Wednesday, October 30, 2019
What are the maintrends in and effects of immigration in contemporary Essay
What are the maintrends in and effects of immigration in contemporary Europe - Essay Example On the other hand, a political migrant is one who runs away from his habitat because of conflicts from the government due to war. The person may leave his or her country for a new place to live in peace. These immigrants come from different backgrounds, which have variety of difference in terms of culture and norms. Immigration can have positive or negative impacts on both the country of origin and destination either for political, economic or even social situations. These recipient habitats are usually industrialized habitats it may be countries in Europe or the United states and even any other country, which is developed economically, politically, and security. Immigrants in these countries bring various impacts to the new habitat such as economy, culture, religious and security (Jane 1). One good thing immigration has done for host habitat is economy that involves employment in that they will be willing to do jobs that people in the host habitat will not or cannot do (Ioannis 1). They often work for longer hours and for lower income though that is controversial, sometimes exploitive against human rights but they act as beneficiary to the host habitat. This still happens up to date and even in years to come where many people have migrated and still doing so to develop their countries, and are willing to work so as earn a living in order to survive thus boosts the development and economy of the host habitat (Jane 1). In most cases when the immigrants’ are accepted in the host society and can largely contribute to the diversity of that society in terms of introduction of different cultures and people with talents which brings new ideas in the market of production of goods and offering of services thus contributing to the economic growth. After the European Union session in 2003 which allowed for its expansion, the biggest movement of labor across Europe was witnessed. During the December of 2003 period alone, over 40, 000 passengers flew between UK airpo rts and those in Poland. In duration of five years after that, it became near impossible for one to fly from 20 UK airports to any of the Polish Cities. The number of people in that year moving from Poland to the UK was over 385, 000 (Jane 1). It is worthy pointing out that the origins and choice of destinations for migrants has been found to be differential among countries. Some countries responded to this huge influx of immigrants by restricting access to their labor markets. The tendency for one migrating from countries deemed to be in â€Å"new†Europe can be said to be varying significantly. The main focus of this paper will be thoroughly examining the trends, impacts and implications of one migrating from Poland to the UK. Poland has been deemed to be the largest sender country while UK is the receiver due to its particular need for highly skilled labor. This has lead to fear among sender countries of losing their highly skilled people to other nations who offer better opportunities and salaries. The receiving countries have in turn downplayed these fears by claiming that migrant workers are important in filling low skilled labor deficiency. Looking this situation from the European Union perspective, there is plenty of important implication. First and foremost, issues of equal access to employment and the mobility of the highly skilled labor have to be addressed. The second issue if the grave matter of brain waste from the
Monday, October 28, 2019
Indian It Industry by Ipott Essay Example for Free
Indian It Industry by Ipott Essay The Indian software exports, as is well known, have grown from less than $100 million before 1990 to over $5 billion in 2000. What is not well known is that revenue per person per year has grown from less than $20,000 to over $50,000 in most large companies in the last five years. This is not simply due to ‘inflation’. Though the industry is still focused on tapping the huge software services market, most of the big players have moved from lower value services to higher value services. In the early days, the service was primarily providing technical manpower, which later moved to providing low-value services like coding and testing. Now Indian companies are operating even at the top end of the spectrum in terms of technology (Corba, Java, E-commerce, etc.) or the services (complete business solutions, consultancy, strategy, etc.). The high rates they command is an indication of the perceived value in the eyes of the customer of the services they provide. The amazing story of the Indian software industry has spread far and wide. Not only the developed countries but also other countries are equally impressed by the performance of the industry. From the presentations that representatives of various Asian and Latin American countries made in a recent workshop in China on ‘IT industry in developing countries’, it is evidently clear that many developing countries today want to emulate the Indian success story. Within India, however, many people continue to view the industry’s success with a mixture of admiration and skepticism. There is a lingering fear or doubt in the minds of many about whether the industry is inherently strong or is it just tapping a window of opportunity which will soon be tapped by other Asian countries with large population and better infrastructure. Given the state of almost everything else in the country, such doubts are not unreasonable. However, India Software Inc has developed some solid strengths that will continue to serve it well, and which will not be easy to emulate by others. We at iPOTT (www.ipott.com) initiated a SWOT, gathering information and opinion from the market. The summed up information is very beneficial for the understanding of the INDIAN SOFTWARE MARKET.
Saturday, October 26, 2019
Outline for Bicycle Safety :: essays research papers fc
Outline for Bicycle Safety          General Purpose: To inform Specific Purpose: To explain to listeners how they can operate a bicycle safety. Central Idea: You can keep yourself safe on a bicycle if you follow a few safety rules: wear protective clothing, obey the rules of the road, and be aware of your surroundings. Introduction I.     Teaching anyone to ride a bike is a most memorable experience, but having them obey the rules and regulations when riding is one of peoples first exposures to obeying the law. Cycling is a great way to exercise as well as a convenient mode of transportation. But before you start riding you should take a few minutes to consider some important safety precautions. II.     According to the Bicycle Helmet Safety Institute, bicycle related crashes kill about 900 people a year and injure over half a million. Most bicycle deaths or accidents occur between 3-9 pm, and most often occur during the summer months. We can prevent these numbers by: wearing protective equipment, obeying the rules of the road, and being aware of your surroundings. (Transition: Let’s talk about the first rule) Body I.     Wear protective equipment. A.     Wear a helmet 1.     Studies have shown that wearing a helmet can reduce your chances of head injury by 85% 2.     Select a helmet that fits comfortably. 3.     Wear a helmet to set examples to others if necessary. 4.     Helmets are required in many places so you should check with the police in your area. B.     Wear visible clothes 1.     Wear bright colors such as white and yellow. Never wear black. 2.     If you have the means get reflective straps or hats. Don’t wear loose articles of clothing. C.     Never carry anything in your hands. D.     If you can get reflectors to put on the back , front, and side of your bike so cars can better see you at night (Transition: You have on the right protective gear. Now What?) II.     Obeying the rules of the road. A.     Riding a bike is much the same as driving a car 1.     Obey traffic signals 2.     Obey road markings B.     Look in all directions 1.     Seven out of ten accidents occur at intersections and driveways 2.     Walk your bike across busy intersections and at crosswalks. C.     When making turns use had signals to alert motorists. 1.     Form an L with the left arm upwards to signal a right turn. 2.     Form an L with the left arm downwards to signal stop. 3.     Extend the left arm outwards to signal a left turn. (Transition: You know the rules of the road so what next?) III.     Be aware of your surroundings A.     Ride only in safe places 1.     Parks 2.     School grounds 3.     Bike trails 4.     Sidewalks 5.     Any other bicycle designated areas B.     Make sure your bike is adjusted for riding conditions Outline for Bicycle Safety :: essays research papers fc Outline for Bicycle Safety          General Purpose: To inform Specific Purpose: To explain to listeners how they can operate a bicycle safety. Central Idea: You can keep yourself safe on a bicycle if you follow a few safety rules: wear protective clothing, obey the rules of the road, and be aware of your surroundings. Introduction I.     Teaching anyone to ride a bike is a most memorable experience, but having them obey the rules and regulations when riding is one of peoples first exposures to obeying the law. Cycling is a great way to exercise as well as a convenient mode of transportation. But before you start riding you should take a few minutes to consider some important safety precautions. II.     According to the Bicycle Helmet Safety Institute, bicycle related crashes kill about 900 people a year and injure over half a million. Most bicycle deaths or accidents occur between 3-9 pm, and most often occur during the summer months. We can prevent these numbers by: wearing protective equipment, obeying the rules of the road, and being aware of your surroundings. (Transition: Let’s talk about the first rule) Body I.     Wear protective equipment. A.     Wear a helmet 1.     Studies have shown that wearing a helmet can reduce your chances of head injury by 85% 2.     Select a helmet that fits comfortably. 3.     Wear a helmet to set examples to others if necessary. 4.     Helmets are required in many places so you should check with the police in your area. B.     Wear visible clothes 1.     Wear bright colors such as white and yellow. Never wear black. 2.     If you have the means get reflective straps or hats. Don’t wear loose articles of clothing. C.     Never carry anything in your hands. D.     If you can get reflectors to put on the back , front, and side of your bike so cars can better see you at night (Transition: You have on the right protective gear. Now What?) II.     Obeying the rules of the road. A.     Riding a bike is much the same as driving a car 1.     Obey traffic signals 2.     Obey road markings B.     Look in all directions 1.     Seven out of ten accidents occur at intersections and driveways 2.     Walk your bike across busy intersections and at crosswalks. C.     When making turns use had signals to alert motorists. 1.     Form an L with the left arm upwards to signal a right turn. 2.     Form an L with the left arm downwards to signal stop. 3.     Extend the left arm outwards to signal a left turn. (Transition: You know the rules of the road so what next?) III.     Be aware of your surroundings A.     Ride only in safe places 1.     Parks 2.     School grounds 3.     Bike trails 4.     Sidewalks 5.     Any other bicycle designated areas B.     Make sure your bike is adjusted for riding conditions
Thursday, October 24, 2019
Use of Prayer and Scripture in Cognitive-Behavior Therapy
This article talks about Cognitive-Behavior therapy and using prayer and scripture appropriately, how to approach using biblical/ Christian values in therapy. The journal also talks about an historical overview of behavioral therapy, throughout the years. The commentary discusses the two component of mindfulness, in which the first component engages self-guidance concentration and the second component engages implementing a meticulous direction that is distinguish by interest. He discusses the eight main features of the Christian approach to cognitive-behavior therapy. It also describes clear and unclear integration of scripture and prayer in â€Å"CBT†. The author speaks about the assessment process to determining the use of the Christian approach or standard approach in Cognitive Behavior therapy. The article explains the seven steps for inner healing prayer, but also says that it might not work for a more troubled individual. The Intervention section of the article covers different kinds of prayer and the diverse elements of prayer. Siang-Yang Tan explains in detail a case of a client dealing with depression, he also illustrated a word for word transcript on how the Bible, scripture and prayer was used in the clients therapy session. Siang-Yang Tan also says that â€Å"as with prayer, Scripture can also be misused or abused in therapy. However, the appropriate and ethical use of Scripture or the Bible in Christian CBT by a sensitive and prayerful therapist can be of significant help to Christian clients who seriously take the Bible to be the inspired Word of God and their ultimate authority in life (Tan, 1996). Interaction I became very interested in this journal after reading through the titles for the other journals, this one seemed so fascinating to me. I was also looking at journal article â€Å"Prayer in Counseling†in which I decided to make my second journal assignment. I started reading with the expectation of learning how to use prayer and scripture in therapy. By reading this article I learned of the historical overview of how prayer and scripture became a part of therapy. I also learned of the ethical and proper uses of prayer and scripture during â€Å"CBT†and also had a chance to read the illustration of different therapy sessions using different Christian approaches. It was very pleasing to see the key features of biblical approaches used in Cognitive-Behavior Therapy. I learned of the difference between Implicit and Explicit integration in therapy and it was used. Learning of how to conduct a pre-intervention assessment to establish the method of whether to use Standard or Christian CBT was very helpful. I discovered about the seven steps to inner healing prayer and how it might not be a good idea to use these methods on a more psychotic client. I would definitely want to research the use of scripture and prayer a little more and how effective it is in treating clients. I am glad to see that it actually help the client in the article and also how he showed his method of doing so with Christian CBT. It is so exciting to see that Biblical or Christian values can help heal a client. I would absolutely love working in a Christian Counseling setting where I would be able to share and teach a client about the Lord and still help them get through whatever crisis they might have.
Wednesday, October 23, 2019
Derek Liu
DEREK LIU ENGLISH TEAM †¢ ? Sir , blue-blooded ,? Sir , †¢ , , , 04? Sir ,! †¢ 2011-12 DSE †¢ DSE ( Level 5 7. 6%),Derek Liu English Team 324? Level 5/5*/5** , 5 ! †¢ 2010 Derek Liu English Team 405? Level 5/5* ,Level 4 410? ,!! 2010 3 10A Sir †¢ , , †¢ Sir Beat 334 Paper 3 Listening? HKDSE Beat Paper 1 Reading? Super Word Power , ,? 5! †¢ 04-09 , (05-06 ) (06-07 ) , Sir †¢ 05? 06 3 10A Sir ,? 07 ?1? 5A Sir , Sir †¢ 2002 Sir , , 03-05 (SWA) 02 WHY DEREK ? 1 2 DSE ( Level 5 7. 6%),Derek Liu English Team 324? Level 5/5*/5** ( Paper ), 5! DSE ( P. 4),08 CE Paper 1B Q. 2 (? ),09 UE Section B Q. 3 ( ),10 CE Paper 1B Q. 2 (YouTube/Facebook),11UE Section B Q. 2 (Social Responsibility), ,! 3 W H Y D E R E K ’s C a p t u r e 1 ! 2 3 ! ! Plan A (Paper 1 + 2 = 4? ) Plan B (Paper 3 + 4 = 4? ) Derek Liu English Team , , , , ! ( ) ? 8 600 , , ?600 , , Sir? , , ,! , 100% Sir ,Capture ? , ,! Regular Course , Capt ure DSE Capture ,! 2008 2009 2010 2012 ! 03 DEREK LIU ENGLISH TEAMVivien Chan @ St. Rose of Lima’s College I am glad that I’ve chosen Derek as my English tutor, who helped me to get 5* in HKDSE English subject. Not only did he spend a lot of time and effort in preparing the teaching materials, he also taught very well, in which he gave us a lot of extra information and exercises. Thank you Derek, for improving my English signi? cantly with the wide range of vocabularies and language pattern! Sonia Tam @ Marymount Secondary School Thank you for the skills! They are very practical and useful! Thank you! Leung Ling Sum @ Belilios Public SchoolWith Derek’s professional teaching and logical analysis of various examination question types, I got a more in-depth understanding of different answering tactics. Thanks Derek. P Oh, and I really did appreciate the colorful notes. .S. Ng Wai Ka @ Ho Yu College and Primary School Derek is a great teacher who teaches us whole heartedly with well-designed notes. In fact, he not only teachers, but also inspires – through Facebook. Although there is no live teaching, his every lesson never disappointed me. @ Liu Sir Eng Vocab Oral Writing Liu Sir Sentence Structur Thanks! @Monthly Feature Listening Practice – Karen Wong @ Good Hope School I have been Mr. Liu’s student for half a year. In the beginning, I thought that taking an English tutorial is not as useful and effective as what the school has done, because language cannot be improved within merely a year, it’s something about whether you got a strong foundation or not. But after attending Mr. Liu’s class, I found that there are more to learn in his lesson. Wording structure, dif? cult word phrases, vocabularies, all of which help to strengthen my language base. I feel more con? dent to write, and to speak, as well.His notes are comprehensive, in a sense that they cover all areas in English Language. Thank you, Mr. Liu, and your team, for all your hard work and preparation. I appreciate all your efforts to us. Thanks. @ Capture A (Plan A + Plan B) Paper 2 Law writing logic Law Essay Wish you forever success in tutorial industry and produce countless students with brilliant exam results! Writing Wong Lik Chi @ Munsang College Your notes are always found useful, clear and inspiring! Before I joined your listening intensive courses, I had failed in listening exam in school; after I had joined your courses, I got a 5* in listening.Thanks a lot! Derek! Lau Hon Yiu @ Queen’s College 5* Derek Sir Thank you very much Facebook Fu Ho Cheung @ Cheung Sha Wan Catholic Secondary School Derek Liu 5** Derek Liu Derek Liu 04 DSE Capture by Derek Plan A Paper 1 + 2 Plan B Paper 3 + 4 ,? Regular Course ,? Paper 1 ,Paper 2? , ?,! DSE 324 ? 5/5*/5**, ! 1. Paper 1 Mock Paper Set X + 2. 5** Sample Scripts for 8 Elective Modules ,? Regular Course ,? ,Paper 3 (2-3 ? ), + Paper 4 (5 ?), Conversational Strate gies! DSE 24 ? 5/5*/5**,! 1. Golden Ideas for Group Discussion 2. Group Discussion Samples (6 sets) 3. Individual Response Samples (10 sets) 2013 , ,! 3 DSE , ! 05 Plan A Paper1 Paper 1 + Paper 2 ?4? Reading (1. 5 lessons)  « 100% 2012 Past Paper! ?(Paper 1+2)!  « DSE!  « Poem Reading, , ,? ,!  « 1. 5 : (1) Guess meaning? (2) Pronoun Reference? (3) Information completion? (4) Blank-filling? (5) M. C. Cloze? (6) Sequencing? (7) Matching? (8) Summary Cloze? (9) Evidence quoting? 10) Openended questions? (11) Tone & Style? (12) Poem reading? (13) Underlying message? (14) Others  « , , 1. Mock Paper Set X,100% , Paper2 Writing (2. 5 lessons)  « Derek Liu English Team , 2. 5? !!  « 4 ? Short Tasks ( ), ?8 Short Task , examinable topics!  « 8 ? Long Tasks ( writing formats & writing types), Regular Course ?Writing Formulae, ,KO ! Sample Essays (50 pages! ) 06 2013 Plan A Paper2 ( ) Paper 1 + Paper 2 ?4? Writing (2. 5 lessons) / , 30? , ! This kind of obsc ene materials convey nothing but pornography addiction and casual sex. The big thing about Steve Jobs is not his genius or his charisma but his extraordinary risk-taking and innovation. Lady Gaga In Lady Gaga’s new MV ‘Telephone’, she just pranced around almost completely naked. The video was disgusting and full of raunchiness. Steve Jobs redefined the music business through the iPod, the cellphone business through the iPhone and the entertainment and media world through the iPad. Steve Jobs 5 ! ,ElectiveModules,Regular Course ! †¢ Learning English through Debating †¢ Learning English through Social Issues English through Sports Communication †¢ Learning English through Workplace Communication †¢ Learning English through Popular Culture Learning †¢ Learning English through Short Stories †¢ †¢ Learning English through Drama & Songs †¢ Learning English through Poems , , 07 Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar A6ENGLDLA : Paper 1 + 2 ?4? (V. L. P. ) (HKDSE) (4 Sessions) Plan A By Derek Liu English Team by Derek Liu KB01 KB02 KB03 KB04 KB05 KB06 KB07 KB08 KB09 KB10 KB11 KB12 KB13 KB14 KB15 KB16 KB17 KB18 KB19 KB20 KB21 KB22 KB23 TK01 TK02 TK03 TK04 TK05 Sat 2:05-3:20 pm Sat 2:05-3:20 pm Sun 12:45-2:00 pm Fri 6:00-7:15 pm Fri 6:00-7:15 pm Sat 4:45-6:00 pm Sun 3:25-4:40 pm Fri 7:15-8:30; 8:30-9:45 pm ( ) Sun 10:05-11:20 am Sat 10:05-11:20 am Sat 7:15-8:30 pm Sun 2:05-3:20 pm Fri 3:25-4:40 pm Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Wed 6:00-7:15; 7:15-8:30 pm Wed 6:00-7:15; 7:15-8:30 pm Thu 6:00-7:15 pm Sat 7:15-8:30 pm Tue 3:25-4:40 pm Fri 12:45-2:00; 2:05-3:20 pm ( Mon 12:45-2:00 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) Fri 7:15-8:30; 8:30-9:45 pm ( ) Sun 3:25-4:40 pm Sat 6:00-7:15 pm Mon 6:00-7:15 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) 2/3-23/3 4V 2/3-23/3 4V 3/3-24/3 4V 1/3-22/3 4V 1/3-22/3 4V 2/3-23/3 4V 3/3-24/3 4V 8/3-15/3 4V 3/3-24/3 4V 2/ 3-23/3 4V 2/3-23/3 4V 3/3-24/3 4V 1/3-22/3 4V 5/3-12/3 4V ( ) 19/3-26/3 4V 6/3-13/3 4V 20/3-27/3 4V 7/3-28/3 4V 2/3-23/3 4V 5/3-26/3 4V 1/3-8/3 4V 4/3-25/3 4V 13/3-20/3 4V 8/3-15/3 4V 3/3-24/3 4V 2/3-23/3 4V 4/3-25/3 4V 6/3-13/3 4V $540 08 ## @ Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar MK01 MK02 MK03 MK04 MK05 MK06 MK07 MK08 MK09 MK10 MK11 MK12 MK13 MK14 TW01 TW02 TW03 TW04 TW05 TW06 TW07 TW08 TW09 TW10 TW11 TW12 YL01 YL02 YL03 YL04 YL05 YL06 ## ?4? (V. L. P. ) (HKDSE) (4 Sessions) Sun 2:05-3:20; 3:25-4:40 pm ( ) Sun 2:05-3:20; 3:25-4:40 pm ( ) Sat 4:45-6:00; 6:00-7:15 pm ( ) Sun 12:45-2:00 pm Sun 12:45-2:00 pm Sat 2:05-3:20 pm Sun 10:05-11:20; 11:25-12:40 pm ( ) Sat 7:15-8:30 pm Fri 8:30-9:45 pm Mon 7:15-8:30; 8:30-9:45 pm ( Sat 3:25-4:40 pm Mon 12:45-2:00; 2:05-3:20 pm ( ) Mon 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 3:25-4:40 pm Fri 7:15-8:30; 8:30-9:45 pm ( ) Fri 7:15-8:30; 8:30-9:45 pm ( ) S at 11:25-12:40 pm Wed 7:15-8:30; 8:30-9:45 pm ( ) Thu 8:30-9:45 pm Wed 4:45-6:00 pm Wed 7:15-8:30; 8:30-9:45 pm ( ) Thu 12:45-2:00; 2:05-3:20 pm ( ) Thu 12:45-2:00; 2:05-3:20 pm ( ) Wed 12:45-2:00; 2:05-3:20 pm ( ) Fri 6:00-7:15; 7:15-8:30 pm ( ) Fri 6:00-7:15; 7:15-8:30 pm ( Sat 12:45-2:00; 2:05-3:20 pm ( ) Sat 12:45-2:00; 2:05-3:20 pm ( ) Mon 2:05-3:20; 3:25-4:40 pm ( ) Sun 11:25-12:40; 12:45-2:00 pm ( ) 3/3-10/3 4V 17/3-24/3 4V 9/3-16/3 4V 3/3-24/3 4V 3/3-24/3 4V 2/3-23/3 4V 10/3-17/3 4V 2/3-23/3 4V 1/3-22/3 4V 11/3-18/3 4V 2/3-23/3 4V 4/3-11/3 4V 18/3-25/3 4V 19/3-26/3 4V 9/3-16/3 4V 3/3-24/3 4V 1/3-8/3 4V ( ) 15/3-22/3 4V 2/3-23/3 4V 6/3-13/3 4V 7/3-28/3 4V 6/3-27/3 4V 20/3-27/3 4V 7/3-14/3 4V 21/3-28/3 4V 13/3-20/3 4V 1/3-8/3 4V 15/3-22/3 4V 2/3-9/3 4V 16/3-23/3 4V 4/3-11/3 4V 3/3-10/3 4V $540 @ , 09 Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar TM01 TM02 TM03 TM04 TM05 TM06 TM07 TM08 TM09 TM10 S101 S102 S201 S202 S203 S204 S205 S206 S207 FT01 FT02 F T03 FT04 TY01 TY02 TY03 FL01 FL02 FL03 Sat 4:45-6:00; 6:00-7:15 pm ( ) Sat 4:45-6:00; 6:00-7:15 pm ( ) Sun 10:05-11:20 am Sun 12:45-2:00 pm Thu 7:15-8:30 pm Sat 3:25-4:40 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) Wed 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 4:45-6:00; 6:00-7:15 pm ( Tue 4:45-6:00; 6:00-7:15 pm ( ) Fri 7:15-8:30 pm Fri 7:15-8:30 pm Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 10:05-11:20 am Fri 12:45-2:00; 2:05-3:20 pm ( ) Mon 12:45-2:00; 2:05-3:20 pm ( ) Sat 11:25-12:40; 12:45-2:00 pm ( ) Sat 12:45-2:00; 2:05-3:20 pm ( ) Thu 6:00-7:15 pm Thu 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 3:25-4:40 pm Sun 11:25-12:40; 12:45-2:00 pm ( ) Sat 7:15-8:30 pm Mon 7:15-8:30 pm ?4? (V. L. P. ) (HKDSE) (4 Sessions) 2/3-9/3 4V 16/3-23/3 4V 3/3-24/3 4V 3/3-24/3 4V 7/3-28/3 4V 2/3-23/3 4V 6/3-13/3 4V 20/3-27/3 4V 12/3-19/3 4V 26/3-2/4 4V 5/3-12/3 4V 19/3-26/3 4V 1/3-22/3 4V 1/3-22/3 4V 2/3-9/3 4V ( ) 16/3-23/3 4V 3/3-24/3 4V 15/3-22/3 4V 11/3-18/3 4V 2/3-9/3 4V 16/3-23/3 4V 7/3-28/3 4V 7/3-14/3 4V 2/3-9/3 4V 16/3-23/3 4V 3/3-24/3 4V 10/3-17/3 4V 2/3-23/3 4V 4/3-25/3 4V $540 10 ## @ , Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar Sat 10:05-11:20 am CB01 Sat 2:05-3:20 pm CB02 Fri 8:30-9:45 pm CB03 Sat 4:45-6:00 pm CB04 Sat 3:25-4:40 pm CB05 Sat 12:45-2:00 pm NP01 Sat 3:25-4:40 pm NP02 Sun 3:25-4:40 pm NP03 Mon 7:15-8:30 pm NP04 Fri 2:05-3:20; 3:25-4:40 pm ( ) NP05 AB01 Tue 2:05-3:20; 3:25-4:40 pm ( ) AB02 Tue 2:05-3:20; 3:25-4:40 pm ( ) ?4? (V. L. P. ) (HKDSE) (4 Sessions) 2/3-23/3 4V 2/3-23/3 4V 1/3-22/3 4V 9/3-6/4 4V 2/3-23/3 4V 2/3-23/3 4V ( ) 2/3-23/3 4V 3/3-24/3 4V 4/3-25/3 4V 8/3-15/3 4V 5/3-12/3 4V 19/3-26/3 4V $540 ## @ , 11 Plan B Paper3 Paper 3 + Paper 4 ?4? Listening (2 lessons)  « 100% 2012Past Paper ! !  « 3? Long Tasks Format! Marking Scheme, Long Tasks!  « 4? Short Tasks, Ta pescript , !  « DSE? CE & AL ,!  « 2 : Short Tasks Long Tasks †¢ Form-filling / Checklist / Table-filling / Others †¢ Opening ( ) & Closing ( ) / Layout ( ) Non-reply Letter Reply Letter Article Speech Personal Profile Simple Report Press Release Email Content ( ) & Relevance ( ) ?/? Data File ?Answers Data File 12 Plan B Paper4 Paper 3 + Paper 4 ?4? Speaking (2 lessons)  « 5 , Paper 4!!  « Conversational Strategies, Sentence Patterns? Useful Diction? Golden Ideas,!  « Sample Discussion? Sample Responses,? 14!  « 2 : Group Discussion 1. 2. 3. 4. Elaborate by Examples Elaborate by borrowing Elaborate by Dos/Don’ts Elaborate by providing alternatives 5. Give concrete names 6. Elaborate by listing the pros and cons Individual Response dead air ! 6. Giving & Supporting Opinions 7. Agreeing & Disagreeing 8. Advantages & Disadvantages 9. Proposing Solutions to Problems 7. Ask ‘Wh-’ questions and provide answers 8. Elaborate by ‘Ifâ₠¬â„¢ 9. Lead the members 10.Refute the others 11. Offer assistance 1. Do you prefer X to Y? 2. What do you dislike about X? 3. What do you like most about X? 4. Why do some people like X? 5. How would you improve X? 1 5% ! 1. Golden Ideas for Group Discussion 2. Group Discussion Samples (6 sets) 3. Individual Response Samples (10 sets) Derek Liu English Team! 13 Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar A6ENGLDLB KB01 KB02 KB03 KB04 KB05 KB06 KB07 KB08 KB09 KB10 KB11 KB12 KB13 KB14 KB15 1. : Paper 3 + 4 2. ?3? 4 Paper 4 -Oral , 4 5 ?4? (V. L. P. ) (HKDSE) (4 Sessions)Plan B By Derek Liu English Team by Derek Liu Fri 7:15-8:30; 8:30-9:45 pm ( ) 1/3,26/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 22/3,3/5 4V Sat 7:15-8:30 pm 2/3-9/3, 27/4-4/5 4V Sat 7:15-8:30 pm 16/3-23/3 4V Sat 4:45-6:00 pm 27/4-4/5 Sun 2:05-3:20 pm 3/3-10/3 4V Sat 10:05-11:20 am 27/4-4/5 Sun 2:05-3:20 pm 17/3-24/3, 27/4-4/5 4V Fri 7:15-8:30 pm 1/3-8/3, 26/4-3/5 4V Fri 7:15-8:30 pm 15/3-22/3 4V Fri 6:00-7:15 pm 26/4-3/5 Thu 8:30-9:45 pm 7/3-14/3 4V Sat 2:05-3:20 pm 27/4-4/5 ( ) Thu 8:30-9:45 pm 21/3-28/3 4V Fri 6:00-7:15 pm 26/4-3/5 Mon 2:05-3:20; 3:25-4:40 pm ( 4/3 4V Tue 6:00-7:15; 7:15-8:30 pm ( ) 30/4 Mon 2:05-3:20; 3:25-4:40 pm ( ) 25/3 4V Tue 6:00-7:15; 7:15-8:30 pm ( ) 7/5 Wed 12:45-2:00; 2:05-3:20 pm ( ) 27/3 4V Sun 10:05-11:20 am 28/4-5/5 Tue 12:45-2:00; 2:05-3:20 pm ( ) 2/4 4V Sun 2:05-3:20 pm 28/4-5/5 Fri 7:15-8:30; 8:30-9:45 pm ( ) 5/4 4V Sun 12:45-2:00 pm 28/4-5/5 $540 14 ## @ , Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar TK01 TK02 TK03 TK04 MK01 MK02 MK03 MK04 MK05 MK06 MK07 MK08 MK09 MK10 TW01 TW02 TW03 TW04 TW05 TW06 TW07 ?4? (V. L. P. (HKDSE) (4 Sessions) 1/3,26/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 22/3,3/5 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 16/3-23/3 Sat 7:15-8:30 pm 4V 4/5 Sat 6:00-7:15; 7:15-8:30 pm ( ) 19/3 Wed 12:45-2:00; 2:05-3:20 pm ( ) 4V 27/4 Sat 6:00-7:15; 7:15-8:30 pm ( ) Sat 12:45-2:00 pm 2/3-9/3, 27/4-4/5 4V Sat 12:45-2:00 pm 16/3-23/3 4V Sat 2:05-3:20 pm 27/4-4/5 Sat 4:45-6:00; 6:00-7:15 pm ( ) 2/3,27/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 23/3,4/5 4V Sun 10:05-11:20; 11:25-12:40 pm ( ) 3/3,5/5 4V Sun 10:05-11:20; 11:25-12:40 pm ( ) 24/3 4V Sun 2:05-3:20; 3:25-4:40 pm ( 5/5 Mon 7:15-8:30; 8:30-9:45 pm ( ) 4/3,6/5 4V Mon 7:15-8:30; 8:30-9:45 pm ( ) 25/3 4V Fri 8:30-9:45 pm 26/4-3/5 ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) 5/3 4V Sat 7:15-8:30 pm 27/4-4/5 Tue 12:45-2:00; 2:05-3:20 pm ( ) 12/3 4V Sun 2:05-3:20; 3:25-4:40 pm ( ) 28/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) 2/3,27/4 4V Sat 2:05-3:20; 3:25-4:40 pm ( ) 23/3,4/5 4V Fri 4:45-6:00 pm 1/3-8/3 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 26/4 Fri 4:45-6:00 pm 15/3-22/3 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 3/5 Wed 7:15-8:30; 8:30-9:45 pm ( ) 3/4,8/5 4V Fri 7:15-8:30; 8:30-9:45 pm ( 5/4 4V Fri 4:45-6:00 pm 26/4-3/5 Wed 12:45-2:00; 2:05-3:20 pm ( ) 6/3 4V Sat 11:25-12:40 pm 27/4-4/5 @ , $540 ## 15 Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape Cap Star TW08 YL01 YL02 YL03 YL04 TM01 TM02 TM03 TM04 TM05 TM06 S101 S201 S202 S203 S204 ?4? (V. L. P. ) (HKDSE) (4 Sessions) 27/3 Wed 12:45-2:00; 2:05-3:20 pm ( ) 4V 25/4-2/5 Thu 8:30-9:45 pm 2/3-9/3 Sat 10:05-11:20 am 4V 26/4 Fri 6:00-7:15; 7:15-8:30 pm ( ) 16/3-23/3 Sat 10:05-11:20 am 4V 3/5 Fri 6:00-7:15; 7:15-8:30 pm ( 17/3 Sun 11:25-12:40; 12:45-2:00 pm ( ) 4V 27/4 Sat 12:45-2:00; 2:05-3:20 pm ( ) 24/3 Sun 12:45-2:00; 2:05-3:20 pm ( ) 4V 4/5 Sat 12:45-2:00; 2:05-3:20 pm ( ) 10/3,5/5 4V Sun 2:05-3:20; 3:25-4:40 pm ( ) 17/3 Sun 2:05-3:20; 3:25-4:40 pm ( ) 4V 27/4 Sat 4:45-6:00; 6:00-7:15 pm ( ) 9/3-16/3 Sat 7:15-8:30 pm 4V 2/5 Thu 7:15-8:30; 8:30-9:45 pm ( ) 24/3 Sun 2:05-3:20; 3:25-4:40 pm ( ) 4V 4/5 Sat 4:45-6:00; 6:00-7:15 pm ( ) ( ) 23/3-6/4 Sat 7:15-8:30 pm 4V 25/4 Thu 7:15-8:30; 8:30-9:45 pm ( ) 5/3 Tue 12:45-2:00; 2:05-3:20 pm ( 4V 28/4-5/5 Sun 10:05-11:20 am 2/4,30/4 4V Tue 7:15-8:30; 8:30-9:45 pm ( ) 2/3-9/3 Sat 7:15-8:30 pm 4V 27/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 7:15-8:30 pm 16/3-23/3, 27/4-4/5 4V Fri 8:30-9:45 pm 22/3-5/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 3/5 Mon 12:45-2:00; 2:05-3:20 pm ( ) 4/3 4V Sat 2:05-3:20; 3:25-4:40 pm ( ) 4/5 $540 16 ## @ , Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar FT01 FT02 FT03 TY01 TY02 FL01 FL02 CB01 ?4? (V. L. P. ) (HKDSE) (4 Sessions) CB02 CB03 NP01 NP02 NP03 NP04 AB01 AB02 /3-9/3 Sat 2:05-3:20 pm 4V 27/4 Sat 12:45-2:00; 2:05-3:20 pm ( ) 16/3-23/3 Sat 11:25-12:40 pm 4V 4/5 Sat 12:45-2:00; 2:05-3:20 pm ( ) 21/3-28/3 Thu 4:45-6:00 pm 4V 2/5 Thu 4:45-6:00; 6:00-7:15 pm ( ) 14/3 Thu 2:05-3:20; 3:25-4:40 pm (DL) 4V 27/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) 21/3 Thu 2:05-3:20; 3:25-4:40 pm (DL) 4V 4/5 Sat 2:05-3:20; 3:25-4:40 pm ( ) 3/3,5/5 Sun 11:25-12:40; 12:45-2:00 pm ( ) 4V Sun 11:25-12:40; 12:45-2:00 pm ( ) 24/3,12/5 4V 2/3,27/4 4V Sat 3:25-4:40; 4:45-6:00 pm ( ) 27/3-3/4 Wed 8:30-9:45 pm 4V 26/4-3/5 Fri 8:30-9:45 pm 2/4 Tue 12:45-2:00; 2:05-3:20 pm ( 4V 27/4-4/5 Sat 2:05 -3:20 pm ( ) 1/3 Fri 2:05-3:20; 3:25-4:40 pm ( ) 4V 27/4-4/5 Sat 12:45-2:00 pm Thu 8:30-9:45 pm 7/3-14/3, 2/5-9/5 4V Fri 2:05-3:20; 3:25-4:40 pm ( ) 22/3 4V Sat 3:25-4:40 pm 27/4-4/5 Thu 8:30-9:45 pm 21/3-28/3 Sun 3:25-4:40 pm 5/5 4V Mon 7:15-8:30 pm 6/5 Tue 2:05-3:20; 3:25-4:40 pm ( ) 2/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 27/4 Mon 8:30-9:45 pm 25/3 Tue 6:00-7:15 pm 2/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 4/5 $540 ## @ , 17 Capture (Plan A/B) ? DSE www. derekliu. com. hk ? Derek’s Blog ( )
Tuesday, October 22, 2019
Quotations for Boss Appreciation Day
Quotations for Boss Appreciation Day America and Canada have set aside 16 October (or the nearest working day) to celebrate Boss Appreciation Day. Employees think of innovative ways to express their gratitude to their bosses. Some say it with cards and flowers; others like to throw lavish parties. The first ever Boss Day was observed in 1958. That year, Patricia Bays Haroski, a secretary at the State Farm Insurance Company in Deerfield, Illinois, registered National Boss Day. Four years later, Illinois Governor Otto Kerner realized the importance of this occasion. National Boss Day became official in 1962. Today, the concept of Boss Day has spread to other countries too. Observing Boss Appreciation Day Boss Day can be just another excuse for fawning employees to win favors from their manager who controls their promotions and salary incentives. Often, celebrations can reach comical proportions, where employees fall over each other, trying to outdo their gestures. But an astute boss rarely falls for such sycophantic advances. Instead of smiling down on the toadies, good bosses reward the best workers on their team. The retail industry has shown a burgeoning commercial interest in Boss Day. Retail giants have swooped in to cash in on the card and gift sales. Merchandise such as mugs proclaiming No. 1 Boss to cards announcing Happy Boss Day generate tremendous revenues, as buyers throng to woo their bosses. You dont need to burn a hole in your pocket to impress your boss. Drop a Thank You note on their desk, share a meal, or simply wish your boss with a Happy Boss Day card. Good and Bad Bosses Bill Gates famously said, If you think your teacher is tough, wait until you get a boss. He doesnt have tenure. Your boss is the first point of contact with the corporate world. If you have a great boss, you can smoothly sail through the rest of your work life. However, if you have a bad boss, well, you can hope to learn from lifes challenges. On Boss Day share this tongue-in-cheek quotation by motivational speaker Byron Pulsifer: If it wasnt for bad bosses, I wouldnt know what a good one was like. A bad boss makes you appreciate the worth of a good one. Dennis A. Peer highlighted one way to separate the good bosses from the bad when he said, One measure of leadership is the caliber of people who choose to follow you. The boss is just a reflection of his team. The stronger the boss, the more resilient the team. With these Boss Day quotes, you can understand the role of bosses in the workplace. Your Boss May Need the Motivation It is not easy being the boss. You may hate your boss decisions, but at times, your boss has to swallow the bitter pill and play the hard taskmaster. Even the best bosses need recognition. Bosses feel reassured when their employees respond to them positively. Dale Carnegie, the best-selling author of How to Win Friends and Influence People said, There is only one way... to get anybody to do anything. And that is by making the other person want to do it. This quote about bosses reveals your boss well-kept secret. A bad manager may simply dump a project in your inbox; a good manager persuades you that the project will be good for your career. Appreciate Your Boss Leadership Qualities Compliment your boss on her leadership skills. As Warren Bennis said, Managers are people who do things right, while leaders are people who do the right thing. Emulate Your Success-Oriented Boss Is your boss good at his job or is he just plain lucky? You might think it is the latter, but if you see a pattern of successes, you will realize that your boss methodology actually works. Learn from his insights, and understand the way he thinks. You can gain valuable insight with his mentorship. A positive outlook, a never-say-die attitude, and a constant drive for greater accomplishment pave the road to success. Are You Stuck With a Boss From Hell? Short of getting transferred or switching jobs, there is precious little you can do about a good-for-nothing boss. You can only hope that his superiors will see the light and strip him of his managerial powers. If you have a disorganized or unreasonable manager, you will have to work around his flaws. So, tune out the negative thoughts and refresh your mind with positive thinking. A good sense of humor will bail you out of misery. On bad days when Murphys Law rules, entertain you with this hilarious Homer Simpson quote, Kill my boss? Do I dare live out the American dream? Look at the Bright Side Fortunately, most bosses have their plus points too. That disorganized superior may be a creative genius. That conniving manager could be a whiz with numbers. That lazy boss may never breathe down your neck. Assess your boss talent and efficiency by studying his work relationships. Good bosses earn respect from their colleagues and team members. Cary Grant said, Probably no greater honor can come to any man than the respect of his colleagues. This quote about respect provides great insight into workplace equations. How to Manage Your Boss Bosses are of different breeds and they come in all sizes and shapes. The best way to manage your boss is to let her know that you are by her side. Be the problem-solver, not the whining child. You will win her confidence by sorting out her problems along with your own. Make Boss Day a special occasion to strengthen the boss-employee relationship. Raise a glass in honor of your favorite boss. Remember the words of J. Paul Getty who said, The employer generally gets the employees he deserves.
Monday, October 21, 2019
Why Noon is no longer the Ninth Hour
Why Noon is no longer the Ninth Hour Why â€Å"Noon†is no longer the â€Å"Ninth Hour†Why â€Å"Noon†is no longer the â€Å"Ninth Hour†By Maeve Maddox In current usage, the English word noon refers to midday, the time when the sun reaches the meridian. Look into the etymology of the word noon, and you will find that it comes from the Latin word for the number nine. So why does our word for the time when both hands of the clock are on the twelve come from a word for nine? Like the word noon itself, the original time-related meaning goes back to the Romans. They counted the hours of the day from sunrise. The â€Å"ninth hour†(nona hora) was about 3 p.m. our time. Christians adopted Jewish customs of praying at certain hours. When Christian monastic orders were formed, a daily timetable was drawn up centered on hours for prayer. According to the earliest schedules, the monks were required to pray at three-hour intervals: 6-9 p.m., 9 p.m.-midnight, midnight-3 a.m., and 3 a.m.-6 a.m. The prayers to be said at specified times during the day are known as the Divine Office and the times at which they are to be recited are the canonical hours: Vigils: night Matins: dawn Lauds: dawn Prime: 6 a.m. â€Å"first hour†Terce: 9 a.m. â€Å"third hour†Sext: noon â€Å"sixth hour†None: 3 p.m. â€Å"ninth hour†Vespers: sunset Compline: before bed Vigils was also known as the â€Å"Night Office.†Matins and Lauds originally referred to the prayers sung at dawn. In time, the Night Office came to be called Matins. The shift in the meaning of noon from â€Å"3 p.m.†to 12 noon†began in the 12th century when the prayers said at the â€Å"ninth hour†were set back to the â€Å"sixth hour.†By the year 1140, the Old English word non had taken on the meaning of â€Å"midday†or â€Å"midday meal.†Like our words September, October, November, and December, noon is a fossil word that embeds customs of former ages. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases8 Proofreading Tips And TechniquesSupervise vs. Monitor
Sunday, October 20, 2019
An Overview of the USS Massachusetts
An Overview of the USS Massachusetts In 1936, as the design of the North Carolina-class was being finalized, the US Navys General Board met to converse regarding the two battleships that were to be funded in Fiscal Year 1938. Though the Board preferred building two additional North Carolinas, Chief of Naval Operations Admiral William H. Standley opted to pursue a new design. As a result, construction of these battleships was delayed to FY1939 as naval architects commenced work in March 1937. While the first two ships were officially ordered on April 4, 1938, the second pair of vessels was added two months later under the Deficiency Authorization which passed due to rising international tensions. Though the escalator clause of the Second London Naval Treaty had been invoked allowing the new design to mount 16 guns, Congress required that the battleships stay within the 35,000-ton limit set by the earlier Washington Naval Treaty. In designing the new South Dakota-class, naval architects created a wide array of plans for consideration. A principal challenge proved to be finding ways to improve upon the North Carolina-class while staying within the tonnage limit. The answer was the design of a shorter, by approximately 50 feet, battleship that incorporated an inclined armor system. This offered better underwater protection than earlier vessels. As naval leaders called for vessels capable of 27 knots, designers sought a way to obtain this despite the reduced hull length. This was achieved through the creative layout of machinery, boilers, and turbines. For armament, the South Dakotas equaled the North Carolinas in mounting nine Mark 6 16 guns in three triple turrets with a secondary battery of twenty dual-purpose 5 guns. These weapons were supplemented by an extensive and constantly changing complement of anti-aircraft guns. Assigned to Bethlehem Steels Fore River Shipyard, the third ship of the class, USS Massachusetts (BB-59), was laid down on July 20, 1939. Construction on the battleship advanced and it entered the water on September 23, 1941, with Frances Adams, wife of former Secretary of the Navy Charles Francis Adams III, serving as sponsor. As work moved towards completion, the US entered World War II after the Japanese attack on Pearl Harbor on December 7, 1941. Commissioned on May 12, 1942, Massachusetts joined the fleet with Captain Francis E.M. Whiting in command. Atlantic Operations Conducting shakedown operations and training during the summer of 1942, Massachusetts departed American waters that fall to join Rear Admiral Henry K. Hewitts forces which were gathering for the Operation Torch landings in North Africa. Arriving off the Moroccan coast, the battleship, heavy cruisers USS Tuscaloosa and USS Wichita, and four destroyers took part in the Naval Battle of Casablanca on November 8. In the course of the fighting, Massachusetts engaged Vichy French shore batteries as well as the incomplete battleship Jean Bart. Pounding targets with its 16 guns, the battleship disabled its French counterpart as well as struck enemy destroyers and a light cruiser. In return, it sustained two hits from shore fire but received only minor damage. Four days after the battle, Massachusetts departed for the US to prepare for redeployment to the Pacific. To the Pacific Transiting the Panama Canal, Massachusetts arrived at Noumà ©a, New Caledonia on March 4, 1943. Operating in the Solomon Islands through the summer, the battleship supported Allied operations ashore and protected convoy lanes from Japanese forces. In November, Massachusetts screened American carriers as they mounted raids in the Gilbert Islands in support of the landings on Tarawa and Makin. After attacking Nauru on December 8, it aided in the assault on Kwajalein the following month. After supporting the landings on February 1, Massachusetts joined what would become Rear Admiral Marc A. Mitschers Fast Carrier Task Force for raids against the Japanese base at Truk. On February 21-22, the battleship helped defend the carriers from Japanese aircraft as the carriers attacked targets in the Marianas. Shifting south in April, Massachusetts covered the Allied landings at Hollandia, New Guinea before screening another strike against Truk. After shelling Ponape on May 1, the battleship departed the South Pacific for an overhaul at Puget Sound Naval Shipyard. This work was completed later that summer and Massachusetts rejoined the fleet in August. Departing the Marshall Islands in early October, it screened American carriers during raids against Okinawa and Formosa before moving to cover General Douglas MacArthurs landings on Leyte in the Philippines. Continuing to protect Mitschers carriers during the resulting Battle of Leyte Gulf, Massachusetts also served in Task Force 34 which was detached at one point to aid American forces off Samar. Final Campaigns Following a brief respite at Ulithi, Massachusetts and the carriers returned to action on December 14 when raids were mounted against Manila. Four days later, the battleship and its consorts were forced to weather Typhoon Cobra. The storm saw Massachusetts lose two of its float planes as well as one sailor injured. Beginning on December 30, attacks were made on Formosa before the carriers shifted their attention to supporting Allied landings in Lingayen Gulf on Luzon. As January progressed, Massachusetts protected the carriers as they struck French Indochina, Hong Kong, Formosa, and Okinawa. Beginning on February 10, it shifted north to cover raids against mainland Japan and in support of the invasion of Iwo Jima.      In late March, Massachusetts arrived off Okinawa and commenced bombarding targets in preparation for landings on April 1. Remaining in the area through April, it covered the carriers while fighting off intense Japanese air attacks. After a short period away, ​Massachusetts returned to Okinawa in June and survived a second typhoon. Raiding north with the carriers a month later, the battleship conducted several shore bombardments of the Japanese mainland beginning on July 14 with attacks against Kamaishi. Continuing these operations, Massachusetts was in Japanese waters when hostilities ended on August 15. Ordered to Puget Sound for an overhaul, the battleship departed on September 1. Later Career Leaving the yard on January 28, 1946, Massachusetts briefly operated along the West Coast until receiving orders for Hampton Roads. Passing through the Panama Canal, the battleship arrived in the Chesapeake Bay on April 22. Decommissioned on March 27, 1947, Massachusetts moved into the Atlantic Reserve Fleet. It remained in this status until June 8, 1965, when it was transferred to the Massachusetts Memorial Committee for use as a museum ship. Taken to Fall River, MA, Massachusetts continues to be operated as a museum and memorial to the states World War II veterans.  Selected Sources: DANFS: USS Massachusetts (BB-59)NHHC: USS Massachusetts (BB-59)Battleship Cove Museum
Saturday, October 19, 2019
Philosophy inquiry- A mini-version of a possible chapter 3 of a Assignment
Philosophy inquiry- A mini-version of a possible chapter 3 of a dissertation proposal - Assignment Example Aristotle refuses to imitate a theory that has been formulated without empirical estimation of regular and in-depth observation of the universal facts and realities (Thomas & Thomas, 1960). Turner opin...... The same is applied to social exchange theory, cognitive development perspective, deviance theories and others. The studies demonstrate various models and paradigms observed and followed by the researchers while developing an outline for conducting a qualitative research. Guba (1990) argues that a paradigm serves as an interpretative framework, which is guided by the set of beliefs and feelings about the world and how it should be understood and studied. In other words, a research paradigm determines and decides the epistemology, ontology and methodology to be applied on the basis of the topic selected for conducting the research work. Epistemology stands for describing the source of knowledge, which includes what is known, and what is going to be explored. The term epistemology has been derived from the Greek notion episteme, which stands for the philosophy of knowledge (Gall, Borg, & Gall, 1996). In simple words, epistemology aims to explore the source and origin of some specific k nowledge or information. Epistemology is the branch of philosophy that studies the nature of knowledge and the process by which knowledge is acquired and validated Epistemology poses the questions including: What is the relationship between the knower and what is known? How do we know what we know? What counts as knowledge? (Krauss, 2005:759). On the other hand, ontology is determined to unveil the realities of the concepts involved in the study. It also discovers the reality about the topic as well as the units of analysis selected for the research. For instance, while discovering the relationship between domestic violence and children’s alienation towards
Friday, October 18, 2019
Discipleship Counseling Paper Research Example | Topics and Well Written Essays - 1250 words
Discipleship Counseling - Research Paper Example The absence of these three approaches in the counseling ministry will result in an ineffective ministry that will not adequately meet serve the members of the Kingdom of God. It is imperative to note that spiritual warfare includes the area of prayer, battles waged in the spiritual realm and the effects of spiritual oppression. When the concept of spiritual warfare is properly utilized without overemphasis that it is the only cause, it can be very effective. The Wholistic approach is when the body, soul and spirit are considered, even as relevant Christian theologies are also considered, taking care not to involve secular thoughts or those that are not Biblical. Dealing with counselee with compassion entails allowing for connection with the counselee so as to allow the individual to move out of the situation. Introduction While the aspect of discipleship counseling is often overlooked, it is a very important duty that should be practiced by Christian leaders upon their flock, conside ring the Lord Jesus Himself practiced it often upon His disciples and to the people who followed Him during His ministry on earth (Anderson, 2003). It should dawn on Christian leaders that counseling of the flock that God has laid into their hands is one of the most important aspects of their responsibilities. Proper training and readiness then by Christian leaders is important if the needs of the many people who are suffering from stressful and emotional problems are to be addressed in The United States of America and all over the world (AACC, 2004). Christian counseling can be more effective than psychological or normal counseling because of these three important aspects, spiritual warfare, the wholistic approach and compassion which are included, this is in spite of the fact that the counselee must be a Christian, one who believes Christ’s work of redemption (Anderson, 2003). In the world today, there is a wave of spiritual attack which has bound many people and made the s urrender to the Kingdom of God and the mind like that which was in Christ difficult. A well equipped Christian counselor will recognize this fact and take the necessary approach to counseling like being grounded in prayer and in the word of God from whom counsel and guidance and power will originate. This will place the counselor above an ordinary counselor whose efforts are only guided by human knowledge. The Christian counselor should always remember that effective counseling will be guided by the ability to wage effective spiritual warfare to the forces of opposition from beginning to the end. Compassion will also be actively be exercised to be effective at all times if the leader is to be effective. The effective counselor will also approach the problem at hand from a wholistic perspective, but not from a singular one for the best results. Spiritual warfare, which is essentially waged by spiritual forces on the mind is a very important concept to consider in discipleship counsel ing but not solely as the only concept. The statistics of divorce, rebellion in society and drug abuse among many problems are extraordinarily high all over the world and, an ill equipped Christian counselor can be over awed by individuals who come for his assistance to solve them (Anderson, 2003). Many people are on medication for high blood pressure resultant from anger and frustration. While ordinary counseling and Medicare will advocate for medical solutions and concepts, the
Business #3 Essay Example | Topics and Well Written Essays - 750 words
Business #3 - Essay Example The development of a comfortable working environment as well as the awarding of bonuses on a regular basis for work well done is means of not only containing costs, but also motivating employees. The need to be fair and consistent helps to build the trust of workers and this in such a way that it ensures that the latter are encouraged being more productive. Fairness also helps to build worker confidence on management and this confidence often translates to greater output. However, among the threats related to being fair and consistent is that there are times when workers might not take management seriously or might resist changes that need to be implemented. Future employees must have the necessary educational background to carry out tasks within the company. This background should be accompanied by at least five years’ experience because it allows for greater understanding. Finally, employees should have proven that they are skilled enough to function within a business environment without making major mistakes. Hiring should involve recruiting on a full-time basis because this allows for greater access to knowledge concerning the individuals over time. Furthermore, full-time employees often work better as teams (Hyland, 2013). Finally, full-time employees often develop a sense of loyalty to the company. Potential employees can be found through advertising vacant positions. In addition, finding potential employees can be done through word of mouth. Finally, there are situations where individuals tend to look for jobs themselves and they might land a job in the process. Diversity can be achieved through ensuring that there is some form of gender and ethnic balance within the work force (Tatli and Ozbilgin, 2009). It is also essential for management to ensure that employees are not discriminated against based on religion; the latter should be treated equally. Finally, all forms of
Thursday, October 17, 2019
Eco architecture and culture Dissertation Example | Topics and Well Written Essays - 8250 words
Eco architecture and culture - Dissertation Example 11 3.5 What was the cultural effect on those communities that chose not to live above ground? 12 3.6 Why are some cultures still driven to living underground? 13 3.7 What are the main types of underground homes? 13 3.8 Why are underground homes still popular in certain countries and civilisations? 15 3.9 What is the modern day attraction to creating underground homes in the developed world? 17 3.10 How has modern technology influenced our perception of underground homes? 18 3.11 How has modern day thinking influenced our perception of underground homes? 19 3.12 How do modern day underground homes compare with the original? 20 3.13 How do modern day underground homes influence modern day cultural development? 20 3.14 The cultural effect of global warming 21 3.15 Underground homes and eco architecture. Differences and similarities 21 3.16 What is the way forward? 22 3.17 How today cultural development influences living underground? 22 4. Discussion on literature 23 5. Conclusion 23 6. Recommendations 24 Bibliography 25 Critical Bibliography 26 Abstract The return of living underground, as a social phenomenon, can be characterized rather as expected. The continuous increase of population in cities would have normally such outcome, either in the short or the long term. At the same time, the limitation of energy sources worldwide has promoted another trend: the alignment of architecture with the rules of sustainability. Indeed, the last decade, eco – architecture, as this trend is known, has rapidly expanded worldwide strongly affecting the social, economic and cultural framework of each country. The effects of eco-architecture on culture are discussed in this study. Emphasis is given on a particular aspect of eco-architecture: underground living. This is because underground homes have become popular, offering an effective alternative for those who are interested in promoting sustainability. It is proved that eco-architecture can interact with culture but und er certain terms. Moreover, the relationship between eco-architecture and culture is not standardized; it can be strong or weak, depending on the level at which eco-architects are free to promote architectural projects which can highly affect the cultural characteristics of a particular region. 1. Overview 1.1 Research Objectives The objectives of this study could be described as follows: a) to identify the key characteristics of eco-architecture, b) to check whether eco-architecture is able to interact with culture and at which level; C) to identify the reasons for which people had initially chosen to live underground but also the reasons for which they decided to move to buildings above the ground; d) to compare the quality of underground homes, as compared to conventional homes; e) to check whether modern thinking can affect the views of people in regard to eco-architecture and living underground and f) to estimate, as possible, the expansion of underground homes, as a trend, in the future. 1.2 Value of the topic Living underground has been a common practice in the early years of human history. Still, the rapid development of technology and the changes in the structure and the principles of societies have led to the need for different forms of living. Moving above ground has been a critical point for the history of humans. It seems that the above transition has been highly promoted by culture. For similar reasons, a different trend has recently appeared: living undergroun
THE IMPACT OF THE TRANSFORMATIONAL LEADERSHIP STYLE ON EMPLOYEE Essay
THE IMPACT OF THE TRANSFORMATIONAL LEADERSHIP STYLE ON EMPLOYEE TURNOVER WITHIN A RETAIL ENVIRONMENT - Essay Example In this background the major research finding is included and that is the retail employees leave the job because of the lack of proper communication and interaction with their managers which lead to the dispute with him. This section discusses the major reason of the employee turnover in the retail industry, and that is the dissatisfaction of the employees because of innumerable things. Human Resource is the key factor for any industry or business to survive in the cut throat competition. It is not only the question of surviving but also growing and successfully accomplishing the objectives of the business. Especially in the crucial time of recession every small scale large scale industries, retail sectors and other small and large businesses are suffering from this economic meltdown. So it is mandatory to work hard for the growth. In such situation it is the human force that is whole and sole in the process of attaining the goals of the business. So the focus should be given on the employee satisfaction. One of the major causes of the employee satisfaction, which we are going to discuss here, is the effective leadership. Good and visionary leaders motivate the entire team to work hard and they can create a sense of belongingness and responsibility among the employees. The employees have a tendency to leave their job for many reasons and it is the responsibility of the leaders to find out the reasons behind this tendency and took the initiatives to overcome the employee turnover problem. The inability to preserve effective leadership leads to employee turnover, which effects an organization’s productivity and profitability. This study will examine the relationship between transformational leadership characteristics of retail sales managers and the anticipated turnover of retail sale employees. One of the most pressing challenges for retail employees is to assure a competent, qualified, and satisfactory
Wednesday, October 16, 2019
Eco architecture and culture Dissertation Example | Topics and Well Written Essays - 8250 words
Eco architecture and culture - Dissertation Example 11 3.5 What was the cultural effect on those communities that chose not to live above ground? 12 3.6 Why are some cultures still driven to living underground? 13 3.7 What are the main types of underground homes? 13 3.8 Why are underground homes still popular in certain countries and civilisations? 15 3.9 What is the modern day attraction to creating underground homes in the developed world? 17 3.10 How has modern technology influenced our perception of underground homes? 18 3.11 How has modern day thinking influenced our perception of underground homes? 19 3.12 How do modern day underground homes compare with the original? 20 3.13 How do modern day underground homes influence modern day cultural development? 20 3.14 The cultural effect of global warming 21 3.15 Underground homes and eco architecture. Differences and similarities 21 3.16 What is the way forward? 22 3.17 How today cultural development influences living underground? 22 4. Discussion on literature 23 5. Conclusion 23 6. Recommendations 24 Bibliography 25 Critical Bibliography 26 Abstract The return of living underground, as a social phenomenon, can be characterized rather as expected. The continuous increase of population in cities would have normally such outcome, either in the short or the long term. At the same time, the limitation of energy sources worldwide has promoted another trend: the alignment of architecture with the rules of sustainability. Indeed, the last decade, eco – architecture, as this trend is known, has rapidly expanded worldwide strongly affecting the social, economic and cultural framework of each country. The effects of eco-architecture on culture are discussed in this study. Emphasis is given on a particular aspect of eco-architecture: underground living. This is because underground homes have become popular, offering an effective alternative for those who are interested in promoting sustainability. It is proved that eco-architecture can interact with culture but und er certain terms. Moreover, the relationship between eco-architecture and culture is not standardized; it can be strong or weak, depending on the level at which eco-architects are free to promote architectural projects which can highly affect the cultural characteristics of a particular region. 1. Overview 1.1 Research Objectives The objectives of this study could be described as follows: a) to identify the key characteristics of eco-architecture, b) to check whether eco-architecture is able to interact with culture and at which level; C) to identify the reasons for which people had initially chosen to live underground but also the reasons for which they decided to move to buildings above the ground; d) to compare the quality of underground homes, as compared to conventional homes; e) to check whether modern thinking can affect the views of people in regard to eco-architecture and living underground and f) to estimate, as possible, the expansion of underground homes, as a trend, in the future. 1.2 Value of the topic Living underground has been a common practice in the early years of human history. Still, the rapid development of technology and the changes in the structure and the principles of societies have led to the need for different forms of living. Moving above ground has been a critical point for the history of humans. It seems that the above transition has been highly promoted by culture. For similar reasons, a different trend has recently appeared: living undergroun
Tuesday, October 15, 2019
I will upload the essay topic for you Example | Topics and Well Written Essays - 2500 words
I will upload the topic for you - Essay Example More details are provided below: Section 4-1of the Income Tax legislation states that income tax is paid by each individual and company, and by some other entities. Income tax is paid for each year ending on 30 June, and it is called the financial year. (b) An accounting period that is not the same as the financial year, any such accounting period or, for a company, each previous accounting period is an income year. The Commissioner allow an adoption of an accounting period ending on a day other than 30 June as provided in Sction 18 of the Income Tax Assessment Act 1936. 1 Energy Matters reported that as of May 2010, there is no specific legislation dealing with incomes generated from feed-in tariff.2 However, the common law may be used. The assessable income tax as provided for by law states that: This is applied to all entities, whether from business, property, hobby, profit-making scheme, or as shareholder for a corporation. Even compensation for loss of salary, pain and suffering are considered incomes. Assessable income includes ordinary incomes derived from all sources including outside of Australian jurisdiction as long as one is an Australian resident. For non-Australian residents, assessable incomes include only those gained from all Australian sources for the covered financial year. There are also incomes that are called statutory incomes and considered assessable incomes. For ACT Solar Systems Ltd., a flat rate of 30% will be filed for payment as income tax. All statutory incomes derived from Australian sources are assessable incomes.3 Australian residence is an important distinction because only Australian residents are provided tax-free threshold from $6,000 up to $11,000 income rebate while non-residents have a flat rate for gross income of 29%. There is also no medical levy for non-residents. ACT Solar Systems Ltd. being a company
Monday, October 14, 2019
David Camerons First Speech as Prime Minister Essay Example for Free
David Camerons First Speech as Prime Minister Essay This political speech made by United Kingdom’s new prime minister David Cameron in May 2010 could be considered the beginning of a new era in the politics of the country because, for the first time after World War II, Britain would have a coalition government. David Cameron (born in London in 1966) was elected leader of the Conservative Party in December 2005. He has modernised his Party, the Conservatives, by introducing new ideas such as the environmental defence, gay rights and abortion. He has a fresh, young and moderate image. The conservative leader gave this speech outside No 10 Downing Street right after being appointed Prime Minister. Cameron clearly describes UK’s social and economic situation and points out the main challenges he will have to face during his office. He addresses to the citizens and ask them for their help, but also to the political parties. In fact, one of his objectives for the term is to reform Parliament and to end with two-parties system. Cameron starts thanking the outgoing prime minister, Labour’s Gordon Brown, who succeeded Tony Blair in June 2007. Brown resigned in 11 May 2010 since the general elections left no party able to govern on its own and he could not reach an agreement with the Liberal Democrats to form a government. Labour Party was weak after ruling for 13 years and finally the Liberal opted for the Conservatives, despite they are not so close ideologically to the Tories. The Liberal, with 23% of the seats, and the Conservatives, with 36,1% of the seats, formed a coalition with Cameron as prime minister and Nick Clegg as deputy PM. As Cameron explains in his speech, UK is in need of a strong and stable government, and both parties are willing to work together in spite of their differences. Cameron details as well some of UK’s currents problems, basically the economic crisis and the reform of the political system. In this regard, Clegg had already said during his campaign that UK was immersed in a transition from the twosystem party to a more plural politics. According to him, this is a reform that any government should do to make people trust again in politics. Cameron didn’t agree with Clegg, although it was something he had to accept to make a pact with the Liberals. The Labour Party had already made some changes in the House of Lords, but deeper reforms are needed to finish with the present system, that favours the majority parties (Conservatives and Labour) and is detrimental to third parties. At present the First-Past-The-Post (or simple majority) system is followed in general and local elections. That means that the winner in each of the 650 electoral district gets a seat and all the rest of the votes are wasted. In consequence, the seats obtained by a party are not a real representation of the number of votes. It could even happen that the winner had more people voting against him that for him. Although it provides the country with stable and strong governments, this system has been questioned specially with the raise of the Liberal party, that in May was key to form a government. A referendum on the Alternative vote system is planned for citizens to decide. In the second part of this speech Cameron sends a message to the British society as he says that real change will only be achieved if â€Å"everyone pulls together, comes together, works together†. Cameron mentions some words that represent his centre-right position: freedom, fairness, family, values. At the same time, he is in some way anticipating the unpopular and hard measures he has taken recently. After six months in the government, the coalition has approved a plan to cut spending and reduce to a half deficit, which is the largest structural budget deficit in Europe. The measures of the spending review are not popular: around 500,000 public jobs could be lost in four years; the retirement age will be raised from 65 to 66 years by 2020; rents will be raised for new tenants in council housing; and police budget has been reduced by 20%. Changes will be also introduced in the unemployment subsidies, so that claimants who refuse three job offers will lose their allowance. Students have reacted by protesting violently in front of the Conservative headquarters. They complain specially about the raise in the tuition fees, that will be multiplied by three. The spending review is also facing critics of the Institute of Fiscal Studies: the think-thank believes that the poor will be the most affected by the measures. During the campaign Labour, Liberal and Conservatives agreed on the need to cut spending, but the proposal of Cameron was the hardest. At the same time, the Tories thought the reforms had to start immediately, while the Labour preferred to wait a year until the economic recovery was consolidated. Indeed, some fear that the spending review will not help UK to get out of the crisis, and they claim that the present difficulties are only an excuse to reduce the power of the state (an important principle in the Conservatives’ ideology). On the other side, Conservatives think that the private sector will be able to support the economy and will be reinforced, in spite of the cutback in spending. It is beyond doubt that the financial crisis has affected deeply all Europe, and that something had to be done to reduce the number of British citizens living on the governments subsidies. But it is not that clear that such strong measures had to be taken. UK’s economic situation is not as bad as other countries in Europe (like Greece, Ireland, Portugal, and Spain) and it is still an economic leader. At present I find difficult to say if Cameron’s decision is economically o politically driven. Only time will tell if the consequences on society, and specially on the poorest groups, were really disastrous or only a reasonable price to pay. Regarding Cameron’s intention to reform Parliament and the political system, it seems more like a requirement from the Liberal than a real wish. The Liberal were not as successful as they expected in the general elections, but they still were decisive to form a government. Consequently it could be expected that they wanted to assure to be more represented in upcoming ballots. Both Cameron and Clegg proved to be able to make concessions six months ago. It is already a good beginning, but Cameron has a difficult task in front of him. He brings a progressive message, but he represents a Conservative party. And he will have to negotiate with his partner in the government. I think it is still to early to judge Cameron’s ability to renovate political life and make UK get out of the country.
Sunday, October 13, 2019
Direct Effects of Financial Repression in India
Direct Effects of Financial Repression in India FINANCIAL REPRESSION (PAPER 7) Financial repression refers to the notion that a set of government regulations, laws, and other non-market restrictions prevent the financial intermediaries of an economy from functioning at their full capacity (McKinnon (1973) and Shaw (1973)PAPER 1). Generally, financial repression consists of three elements. First, the banking system is forced to hold government bonds and money through the imposition of high reserve and liquidity ratio requirements. This allows the government to finance budget deficits at a low or zero cost. Second, given that government revenue cannot be extracted that easily from private securities, the development of private bond and equity markets is discouraged. Finally, the banking system is characterized by interest rate ceilings to prevent competition with public sector fund raising from the private sector and to encourage low-cost investment (PAPER 1). The policies that cause financial repression include interest rate ceilings, liquidity ratio requirements, high bank reserve requirements, capital controls and restrictions on market entry into the financial sector, credit ceilings or restrictions on directions of credit allocation, and government ownership or domination of banks (PAPER 7). Economists have commonly argued that financial repression prevents the efficient allocation of capital and thereby impairs economic growth. While theoretically an economy with an efficient financial system can achieve growth and development through efficient capital allocation, McKinnon and Shaw argue that historically, many countries, including developed ones but especially developing ones, have restricted competition in the financial sector with government interventions and regulations. According to their argument, a repressed financial sector discourages both saving and investment because the rates of return are lower than what could be obtained in a competitive market. In such a system, financial intermediaries do not function at their full capacity and fail to channel saving into investment efficiently, thereby impeding the development of the overall economic system (PAPER 7). This paper aims to analyse the concept of financial repression and reasons why it is seen and detrimental to economic growthexplain sections below. Rationale for and types of financial repression The key reason for the government to implement financially repressive policies is to control fiscal resources. By having a direct control over the financial system, the government can funnel funds to itself without going through legislative procedures and more cheaply than it could when it resorts to market financing. More specifically, by restricting the behaviour of existing and potential participants of the financial markets, the government can create monopoly or captivate rents for the existing banks and also tax some of these rents so as to finance its overall budget. Existing banks may try to collude with each other and to interrupt possible liberalization policies as long as they are guaranteed their collective monopoly position in the domestic market. In some countries, governments require banks to meet high rates of the reserve ratios, and use the reserves as a method to generate revenues. Since reserves earn no interest, they function as an implicit tax on banks and restrict banks from allocating a certain portion of their portfolios to productive investments and loans. If high reserve requirements are combined with interest ceilings and protective government directives for certain borrowers, savers who are usually unaware of the requirement policy become the main taxpayers because they face reduced rates of interest on their savings. Inflation can aggravate the reserve tax because it reduces the real rates of interest. Thus, high reserves requirements make the best use of the governments monopolistic power to generate seigniorage revenue as well as to regulate reserve requirements. A variant of this policy includes required liquidity ratios; that is when banks are required to allocate a certain fraction of their deposits to holding government securities that usually yield a return lower than could be obtained in the market. Governments often impose a ceiling on the interest rate banks can offer to depositors. Interest ceilings function in the same way as price controls, and thereby provide banks with economic rents. Like high required reserve ratios, those rents benefit incumbent banks and provide tax sources for the government, paid for by savers and by borrowers or would-be-borrowers. The rents borne by the interest ceiling reduce the number of loans available in the market thereby discouraging both saving and investment. In return for allowing incumbent banks to reap rents, the government often require banks to make subsidized loans to certain borrowers for the purpose of implementing industrial policy (or simply achieving political goals). Interest ceilings in high inflation countries can victimize savers because high inflation can make the real interest rates of return negative. Financial repression also takes the form of government directives for banks to allocate credit at subsidized rates to specific firms and industries to implement industrial policy. Forcing banks to allocate credit to industries that are perceived to be strategically important for industrial policy ensures stable provision of capital rather than leaving it to decisions of disinterested banks or to efficient securities markets. It is also more cost effective than going through the public sectors budgetary process. Government directives and guidance sometimes include detailed orders and instructions on managerial issues of financial institutions to ensure that their behaviour and business is in line with industrial policy or other government policies. The Japanese Ministry of Finance (MOF) is a typical example of governments micromanagement of financial industry. Capital controls are restrictions on the inflows and outflows of capital and are also financially repressive policies. Despite their virtues, the use of capital controls can involve costs. Because of their uncompetitive nature, capital controls increases the cost of capital by creating financial autarky; limits both domestic and foreign investors ability to diversify portfolios; and helps inefficient financial institutions survive. Impacts of Financial Repression Because financial repression leads to inefficient allocation of capital, high costs of financial intermediation, and lower rates of return to savers, it is theoretically clear that financial repression inhibits growth (Roubini and Sala-i-Martin, 1992). The empirical findings on the effect of removing financial repression, i.e., financial liberalization on growth supports this view, but various channels through which liberalization spurs growth have been evidenced. The possible negative effect of financial repression on economic growth does not automatically mean that countries should adopt a laissez-faire stance on financial development and remove all regulations and controls that create financial repression. Many developing countries that liberalized their financial markets experienced crises partly because of the external shocks that financial liberalization introduces or amplifies. Financial liberalization can create short-term volatility despite its long-term gains (Kaminsky and Schmukler, 2002). Also, because of market imperfections and information asymmetries, removing all public financial regulations may not yield an optimal environment for financial development. An alternative to a financially repressive administration would be a new set of regulations to ensure market competition as well as prudential regulation and supervision. ECONOMIC THOUGHTS The literature on finance and development postulates a symbiotic relationship between the evolution of the financial system and the development of the real economy. This prediction is common to both the McKinnon-Shaw approach and the endogenous growth literature. However, while in the former financial development determines the level of steady-state output, in the latter it is a determinant of the equilibrium rate of economic growth. In the McKinnon-Shaw literature the basis for the relationship between financial and economic development is Gurley and Shaws (1955) debt-intermediation hypothesis. In this framework an increase in financial saving relative to the level of real economic activity increases the extent of financial intermediation and raises productive investment which, in turn, raises per-capita income. In these models nominal interest rate controls inhibit capital accumulation because they reduce the real rate of return on bank deposits, thereby discouraging financial saving. Moreover, higher reserve requirements also exert a negative influence on financial intermediation by increasing the wedge between lending and deposit rates. Under a competitive banking system this wedge is an increasing function of the rate of inflation. Thus higher real interest rates encourage capital accumulation and real economic activity, largely through an increase in the extent of financial intermediation. The competitive model of the banking industry are theoretically inadequate because First, in many less developed countries the banking industry is typically dominated by a small number of banks and collusive behaviour is not uncommon. Second, asymmetric information in loan markets is sufficient to generate a considerable degree of market power for lenders. Theoretical inadequacy relates to the implication of the assumptions of perfect competition, which leave little room for analyzing the behaviour of banks and their reactions to government interventions. Departure of the benchmark model from perfect competition has important implications for the way in which repressionist policies affect financial development. These effects may differ depending on the source of the departure from perfectly competitive behaviour. In the case where the departure is due to collusive behaviour, banking controls may induce banks to use non-interest-rate methods to influence the volume of bank deposits. Whenever the departure from perfect competition is due to imperfect information, the possibility of government corrective actions must be acknowledged. According to Stiglitz (1993), interest rate restrictions may be able to address moral hazard in the form of excessive risk taking by banks. Thus if one is prepared to assume that depositors perceive such restrictions as enhancing the stability of the banking system, their imposition may increase depositors willingness to hold their savings in the form of bank deposits. However, this crucially depends on how government policies are perceived by the public, which in turn relates to the existence or otherwise of good governance. Ill perceived and/or executed policies may have the opposite effect than that predicted by the market failure paradigm. Thus the success or failure of certain policies may largely depend on the effectiveness of the institutions that implement them (World Bank (1993). The endogenous growth literature offers additional channels through which financial sector policies may affect financial development, independently of the real rate of interest. In contrast to the Courakis-Stiglitz analysis, where repressionist policies may have positive effects, this literature typically predicts negative effects. The above analyses serve to suggest that the effects of certain types of interventionist policies as well as the channel through which they work may be different than has so far been recognized by much of the empirical literature. In particular, these policies may have direct effects on financial depth by: (1) changing the willingness of banks to raise deposits by non-interest-rate methods, and (2) changing the willingness of savers to supply their savings to the banking system. Thus these policies can have effects over and above-and sometimes conflicting with-those that are widely recognized in the literature. DATA ANALYSIS We focus on the economy of India for a variety of reasons. Besides the obvious reason that India is one of the most important developing economies in the world, it also has a rich history of varying types of repressionist policies which aids the statistical investigation. In the late 1950s the financial system of India was fairly liberal with no ceilings on interest rates and low reserve requirements. In the early 1960st he government tightened its control over the financial system by introducing lending rate controls, higher liquidity requirements, and by establishing state development banks for industry and agriculture. This process culminated in the nationalization of the 14 largest commercial banks in 1969. Further nationalizations took place in 1980. Interest rate controls were rigidly applied from the 1970s to the late 1980s to all types of loans and deposits. The term structure of interest rates was largely dictated by the Reserve Bank. Credit planning, a formal system of dire cted credit introduced in 1970, increasingly covered a very large percentage of total lending. Moreover, concessionary lending rates were offered to priority sectors. The late 1980s were, however, marked by the beginning of a process of gradual liberalization of the financial system. Ceilings on lending rates began to be lifted in 1988 and were completely abolished in 1989. Finally, further relaxations on directed credit and concessionary lending rates took place in 1990 and 1992. Interestingly, the index appears to reflect quite well many of the policy shifts that occurred during the sample period. According to this index, the early 1960s appear to be characterized with gradual increases in the level of financial repression. There was some stability in the mid-1960s followed by a big jump in 1969. This behaviour coincides with developments in the 1960s which culminated with the nationalization of the largest eleven banks in 1969, which allowed the Reserve Bank of India to intensify its directed credit program and to impose controls on deposit rates. The 1970s were characterized with the gradual imposition of more controls, i .e. a lending rate floor operated during 1973 and 1974, a lending rate ceiling was imposed in 1975 and remained in operation for 13 years, and reserve requirements (PAPER 3) were raised in 1976. The early 1980s saw even more controls imposed and an intensification of the directed credit program. Once again the gradual increase in the inde x follows these developments quite well. The index drops significantly in 1985, which coincides with a partial deregulation of deposit rate controls. It then rises again, reflecting the reintroduction of deposit rate controls in 1988 and a 4% increase of reserve requirements in 1989, but drops again in 1990 when the directed credit program is relaxed. Finally, there is a small drop of the index in 1991, which coincides with further deregulations of deposit rates. (PAPER 3) RECOMMENDATION (financial liberalisation) Since the break-up of the colonial empires, many developing countries suffered from stagnant economic growth, high and persistent inflation, and external imbalances under a financially repressed regime. To cope with these difficulties economic experts had advocated what they called â€Å"Financial liberalization mainly a high interest rate policy to accelerate capital accumulation, hence growth with lower rates of inflation (McKinnon (1973), Shaw (1973), Kapur (1976) and Matheison (1980)). Their argument that relaxation of the institutionally determined interest rate ceilings on bank deposit rates would lead to price stabilization and long-run growth through capital accumulation is based on the following chronology of events: (a) the higher deposit rates would cause the households to substitute away from unproductive assets (foreign currency, cash, land, commodity stocks, an so on) in favour of bank deposits; (b) this in turn would raise the availability of deposits into the banking system, and would enhance the supply of bank credit to finance firms capital requirements, and ; (c) this upsurge in investment would cause a strong supply side effect leading to higher output and lower inflation.(paper 1) CONCLUSION The main finding of this paper is that the direct effects of financial repression in India were negative and quite substantial. We would, however, advise caution in generalizing from these results to other countries. It is well known that the success of economic policies largely depends on the effectiveness of the institutions that implement them, and this clearly varies from country to country (e.g., World Bank (1993)). Thus we would not be surprised if future research showed- that the direct effects of financial repression in other countries (e.g., South Korea) were positive and significant.19 In fact, according to our theoretical analysis, the possibility of positive effects cannot be ruled out. Our conjecture is that repressionist policies may have positive effects whenever they are able to successfully address market failure. How-ever, market failure should encompass not only information-related imperfections but also those pertaining to the structure of the banking industry, as the latter may be equally important. Our results highlight a number of potentially fruitful avenues for further research. From a theoretical view point much work needs to be done to model financial repression in a framework where banks are more active than has so far been customarily assumed. Models where banks are able to influence the volume of their loanable funds may also be in the spirit of the modem banking literature, which emphasises the importance of active liability management. In such a framework it would be interesting to explore the role of market structure. A game-theoretic approach may also be taken, which could yield rich insights about the strategic aspects of financial repression. From an empirical point of view, the examination of the direct effects of financial repression in other countries is likely to be of considerable value. Furthermore, comparisons of these effects across different economies are likely to shed light on the relative effectiveness of repressi onist policies, thereby providing indirect evidence on relative levels of good governance. Finally, our results suggest that there is also considerable scope for empirical studies of bank behaviour under conditions of financial repression. (PAPER 3)
Saturday, October 12, 2019
Short Wedding Toasts to the Bride and Groom :: Wedding Toasts Roasts Speeches
Short Wedding Toasts to the Bride and Groom Nature of Love All beings by nature are lovers, as ice by nature is water. The love shared by one couple is powerful enough to unite heaven and earth. May God grant you two many years to live, for earth has few angels. Peace and Plenty May peace and plenty be the first To lift the latch to your door, May happiness be guided to your home. Walk in Love Walk in love, sit in love, live in love. To be in love is to truly live. Your Eye The eye with which you see your wife is the same eye with which your wife sees You. Love Each Fragment If you seek love in each separate fragment of your relationship, you will be overwhelmed by the totality. Who Are You ? Find out who you are as a couple. Then all else will be known. The Desire of God In the desire of God to know his own beauty, you exist. Worldly Power Worldly possessions and power means little. The unsayable, jeweled private life you develop as a couple, means much. Perfect Love When a relationship is perfectly balanced, perfect love can be realized. Psalm 1 (8th century BC) Blessed are they who delight in the way things are, and keep their hearts open day and night. Love Gives Life Love gives life to all the world. Love gives strength and wisdom. May you two walk in beauty, and may your eyes behold many a red and purple sunset. May your ears hear the true voice of your partner. My you be wise so that you may understand what is truly important in life. My you remain calm and strong in the face of all that comes towards you. My you learn the lessons hidden in every leaf and rock. My you seek pure thoughts and act with the intention of helping others. My you find compassion without allowing empathy to overwhelm you. My you seek strength, not to be greater than others, but to fight for the week. My you two always greet each other with clean hands and straight eyes. So when life fades, as the fading sunset, your spirits may continue without shame. May You Be Poor! May you be poor in misfortune, Rich in blessings, Slow to make enemies, And quick to make friends. But rich or poor, quick or slow, May you two know nothing but happiness From this day forward. Let’s all toast this beautiful couple! A Long Life Together A toast to your coffin. May it be made of 100 year old oak.
Friday, October 11, 2019
Multistep Synthesis of Benzilic Acid
Multi-Step Synthesis of Benzilic Acid from Benzoin Abstract: The main purpose of this experiment was to convert a secondary alcohol to a ketone, utilizing a mild and selective oxidizing agent. In addition, this converted alpha diketone was then subjected to rearrangement to a carboxylate salt, then acidification, to produce an alpha-hydroxyacid. In this experiment, benzoin was used and converted into benzil, which was then used to synthesize benzillic acid. The yields were not ideal: . 081g of benzil- a 27. 5% yield; . 038g of benzilic acid- a 34. 7% yield. The matching melting points and IR readings, however, confirmed a high degree of purity for each compound: 95. 6 °C for benzil, and 104. 5 °C for benzilic acid, meager . 632% and . 333% discrepancy from literature values, respectively. Finally, the IR absorption frequencies on the attached graphs illustrate the successful removal of the alcohol in the oxidation step and successive return of the alcohol/creation of carboxylic acid, following rearrangement. Multistep syntheses are essential to producing complex molecules.This experiment illustrated the importance of verifying intermediary products are pure, by utilizing different techniques such as IR and melting point. Below is a diagram of the overall reaction. First Reaction: Second Reaction: Introduction: The multistep reaction from Benzoin to Benzillic acid involves multiple organic chemistry concepts, such as oxidation and re arrangement. The first part of the experiment involves the oxidation of benzoin to benzil, utilizing a mild oxidating agent. The process of oxidation is used in all organic chemistry labs and is essential to a wide variety of synthesis reactions.In addition, oxidation reactions are essential in the the biochemistry of most living organisms. This experiment also breaks down oxidizing agents into selective and non-selective agents. For this experiment’s purposes, nitric acid was used, as it is selective towards secondary alcohols, oxidizing them to ketones. The second part of this experiment involves the rearrangement of benzil to benzillic acid or, more generally, the reaction of an alpha-diketone to an alpha-hydroxyacid. This reaction was first conducted by Justus von Liebig in 1838 (1).The basics of this reaction involve the formation of a carboxylate salt from an alpha-diketone; acid is then added to produce an aromatic alpha-hydroxyacid. The reaction conducted in this expe riment is an essential base step in the synthesis of pharmaceuticals and certain hallucinogenic drugs. The synthesis of Benzil from Benzoin is shown below: The above reaction shows the condensed oxidation of benzoin to benzil. The following diagram shows the condensed reaction of benzil to benzillic acid. Rearrangement occurs to form a salt, then the salt is acidified to form benzillic acid.Once the products of each step were obtained- benzil and benzillic acid- their melting points and IR readings were obtained. These two measurements were used to prove that the correct product was formed without any impurities. One of the major risks in this experiment is loss of product through multiple filtrations. To minimize this problem, the filtration steps should be carefully and slowly executed. This ensures that the least amount of reactants are lost. In addition, recrystallization can occur too quickly if a hot solution is directly placed in an ice bath, allowing impurities to be trapped within the precipitate’s crystal lattice.To avoid this, the solutions should be given ample time to cool to room temperature before adding the solutions to an ice bath. These precautions were taken to try to reach our goal of a high percent yield of product with little to no impurities. There were no new techniques used in this experiment, however there were old techniques used to provide information/obtain a product. The first technique was crystallization which was useful to obtain a solid product that can then be purified. Another old technique utilized was filtration, via hirsch funnel and vacuum. This technique was used to obtain a purified product, removing impurities.Once the final solid product was obtained in both reactions the melting point procedure was used to determine the level of remaining impurity of the final product, comparing the experimental and expected values found in literature. In conjunction with the melting point procedure, infrared spectroscopy was used to reveal the different functional groups of the products. In other words, the IR machine indicates whether our final product matches up with the desired one, matching carbonyl and alcohol absorption peaks (or the lack thereof) to their theoretical presence (either benzil or benzillic acid).Procedure: 1. 5ml of nitric acid was added to . 30g of benzoin in a conical vial with a stir vane. The mixture was then heated in a 70 degree Celsius water bath, while stirred, for one hour. The mixture in the conical vial was then cooled to room temperature and, using a pipette, the solution was transferred to a beaker containing 4ml of ice water. The mixture slowly crystallized in the beaker and the crystallized product was filtered on a hirsch funnel with vacuum. 5 ml of cold water was used to wash the product and then the product was allowed to dry.The solid product was then collected from the funnel and added to a hot 95% ethanol solution in an Erlenmeyer flask and completely dissolved . Once the solid was dissolved completely, the solution was allowed to cool to room temperature. Once yellow crystals formed, the solution was placed into an ice bath. The product was then collected and filtered again on a hirsch funnel with vacuum. The product was then washed with ice cold 95% ethanol. Once completely dried, the crystals were weighed and the final mass, percent yield, melting point, and IR reading of the crystallized product measured/calculated. 100g of benzil and . 30ml of ethanol were mixed in a conical vial.The solution in the conical vial was then heated to about 100 degrees celsius until the benzil dissolved. Then . 25ml of potassium hydroxide was added dropwise to the vial. The mixture was then heated to 110 degrees for 15 minutes, then allowed to slowly cool to room temperature. The product was transferred with a pipette to a 10ml beaker and cooled in an ice bath for 15 minutes. 1ml portions of ethanol were added once crystallized and filtered. The product w as then transferred to a 10ml beaker with 70 °C water, allowing the product to dissolve. 0. ml of HCL acid was added dropwise and the mixture was allowed to cool and then transferred to an ice bath. The crystals were collected on a hirsch funnel and washed with 4ml of cold ice water.The crystals were dried and collected for final mass, percent yield, melting point, and IR reading. Results and Discussion: Table 1: Mass and Molar Quantity of Starting and Synthesized Materials; Percentage Yield and Both Experimental and Theoretical Melting Points of Products and Percent Discrepancy| Compound| Mass (g)| Quantity (mol x10-4)| % Yield| M. P. EXP ( °C)| M. P. THEO ( °C)| % D| Benzoin| 0. 298| 14| -| -| -| -| Benzil Yield| 0. 081| 3. 5| 27. 50%| 95. 6| 95. 0| 0. 632%| Benzil Start| 0. 1001| 4. 76| -| -| -|  | Benzilic Acid Yield| 0. 038| 1. 67| 34. 97%| 149. 5| 150| 0. 333%| The initial mass of benzoin and its yield of benzil in the first part of the experiment, as well as the star ting mass of benzil and its yield of benzilic acid in the second part.Note that the yield from part 1 was not the same amount used at the start of part 2. Also shown: the converted molar quantity of each mass and corresponding percent yield for the two synthesized compound, as well as their experimental and theoretical melting points and percent discrepancy between these values. As noted, the â€Å"Start†weight of Benzil- in row 3 of Table 1- differs from the â€Å"Yield†weight- in row 2. The yield, itself, was not used in the second part of this experiment: the synthesis of benzilic acid from benzil. Furthermore, an error occurred in the second portion of the experiment and very little acid product was salvaged; thus, the yield shown for benzilic acid is data that has been shared from another synthesis (this product yield was from _____ and his lab partner). Additionally, this alternative product was the one used in determining a melting point. Graph 1 illustrates t he successful oxidation of benzil, as the alcohol has been eliminated. As expected, it also retains a strong peak at ~1657cm-1, indicating the carbonyl groups present in the diketone, although this is a slightly lower absorption than expected. Graph 2 also presents a successful synthesis, as a relatively strong and somewhat broad peak appears around 3390cm-1, suggesting the reemergence of an alcohol and potential presence of the carboxylic acid; that the peak at 1715cm-1 remains strong, confirms his.SAMPLE CALCULATIONSCalculation of Benzil Percent Yield: Moles BenzilMoles Benzoin=. 081g? 210. 23g/mol. 298g? 212. 24g/mol=3. 85? 10-4mol14. 0? 10-4mol=0. 275? 100%=27. 5% Calculation of Benzilic Acid Percent Yield: Moles Benzilic AcidMoles Benzil=. 0380? 228. 25g/mol. 1001? 210. 23g/mol=1. 67? 10-4mol4. 76? 10-4mol=0. 3497? 100%=34. 97% Calculation of Percent Discrepancy in Benzil Melting Point: %D=xTHEO-xEXPxTHEO? 100%= 95. 0? -95. 6? 95. 0? =. 00632Ãâ€"100%=0. 32% Calculation of Perc ent Discrepancy in Benzilic Acid Melting Point: %D=xTHEO-xEXPxTHEO? 100%= 150. 0? -149. 5? 150. 0? =. 0033Ãâ€"100%=0. 33% Both steps of this experiment’s synthesis are considered successful. Though not in the desired quantities, a product of benzil was obtained from benzoin and that of benzoic acid from benzil. The initial step, synthesis of benzil, resulted in a yield of 27. 5%, despite an encouragingly smooth synthesis. The synthesis may have called for a second, more thorough recrystallization to appeal this yield.The recrystallization was performed correctly; however, the mixture was likely not allowed to cool at an ideally slow rate. It was removed from the hot plate and, shortly thereafter, transferred to the ice bath- likely, before it had calmed to room temperature. This could have interrupted the ability for the product to crystallize without impurities being trapped within its lattice. During the second portion of this experiment, a known, pure quantity of benzil w as used to synthesize a 34. 97% yield of benzilic acid. This small yield is likely also due to factors similar to the aforementioned.Additionally, the recorded yield was shared from another synthesis; the original synthesis performed yielded too small and impure an amount of product to effectively determine a melting point and I. R. spectra. This failure may certainly be attributed to an error during the recrystallization, prior to the initial filtration. Proper care was taken to allow the solution to cool very slowly during this second recrystallization. Unfortunately, once the solution was transferred to the ice bath, a large chunk of ice crystals somehow fell over the lip of the flask and into the mixture. Being that the intermediate was relatively water
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