it is conceivable that students might leave BE out as a copula OR as the helping verb in the present progressive because it does not exist in the present tense in Arabic (although there are other additional reasons why students might forget to add it to the present progressive as we shall see). The second point is that BE is used so often in English, in so many different kinds of structures, and that it is so irregular, that it might simply add to the confusion of students (Kharma 1989, p. 161). Students who keep on being corrected for leaving out the verb to be when it is necessary, may for example, hypercorrect themselves and start to write it everywhere. Again, we shall explore this issue further below. PART THREE A look at some common written errors made by Arabic speaking students when using the English present simple and present progressive Finding the exact causes of any error can be a difficult and meticulous task. This is partly because there may be multiple reasons as to why students make one particular error and these causes may also overlap at any given time. In addition, it is extremely problematic, even for a native speaker of both Arabic and English, (which I am) to know exactly what is going on linguistically in the mind of a student when s/he makes such an error. However, having said that, even with these obstacles, we can at least make some good hypotheses and lists of possibilities as to why these errors occur with our own students. As a result, we will be able to generate classroom strategies and methods in order to correct and remedy these sorts of mistakes. The following categories of errors are the most common that I have found in students written work with regards to the simple present versus the present progressive. I will look at each category in turn, and offer an analysis of the sources for these types of error. Category One Fatima studies now. Ahmed does his homework now. In these sentences, the intention of the Arabic speaking writer seems to be to convey the meaning of what in English would be a present continuous action, expressed by the present continuous tense. This is clear by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and two, the Arabic speaker seems to be transferring the rules of his native language into English. The Arabic speaker usually uses only the present simple to express events that would be expressed in English by both the present simple and the present continuous. Category Two Mariam cant talk, she eating now. This kind of mistake is a bit more problematic in terms of analysis. It could be that the Arabic speaker, feeling that the full meaning of the action is expressed in the verb with the ing, has decided that the am/are/is forms are redundant and unnecessary. It could also be the case that this mistake is a direct transfer of a particular grammatical form in Arabic. In certain cases Arabic speakers do express the present continuous with a verb and prefix change (called ism-ul-fail), but without the corresponding be form. For example, the literal translation of the sentence Ahmed is running. is Ahmed running. . Category Three Are you knowing the way to Dubai? I am wanting to see my family. In this case, the student has learned the present progressive form, but is over generalizing it to all verbs (or perhaps does not remember or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual. This over generalization could also be found in sentences that have the function of explaining, demonstrating teaching or narrating such as: Next I am pouring the oil into the cooking pan. Ali is passing the ball to the goalkeeper. Category Four I am live in Abu Dhabi. We are study English. This category is probably the most difficult to analyze. This is because it is unclear whether the Arabic speaker is making the mistake of adding the additional am/is/are form while trying to use the present tense, or making the mistake of forgetting to use the present participle while trying to use the present progressive tense. That is, did the speaker intend to say I live in Abu Dhabi. and use the extra am form by mistake, or did s/he intend to say I am living in Abu Dhabi. and forget the correct present participle form? Of course, there are other possibilities but these seem like the two most likely. We must obviously look at the context of the paragraph to see if we can get the gist of what the speaker meant. The following is a more detailed analysis of these two possibilities from the standpoint of the students reasoning. 1. If we believe from the context that the student was trying to use the present simple and added the additional am in error, then the following analyses apply: A. The student may be confused by the lack of inflectional endings in English, since Arabic is a highly inflected language, and every personal pronoun has a distinct corresponding inflected verb form. The similarity of the verb forms in I live, you live, etc. may seem very awkward to the Arabic speaker. Hence, they may want to remedy the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and overused verb form like am, are, or is. B. The student may be over generalising based on what they have learned about the present continuous. That is, they may have learned how to form the present continuous quite easily since there is no mother tongue interference from Arabic, (although they may not have mastered its use). They then may go on to conclude that every verb in the present simple or present continuous in English needs to be preceded by am/is/are. C. Similarly, the student may be hypercorrecting. They may have been corrected so many times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may start to feel that every sentence needs the verb BE. 2. However, if we believe that the student was trying to use the present continuous tense and used the present simple live (instead of the present participle living), then the following analyses apply: A. The student may not have correctly understood how to form the present participle by adding ing to the end of the verb. B. Perhaps students have simply forgotten to add the ing prefix because the structure is so different in their language. This is by no means an exhaustive analysis. However, these are, from my experience and collaboration with other colleagues, both native and non-native speakers, some of the major possibilities. PART FOUR Pedogogical implications of the above research for teaching the present simple and the present progressive to Arabic speaking students From the evidence I have presented here, I believe it is clear that many of the mistakes in using the present simple and the present progressive in form (such as omission of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in usage (e.g. using the simple present when the present progressive is required) seem to be traceable directly to Arabic mother tongue interference. Based on my analyses, reading and discussion with colleagues, I do feel that in this particular area, teachers of EFL to Arabic speakers must consider mother tongue interference as a major impediment to learning the present tense versus the present progressive. If we know that mother tongue interference is the cause of many errors, what should this imply for our teaching? One thing which I think it does not imply is that we teach English from the point of view of the mother tongue. For example, trying to get students to understand English grammar through word for word translations or using the grammatical structure of Arabic to help students to understand the grammatical structure of English are only useful in certain cases, and then only by someone who is a master of both languages. My experience in reading the research, being bilingual and talking to Arabic speaking students who are at the final stages of their English studies leads me to believe that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both best looked at in their own respective grammars. Students must be made, not only to think in English, but to understand English grammar in terms of English grammar without constantly switching back and forth to compare it with Arabic. Such practices are ineffective and will cause confusion among students. As Lewis says students should never expect the foreign language to be like their ownà ¢Ã¢â€š ¬Ã‚ ¦..the fact that English has verb forms that contain [be] as an auxiliary does not suggest that other languages ought to have a corresponding formà ¢Ã¢â€š ¬Ã‚ ¦.students should be positively encouraged to explore the foreign language within itself rather than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165). In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, teaching style and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes might be intralingual. (Mattar 1989). Hence, when we try to analyse our students errors we should not be prejudiced to any one theory and we should try to be open to looking at all possible sources of errors. What we as teachers should be doing in the classroom is continually collecting research on student errors and student learning styles in order to form hypotheses about why such errors occur and why such one approach worked and another didnt. We should then be trying to test these hypotheses to see if they are true or not, and afterwards share this information w ith other teachers in similar situations. Only then will we be able to understand why students make errors and what is the most effective way to correct them. Word count: 4,161 words

Majority or Minority Influence :: Politics, Compliance, Conversion

This essay concerns social influence in general. Aspects of social influence as such as majority influence and minority influence will be discussed in terms of their underlying psychological processes and how they differ. Majority influence or conformity refers to the desire to belong or to fit in within a particular group which involves adopting certain attributes, behaviour and attitudes of a particular group. As a result individuals consequently experience group pressure (in Baron, Branscombe & Byrne 2008). Minority influence on the other hand, refers to the influence that the minority exert over the majority in that the majority come to accept the beliefs and behaviours of a minority (in Baron et al. 2008). A considerable body of research has been injected into the nature and impact of both majority and minority influences. Moscovici (1980 in Hogg and Vaughan 2007) claimed that both majorities and minorities exert influence in different ways. One psychological process underlying majority influence is through direct public compliance. The dual-process dependency model which was postulated by Deutsch and Gerard, (1955 in Hogg and Vaughan 2007) proposes two important motives for conformity: normative social influence and informational social influence. Normative social influence refers to the need to be accepted and approved by society. This involves individuals to modify their behaviours and to adopt new/current ones that are associated with the particular social group so that they are not rejected (in Hogg & Vaughan 2007). An example of this situation can be reflected in Asch’s (1956 in Baron et al. 2008) study of conformity in which participants conformed to the majority group but at the same time maintained their own private opinions and disagreed. This process is known as compliance (in Bailey, J.et al. 2008). The second motive that explains why people conform according to Deutsch and Gerard, (1955) is based on informational social influence. According to Festinger, (1950, 1954 in Hogg & Vaughan 2007) this type of influence is associated with uncertainty. Here individuals are uncertain and lack knowledge as to how to behave in certain situations. Festinger referred to this as social comparison in which individuals are not fully confident about their beliefs, attitudes and opinions and therefore yield to majority in order to be correct. This occurs particularly under ambiguous conditions and is clearly demonstrated in Asch’s (1956 in Hogg and Vaughan 2007) and Sherif’s (1936 in Hogg and Vaughan 2007) studies in which participants converged on similar answers particularly when the tasks became extremely difficult for them to be able to rely on their own judgments (in Bailey et al.

The Paradox of Rich-to-Poor Capital Flow Essay -- North-South Capital

According to the Solow Growth Model, all countries will eventually converge to their long run steady state. If we consider the usual assumptions, of countries producing the same goods with the same constant returns to scale production technology, using (homogenous) capital and labour as factors of production, differences in income per capita income will reflect differences in per capita capital. Therefore, essentially if capital is allowed to flow freely, new investments should occur only in the poorer economy. However this is certainly not the case in reality. Most of the net capital flow in the past four decades has been north-to-north (rich countries investing in other rich countries), rather than north-south (rich economies investing in poorer ones) as predicted by the Solow Growth Model. Lucas (1990) compares the USA and India using data from 1988 to show that capital does not flow from rich to poor countries as predicted by the neoclassical growth model, and in setting out his simple framework he illustrates the paradox that exists. Assuming a production function y = Ax^B, the relative marginal productivity of capital (MPK) will be given by- rIndia/ rUS= (yIndia / yUS)^(ÃŽ ² -1)/ ÃŽ ². Plugging the data from 1988 in, we find that the marginal product of India should be 58 times that of the USA, as a result of which all investment should flow from the US to India. This is where the paradox lies-in reality such flows are not observed. The law of diminishing returns implies that the marginal productivity of capital will be higher in poorer countries. If this model is correct, and the capital markets are free and complete, investment should take place in India and other poor countries, and not in the USA or other richer countres... ...11. 3. Michael A. Clemens. (2002). Do Rich Countries InvestLess in Poor Countries thanthe Poor Countries Themselves?†. Available: www.jstor.com. Last accessed 20th Jan 2011. 4. Jonathan Eaton Mark Gersovitz Joseph E. Stiglitz. (1986). THE PURE THOERY OF COUNTRY RISK. Available: http://www.nber.org/papers/w1894.pdf. Last accessed 20th Jan 2011. 5. Wei, Shang-Jin. (2000). Local Corruption and Global Capital FlowsComment and Discussion. Available: www.jstor.com. Last accessed 20th Jan 2011. 6. Ays ¸e Y. Evrensel. (2004). Lending to developing countries revisited: changing nature of lenders and payment problems. Available: http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6W8Y-4DS906V-1-1&_cdi=6667&_user=128590&_pii=S0939362504000615&_origin=search&_coverDate=09/01/2004&_sk=999719996&view=c&wchp=dGLbVzW-zSkWA&md5. Last accessed 20th Jan 2011. 7. Lecture Notes

Building a Local Fashion Brand

Executive Summary This report is prepared on the basis of a survey on a local fashion brand (Dishes Doss), & it's a survey to building this brand as a strong brand. The concept of branding has been around for centuries as a meaner to distinguish the goods of one producer from those of another. In fact the word brand is derived from the Old Norse word brander, which meaner â€Å"to burn,† as brands were and still are the meaner. Brands identify the source or maker of a product and allow consumers to assign responsibility to a particular manufacturer or distributor. Most important, brands take on special meaning to consumers.Because of past experiences with the product and its marketing program over these years, consumers find out which brands satisfy their needs and which one do not. As a result, brands provide a shortened device or meaner of simplification for their product decisions. Building a brand is a step by step process. There are four steps or six blocks to build up a brand. Here we applied all the steps or blocks to find out the present brand situation of Dishes Doss. In order of these steps or blocks we made a questioner of 69 questions ; held a survey on 50 people.After the survey we convert the result onto percentage and put it into graph to show the situation. The topic has been selected to building some local fashion brands (dishes Doss). A major objective of the report is to make customer based equity for these brands. After studying the steps of a brand building, we surveyed the information of these brands, on the basis of brand building. 1. 1 . Introduction: To build up a brand two questions often arises: What makes a brand strong? And how do you build a strong brand? To help to find out we study about the CUBE model which has four steps or six blocks.Beside this marketer face two questions are: What o different brands mean to customer? And how does the brand knowledge of consumers affect their response to marketing activity? The challen ge for marketers in building a strong brand is ensuring that customers have the right type of experiences with products and services and their accompanying marketing programs so that the desired thoughts, feelings, images, beliefs, perceptions, opinions, and so on become linked to the brand. 1. 2. Origin of the report: Brand is a very sensitive issue to the marketing people and is a very important issue to the customer.Because a strong brand can create a very highly demand of a reduce of a particular brand. To build up a strong brand one should to know so many things, ; he/she have to go with a four step procedures. And in this report we tried to focus on building a brand as a strong brand for that we select a local fashion brand. 1. 3. Objectives of the study: We make a study to know the Brand identity, meaning, response, relationship with the customers. We tried to know that is the customers are satisfied, dissatisfied, confused about the brand, its service, products and the overa ll factors.The core or the main objective of the study is to building a local fashion brand. To find the robbers, and scope of a local fashion brand ; build it as a strong brand. 1. 4. Methodology: We make a survey on Dishes Doss, which is a local fashion brand with ten famous local fashion brands. We make a questioner consisting 69 questions, on the basis of brand building in categories. Then take a sample of 50 people of different age, gender, ; occupation who use these brands. After getting the answers, we measured the level of satisfaction, dissatisfaction, confusion on different level of brand building. . 5. Limitations of the study: We are in our formal education stage. So this is our first assignment which is n the basis of the practical experience in real life. So, our lack of experience greatly influenced in preparing this report. We faced some other limitations that are given bellow: * It is too much difficult to comment and suggest based on few days study. Assignment repo rt is important to fulfill the Brand Management course, but we do not have enough time for such a detailed process. * Lack of collecting essential data ; information. * The survey is not 100% accurate. The four steps of brand building: The four steps of brand building represent a set of questions that customers invariably ask about brands. The questions are as follows: 1. Who are you? (Brand identity) 2. What are you? (Brand meaning) 3. What about you? What do I think or feel about you? (Brand response) 4. What about you ; me? What kind of association and how much of a connection would I like to have with you? (Brand relationships) By establishing the answer of these questions marketer can build a strong brand in the market among the customers.When customers get a clear answer of their question from the marketer then it become easy to make a decision about the brand. When marketer able to establish he answer of the question then they are on the way of building a strong brand. 2. 1. 1 . Brand Identity/salience: Achieving the right brand identity meaner brand salience with the customers. Brand salience measure awareness of the brand, that indicate is the customer are aware of the brand or not? Or how often and how easily the brand is identified by the customer in order of various situations and circumstances?We have said that brand awareness refers to customer ability to recall and recognize the brand under different conditions and to link the brand name, logo, symbol, and so forth to certain association in memory. Here we will know about the depth and the breadth of awareness thus gives the product an identity by linking brand elements to a product category and associated purchase and consumption or usage situations. Brand depth measure that how likely or easily the brand element come to the mind of customers ; brand breadth measure the range of purchase ; usage situation in which the brand element come to the mind. . 1. 2. Brand Meaning/Performance ; Imagery: The brand performance describe how well the product or service meets customers' more functional needs. How well does the brand rate on objective assessments of laity? To what extent does the brand satisfy utilitarian, aesthetic, and economic customer needs and wants in the product or service category? Five types of attributes and benefits often underlie brand performance, as follows: 1. Primary ingredients and supplementary features. 2. Product reliability, durability, and serviceability. 3. Service effectiveness, efficiency, and empathy. 4.Style and design. 5. Price. 2. 1. 3. Brand Response/]judgment & feelings: Brand image indicate a brand picture in a customer mind. Brand imagery depends on the extrinsic properties of the producer or service, including the ways in which the rand attempts to meet customer psychological or social needs. In this way people think about a brand abstractly, rather then what they think the brand actually does. Thus imagery refers to more intangible aspe cts of the brand, and consumers can form imagery association directly from their own experience or indirectly through some other source of information.Many kinds of intangibles can be linked to a brand, but four main ones are: 1. User profiles. 2. Purchase and usage situations. 3. Personality and values. 4. History, heritage, and experiences. Brand Judgments are customers' personal opinions about and evaluations of the rand, which consumers form by putting together all the different brand performance and imagery associations. The four types of brand Judgments are important, they are: 1 . Judgment about brand quality, 2. Brand Credibility, 3. Brand Consideration, 4. Brand Superiority. 2. 1. 4.Brand Relationship/Resonance: Brand resonance describes the nature of the relationship and the extent to which customers feel that they are ‘in sync' with the brands. Resonance is characterized in terms of intensity, or the depth of psychological bonds that customers have with the brands, as well as the level of activity engendered by this loyalty.