A business report Essay Example | Topics and Well Written Essays - 2250 words - 1

A business report - Essay Example The mind emanates from the brain and is composed of the processes of the brain. The mind exists only with the presence of the brain. However, the mind is not the same as the brain. Descartes’ dualism theory tried to explain the existence of the mind and body as two fundamentally different articles. However, there are a number of scientific phenomena which indicate the evidence of the mind being a product of the brain. In this regard, once the brain is not able to exist, (such as by death) the mind will also not exist. Immortality would not be able to exist because the soft parts of the human existence (the mind) are dependent on the physical existence of the persons (the physical body). Immortality could therefore only exist if the human body existed. However, with the death of the body, the immortality of the mind (or souls for that matter) would not achieve immortality. There is no substantiation that can be offered to indicate that the soul or the mind lives past death (destruction of the physical being). Locke theory is supportive of this as it identified the personality of an individual as depending on the memories, which die after

IMF Policy and Its Effects Assignment Example | Topics and Well Written Essays - 1000 words

IMF Policy and Its Effects - Assignment Example In his essay â€Å"What I Learned at the  World Economic Crisis†, he described very thoroughly the problems of such countries and the role of international monetary fund IMF in creating and multiplying the downfall of a running economy. Stiglitz said that during his appointment as chief economist, he saw many economic crises in most parts of the world, which then took the form of a global crisis. He said that the IMF in not very serious on the issue of solving the problems of countries. Because it suggested wrong policies, many developing countries which were initially in a very good state, adapted those policies & in the end, declined off smoothly. Actually, IMF tries to implement the same tactics on each country without properly analyzing the background and ground facts. During the crises of Latin America in 1980s, IMF imposed controlled budget technique and tight policies if the countries agreed to provide them with an aid. This really proved to be good for them as they w ere not already involved with budget surpluses techniques so they survived from the crisis in a much better way. But the big issue is that IMF imposed all such techniques to those countries too like Thailand and Indonesia, who have a total different reality than US. This was a big mistake, not only from the IMF side but from the governments too, as they did not consider the fact that IMF was not fully aware of their economical status. They were already giving huge surpluses while avoiding the severe conditions of illiteracy and other factors that contributed a lot in economical development of a country. By implementing IMF policies, they nearly starved to death. The inflation rates and unemployment soared and people came upon the streets against their governments. Another major reason of this setback was that some Asian countries started liberalizing their capital markets, due to which they needed more revenue to compensate. So they implemented some short term financial programs whi ch caused huge real estate disasters. In late 1990s, Thailand and Indonesia suffered major economic crises due to bad policies of IMF. Stiglitz suggested that the tight austerity measures, high interest rates and reductions in government’s expenditure cannot solve the problem of such countries; rather it would propel them more towards depression and result in more bankruptcies. If there would be internal policies of the country according to its own ground facts, then they would be more helpful. Privatization is not the solution; instead there must be market competition so that the best would tackle the system. There should be an institutional infrastructure from top to bottom, which would definitely be helpful in boosting the economy. If every country suffering from recession adapts these measures, it will definitely get out of it without much damage to the economy (Stiglitz. What I Learned at the World Economic Crisis. 2000). In the reply to all of above mentioned accusation s made on IMF, Kenneth Rogoff, the Economic Counsellor and Director of the Research Department at IMF, came up with a comprehensive set of answers in his article â€Å"The IMF strikes back†. He said that there has been a debate on the competency of IMF staff that they are incapable and 3rd class students at their times, and also that IMF staff is careless and irresponsible that they don’

The Impacts of Internet on Information Literacy and Library Skills Annotated Bibliography

The Impacts of Internet on Information Literacy and Library Skills - Annotated Bibliography Example The researchers investigated how Web-based technology had impacts on the engagement of students. The researchers compared the outcomes of self-reported learning in face to face and the environments of the online learning. The authors also explain that online learning enables the students to meet their lecturers online acquiring for more information concerning their courses. Many students are able to pursue their courses even when they are away from the institution. The students do not really have to attend face to face lectures. This was seen in high enrollment in online courses. I found the source useful because it informed me that one can pursue courses online and receive useful information concerning the course. Chua, A. Y., & Goh, D. H. (2010). A study of Web 2.0 applications in library websites. Library & Information Science Research, 32(3), 203-211. Web sources represent a suitable application that holds immense potential in enriching the communication; enabling collaboration and fostering innovation through the use of information research tools from web such Wikipedia. But until now little work has been done to research web applications in library websites to seek for information. The extent of web application prevalent in the library affects the information acquisition because the seeking of information becomes reliable. Web applications such as Wikipedia have been used in the library in various ways which include but not limited to research and searching of particular information.

Analysis of three sun articles on the execution of Robert Harris Essay Example for Free

Analysis of three sun articles on the execution of Robert Harris Essay These three articles printed in the sun newspaper in 1992,approach the execution of Robert Harris in very different ways . The articles have chosen to cover different parts of the Robert Harris case. Article 1 is focused on the way Robert Harris died and the T. V reporter Michael tuck giving a graphic description of the execution and the build up to it . The second article is about he nuns including Mother Teresa who tried to turn the decision around so Harriss life could be spared. Article three gives a description of where and how the victims were murdered and what how the parents felt and thought of Harriss execution. The first article explains and describes what happened to Robert Harris. It starts with a detailed description of Harriss execution. Gurgled and gasped as cyanide gas choked the life from him. This has been written as the second sentence to give an immediate impact of disgust and it plays with your emotions and it makes you more interested and you want to read on. Once the writer has got the readers attention, he then goes to the lead up to the execution. The first article is very against the death penalty as when it talks about the execution was reprieved twice before he was finally gassed, the article tries to make you feel sorry for Harris. Michael Tuck describes the execution as grisly and not a humane way to die and in this he is confirming that he is against the anti-death penalty. Alternatively, article three is not against the anti-death penalty. It starts off with Harriss victims parents, giving there opinion on Harriss execution. One of the victims farther said I have no time for do-gooders who says that he should be spared look what he did to my son. Am I supposed to erase the memory, the pain of that. This is trying to make you feel sorry for the parents of the victims and it is trying to persuade the reader that capital punishment is good. Article two is set out in a bold headline, which reads NUNS MERCY BID and under the headline is a small paragraph. It mentions Mother Teresa Name to give a sort of good feeling to the article because Mother Teresa well know personality of being warm, nice and a gentle person and it says that she appealed to a California governor Pete Wilson to spare Harriss life this sort of makes you feel that if Mother Teresa is trying to safe his life then she must be doing the right thing and Harriss life should be spared. It says in the article that there were loads of anti-death sentence campaigners who urged for the killer not to be killed. This is a fact that many people wanted Harris to live and theres evidence of Mother Teresa point of view. Theres a couple of lines in this article that say that Harris had alcoholic parents and he was fifth of nine children terrorised by there farther. His lawyers said that he may have been brain damaged by a beating at the age of two. This could make the reader feel sorry for Harris and its not fair for Harris to be killed in this way but there no evidence that the article is true. The visual presentation in the articles plays a very important role. In article one, theres a big picture above the article of two chairs where Harris was probably killed I think that this picture is trying to make you feel sorry for Harris as the picture makes you feel a sort of horrific sense of dying and displays a horrible looking setting in where people are chained to chairs and then are choked with gas and then killed. Beside the picture is TV man watches Harris in gas chamber. This is very emotive language and makes the article more dramatic. In article two there is a photo of a man I think its Harris but it could be a different number of people maybe Michael Tuck watching the execution or is it Harris himself its good as it lets the reader speculate. All three articles are made up of fact an opinion. Article one is mainly made up of opinion it is nearly all Michael Tuck telling the readers what he thought. He said But IF you ask me this is not a clean and humane way to die This is Michael Tuck expressing his opinions on the execution. Article two has got a bit of opinion He said he may have been brain damaged by a beating at the age of two The words may have means that not necessarily true. The only fact in this article is that Mother Teresa fought with other campaigners to spare Harriss life. Article three appears to be a balance of fact and opinion. The first half of the article is mainly opinion. Theres the victims parents saying what they think about Harriss execution. They were out for a fun day fishing when they were executed by this beast. It is the parents opinion that Harris is a Beast. The second half of the article seems to tell more fact, it says how the victims were killed, for the first time across the three articles. But after telling the story theres still opinions added. The grinning Harris calmly ate the boys hamburgers. There is know way that anyone could of none this so this must be opinion. In conclusion all articles have different stories, which all connect together, but as you can see Harris was an evil man as he shot two innocent boys dead for no reason at all. Language used in these articles is effective and ahs been used well to give you a clear picture of how Harris died and how he killed two innocent teenagers. People tried to save him but it didnt work. When all three articles are read separately they create a biased opinion on Harris execution, but when read together you have a balanced account of Harris case.

Bilingualism and the effects of third language acquisition

Bilingualism and the effects of third language acquisition Since the early 1920s, much research has been done on bilingualism, with the earliest investigations finding mainly negative cognitive effects attributed to bilingualism (Pintner Keller, 1922; Saer, 1923). However, ever since Peal Lambert (1962) counter-claimed that bilinguals actually do perform better in certain cognitive tasks (e.g. symbolic manipulation types of non-verbal tasks), more recent studies have solidified the current view that bilingualism enhances ones cognitive flexibility and metalinguistic awareness. Yet, most research on language acquisition only focuses on one target language and neglects other languages already acquired or are being acquired by the learner. Research on third language acquisition (TLA) or the acquisition of additional languages (AAL), which attempts to fill this gap by bringing together the two traditionally detached fields of bilingualism and language acquisition, has only begun to accelerate during the late 1990s (Cenoz, 2008; Falk Bardel 20 10). The effect of bilingualism on TLA is one of the main areas of interest in research concerning third language (L3) studies. In order to sufficiently answer this question, we would have to define what we mean by bilingualism and third language acquisition. Different linguists define bilingualism differently over a broad spectrum, from the maximalist view of equal native-like competency in two languages to the minimalist interpretation of a minimal competency in two languages. For the purpose of this paper, we will define bilingualism as the ability to communicate effectively in two languages. Similarly, henceforth, third language acquisition will be defined as the process of learning and acquiring of a non-native language in a secondary context (i.e. language is acquired in a structured setting) by a learner who have already acquired two other languages previously. General consensus today prescribes to the notion that bilingualism brings about various cognitive benefits. It can be postulated that third language learners have a distinct advantage over second language learners due to their enhanced cognitive capabilities brought about by their bilingualism. Hakuta Bialystok (1994) wrote that the knowledge of two languages is greater than the sum of its parts. Most studies tend to indicate advantages in bilinguals over monolinguals in language acquisition, especially when the learners bilingualism is additive rather than subtractive (Cenoz, 2003). While there are numerous other factors affecting TLA including language similarity, L1/L2 influences, L1/L2 proficiency, recency of use, language status, role of Universal Grammar, cross-linguistic influences, early multilingualism and age of TLA (De Angelis 2007; Cenoz, 2008), we will be focusing solely on the effects of bilingualism on TLA. In particular, we will be discussing the effects of meta-ling uistic and meta-procedural gains on TLA due to bilingualism. Bilinguals have shown to display cognitive flexibility and enhanced metalinguistic awareness over monolinguals, and this in turn enhances bilinguals TLA (McLaughlin Nayak, 1989; Cenoz, 2003). Studies of bilingual children have shown bilinguals to have higher scores in tests targeting creative or divergent thinking. Research has also shown bilinguals to possess better abilities to control and utilise linguistic knowledge and to have an overall predisposition in word awareness tasks (Cummins, 1991; Bialystok, 2001). Furthermore, in Cummins (1991), the interdependence hypothesis was proposed which suggested that skill transfers take place from a bilinguals L1 into L2. One can only assume that these enhanced cognitive and metalinguistic abilities would have a positive effect in a bilinguals acquisition of a L3. It can also be logically deduced that the skill transfers from L1 into L2 based on the interdependence hypothesis can also occur from a L3 learners L1 and L2 into the L3. In an e ffort to further this hypothesis, De Angelis (2007) wrote that TLA differ significantly from second language acquisition (SLA) due to the fact that L3 learners can transfer linguistic elements from their prior knowledge in both L1 and L2, and this gives L3 learners an advantage over L2 learners. Studies have also shown that L3 learners often leverage upon their access to two different linguistic systems during the process of TLA (Herdina Jessner, 2002). All these suggested that the enhanced cognitive and metalinguistic abilities a bilingual possesses positively affects the acquisition of a L3. Enhanced cognitive abilities are not the only skills transferable during TLA. Syntactic transfers have also been shown to occur in L3 leaners. Different languages have different syntactic rules, and most bilinguals would have had access to the different syntactic rules governing the different languages they know (assuming that the two languages are syntactically dissimilar). This knowledge of two different sets of syntactic rules would assist a bilingual in the learning of a L3. Flynn, Foley Vinnitskaya (2004) proposed that language learning is cumulative in the Cumulative-Enhancement Model, suggesting that each language learned previously influences and enhances subsequent language learning, adding to a cumulative advantage for third and additional language learners. However, a more recent study by Bardel Falk (2007) on Swedish and Dutch L3 learners found only positive transfers of syntactic properties from L2 but not L1 in the learning of a L3. It was additionally proposed that i n L3 acquisition, the L2 acts like a filter, making the L1 inaccessible. If the above researches holds true, bilingualism could have either a positive or negative effect on third language acquisition depending on the learners L2. If the L2 is syntactically similar to the L3, the L3 learner would experience positive transfers of the syntactic properties of L2 into L3, aiding the learners acquisition of L3. Conversely, if the L1 but not the L2 is syntactically similar to the L3, the L3 learner would not be able to access the benefits of his knowledge in his L1 that he would otherwise have been able to reap had there not existed an L2 to act as a filter. Nevertheless, both studies while disagreeing on the existence of syntactic transfer from a L3 learners L1, agreed that they both found no negative (only positive or neutral) transfers regardless of the similarity or dissimilarity of the L3 learners L2. Therefore, irrespective of the fact that syntactic transfer from L1 occurs or not, bilinguals would have an advantage (or at least no disadvantage) in languag e learning as compared to monolinguals. Similarly, studies have also proved that transfers in the bilinguals knowledge of different orthographic systems give the bilingual an advantage in TLA. While numerous languages in the world are similar orthographically, many written languages have vastly different orthographic systems. In many cases, a learner of an additional language would need to learn a new orthographic system. Abu-Rabia Sanitsky (2010) compared students with knowledge in two orthographies (Hebrew and Russian) against students with knowledge in only one (Hebrew) in the acquisition of English as an additional language. While the results found that transfers of orthographic skills occurred in both groups of students, the learners who were familiar with two orthographic types outperformed those with knowledge in only one type of orthography. It was also noted that the rich orthographic experience in different orthographies is an advantage for trilingual speakers. However, numerous studies have found limited orthog raphic transfers when two vastly different orthographic systems were involved (e.g. Wang, Perfetti Liu, 2005 on Chinese-English; Wang, Park Lee, 2006 on Korean-English). In particular, Bialystok, Luk Kwan (2005) compared Spanish-English, Hebrew-English and Chinese-English bilinguals with monolinguals, and found that all three groups of bilinguals obtained higher levels of literacy than the monolinguals. They also found that Spanish-English and Hebrew-English bilinguals had a greater advantage than Chinese-English bilinguals (Spanish and Hebrew are both written alphabetically albeit in different scripts; Chinese is written logographically). While evidence shows that bilinguals would have an advantage in TLA due to orthographic transfers, the magnitude of such gains would be dependent on the similarities (if any) of the orthographies involved. It can be assumed that as the benefits of orthographic transfers exist due to the bilinguals enhanced awareness of different orthographic and script systems, bilinguals who use the same orthography and script in both L1 and L2 would find little or no advantage over monolinguals in the acquisition of an additional language which uses a different orthographic system. The same bilingual would however experience benefits in learning a L3 which uses the same or similar orthography and script as both the L1 and L2. However, what remains to be researched is the amount of orthographic transfer when the L3 is orthographically similar to either but not both the L1 and L2. It would also be interesting to find out if the filtering effect as proposed earlier by Bardel Falk (2007) on blocking o f syntactic transfers from the L1 by the L2 likewise holds true for orthographic transfers. TLA is similar to SLA in many ways, but yet it has been reported that language learners benefit from not only meta-linguistic gains but also from meta-procedural gains from prior language learning experiences. A study by McLaughin Nayak (1989) speculated that expert learners use different information-processing strategies and techniques than do more novice learners, and noted that multilinguals use a wider range of strategies and are more flexible in language learning than monolinguals. Similarly, Kemp (2007) showed that multilinguals experience in language learning helps them formulate better learning strategies which speeds acquisition through freeing up working memory. Kemp further noted that the number and frequency of strategies used in language learning is positively related to the number of languages the language learner already knows. From this, we can conclude that the more languages a person knows, the easier it will be for him to acquire an additional language. We can thu s deduce that bilingualism gives the bilingual an advantage in L3 acquisition brought about by the prior language learning experience. However, most studies on L3 learners meta-procedural gains have compared L3 learners with L2 learners, neglecting the differences between L3 learners who are simultaneous or sequential bilinguals. For L3 learners to reap the benefits from meta-procedural gains, logically, the learner must have had prior textbook learning of a language. Simultaneous bilinguals who grew up learning two languages simultaneously in a naturalist setting would not have had prior language learning experiences to tap upon. Further studies on TLA comparing simultaneous and sequential bilinguals would fill this gap and offer additional evidence of such meta-procedural gains if results prove that sequential bilinguals perform better in TLA over simultaneous bilinguals. During the course of this paper, we have discussed how, more often than not, bilingualism has shown to exhibit positive effects on the acquisition of a L3 be it meta-linguistically or meta-procedurally. It has to be noted that while most studies conducted on the effects of bilingualism on TLA tend to claim advantages for bilinguals, not all reports on the effects of bilingualism on third language acquisition is positive. Some studies have instead shown no significant advantages in TLA by bilinguals (Soler, 2008). Cenoz (2003) further pointed out that even if bilingualism has an effect on third language acquisition, it does not have to affect all aspects of third language proficiency in the same way, and different conclusions can be drawn depending on the dimension of language proficiency taken into consideration. Moreover, in Del Puerto (2007), it was pointed out that balanced bilinguals tend to perform better than less balanced bilinguals in third language learning. In other words, the degree of proficiency in L1 and L2 must also be taken into account when evaluating the effects of bilingualism on third language acquisition. Logical reasoning would direct that a bilingual who is less proficient in or is suffering from language attrition in either of his languages would perform less impressively than a balanced bilingual. As Del Puerto (2007) aptly sums it, third language acquisition is an exceedingly complex process and a multicausal phenomenon than can be affected by multifarious factors. We have but discussed some of the effects of bilingualism on third language acquisition, but the multitude of causal factors involved in third language acquisition means that much more can be discussed on this subject.

Small Business, Non-profit Organizations, and E-commerce :: Exploratory Essays Research Papers

Small Business, Non-profit Organizations, and E-commerce Small business firms and non-profit organizations can seize the opportunities that the Internet offers. The number of Internet users worldwide exceeded 150 million in 1999, and this number is expected to quadruple in a few years. These users are a vast market for organizations offering products or services on web sites. Firms such as Amazon.com and eBay have exploited this market, growing from nothing to giants in less than a decade. Naturally, many small firms want to get in on the action by establishing their own web sites. Other organizations, such as professional associations, want to use web sites to recruit members and create an Internet presence enhancing both their members' reputation and marketability. What is the best way for them to proceed? A boutique might be very competent at acquiring clothes that float off the rack. Each professional member of a not-for-profit association might co-ordinate the activities of hundreds of people. However, designing, constructing, maintai ning, and managing an Internet site requires technical expertise and capital these organizations don't necessarily have. Can the government assist by providing information and financing to organizations wanting to enter cyberspace (Canada, Western Economic Diversification)? To compete with the big players on the Internet, small businesses and non-profits, with help from the government, can contract with experienced web-consulting firms to supply the programming and computer skills to ensure delivery of a web site for a reasonable price. Although primarily an economic phenomenon, electronic commerce forms part of a broader process of social change, characterized by the globalisation of markets, the shift towards an economy based on knowledge and information, and the growing prominence of all forms of technology in everyday life (OECD Economic 143). The Internet has hastened the globalization of markets. A few decades ago, only the multi-national corporations sold products worldwide. "Today, for a few thousand dollars, anyone can become a merchant and reach millions of consumers world-wide" (OECD Economic 10). Unfortunately, Canadian small businesses are not embracing e-commerce as ardently as American firms. Many domestic firms have neither the investment capital nor the technical knowledge to seize the opportunities the Internet offers. Consequently, Canadian firms lag behind American firms. While the American economy is ten times larger than Canada's, American venture capital investment in the Internet was 36 times larger last year ("E-business Acceleration"). Although the Canadian government is making an effort to encourage e-commerce (Canada, Industry Canada, The Canadian Electronic), some firms paid exorbitant prices for e-commerce sites that are not profitable because they lacked accurate information on the cost of constr ucting web sites.

Revenue Assessment Essay

Thank you for the opportunity to assess your sales data in order to provide recommendations for increasing your sales. The analysis and recommendations below are based on the data you provided, which covers a period from May 2004 through June 2006. The analysis below is based on this data alone. Therefore, our recommendations should be tempered by your knowledge of business realities and your market. Please let us know if we can answer any questions concerning the analysis or the recommendations provided. ANALYSIS 1: Total Sales by Country Analysis As an American based country one expects the highest income to be within a company’s home country. Well, in the case of Northwind Traders, that is the case. The USA has the highest gross net sales, to be followed closely by Germany and then Austria and Brazil. Sales are above 100,000 over the past two years. If you notice, all of the top selling companies are offered a discount whereas the lower selling countries are offered now discount at all. Graphic Recommendation Based on my analysis I think it would be wise to entice lower income countries to buy more products by offering a discount if they reach a certain amount of product ordered. I also recommend sending surveys to the largest purchasing companies to see what products they would like to see discounts offered on if larger volumes are purchased. Also taking special care to cater to the products higher volume countries are requiring. ANALYSIS 2 : Net Income by Sales Rep Analysis I was given two full years of sales data, and took a look at the net revenue of each of your sales representatives. At first glance it looks like 2005 might have been a more profitable year, but bear in mind that 2005 is the only year we all four quarters accounted for. Keeping that information in mind, it looks like 2006 is getting off to an amazing start, as several of your sales reps have already passed their totals from 2005 in the first quarters. Also take careful attention to notice the difference in the two quarters from 2004 and 2006. It looks like a majority of your sales representatives are making solid revenue for the company. Graphic Recommendation My recommendation would be for starters, enroll every sales rep in a sales training class. Upon completion of I would set a goal that each sales rep must contribute at least 10% of the net income for the company. Since there are 9 sales reps this leaves some room for extra. This will not only force the sales reps to work together, and encourage friendly competition. I also recommend you elect a sales representative team leader (for example Miss Peacock who is consistently your top sales person) and empower her to encourage, coach and teacher the other sales reps in her methods and tricks. ANALYSIS 3: Total Revenues by Month in 2005 Analysis After careful consideration, I decided to look at the yearly trend of just 2005 since we have all the data from that year. If you will notice, October is by far the biggest selling month, whereas July is the lowest, but mostly the trend is pretty consistent across the year. Graphic Recommendation I recommend that we find out what about October spikes sales, and try to apply it to the rest of the year. Also, I’d consider adding special sales and discounts in March and April, the lowest sales months of the year, that should help perk up sales in the slower months. SELF ASSESSMENT From completing the Excel project, I learned so much about excel. At the beginning of this class I was very confident and nearly cocky about my knowledge in excel, but boy oh boy have I learned a LOT of neat new tools to add to my bag of tricks. I learned specifically about pivot tables which are beyond helpful for organizing data in a more readable way, and see the things that you want to see. I also learned a lot of new ways to sort and organize information in clean and easily read ways. This was a tough project to tackle at first, but I feel a lot better about the things I have learned in excel since finishing it.