Friday, November 8, 2019
THE DEVILS ADVOCATE essays
THE DEVILS ADVOCATE essays I recently saw a movie called, "The Devil's Advocate." The previews for this movie seemed unbelievable and sounded very similar to a previous lawyer-based movie. To my surprised, I came out of the movie with many questions, arguments, and admittedly, a little fear. I really enjoy a movie that provokes conversation and arguments about a particular subject that is controversial or makes a person think how they would react in a particular situation. The movie revolves around a small-town lawyer from Florida who is extremely gifted in his ability to win cases, whether his clients were guilty or not. For example, at the beginning of the movie he was defending a person who was wrongly accused of such a horrible crime. He truly believed that his client was innocent because of his position as a well-respected teacher in the community. During the trial he noticed that his client was really enjoying himself and was aroused by her accusations and testimony. At this point he had to make a moral decision that only he could make. Should he continue to represent his client, even though he strongly believed that he was guilty of this crime? He appeared to have a personal struggle with this question, but in the end he decided to defend his client and actually won the case, ultimately keeping his perfect record, but also cheating the abused child who was unfairly molested by this man. He was then offered a great job in New York for a large law firm and became the new hot shot at the company because of his reputation in winning cases. This is when the movie gets extremely interesting, and also a little scary. He and his wife were so surprised and overwhelmed by this new lfie full of nice things and new friends. This new life was possible because of his willingness to do anything to win a case. As it turned out, the head of the law firm was actually the Devil who recruited him because of his disregard for morals in order to do one thing,...
Tuesday, November 5, 2019
Reading Tips to Improve Pronunciation for ESL Students
Reading Tips to Improve Pronunciation for ESL Students If youre working on pronunciation, these tips can help you use reading as a way to practice outside of class, either by yourself or with a couple of friends. Top Tips Choose a paragraph and read aloud.Choose a paragraph and mark each sentence with a sound script (helpful pronunciation markup). This will help you read more naturally, and thus pronounce correctly.Choose a few sentences from your reading material and highlight content words. Read these sentences focusing on accenting these content words while quickly speaking over the structure words.Once you become comfortable reading a single paragraph aloud, read an entire page by reading a paragraph aloud and then reading one silently.Choose some nursery rhymes to practice. They will help you with pronunciation through rhythm.Read a short story or a few paragraphs to a friend who is also studying English. Compare the differences and discuss what might be the reasons for the differences.Choose a paragraph, short article, or newspaper story with new vocabulary. Use the Babylon dictionary or another online pronunciation resource to help you learn the correct pronunciation of these words.Read a play with some friends. Each friend takes a different part. Start with short scenes. Once you are comfortable, read longer pieces together.
Sunday, November 3, 2019
Corporate finance Essay Example | Topics and Well Written Essays - 2000 words - 1
Corporate finance - Essay Example It was also able to maintain total dividend per share at the level of 33.00p. Even in the turbulent market scenario, it managed to increase its sale of life and pensions by 11 percent. Total life and pensions sale became 36,283 million pounds. Sale of general insurance also increased. (Aviva Plc. 2009; Annual Report of 2008) a) Weighted average cost of capital: Cost of capital to a firm is generally defined as the opportunity costs of investors for making their investment in the firm. When an investor invests his fund in a particular firm, he actually looses other opportunities of investing his funds in other securities having risks equivalent to risks of the security of the firm he is actually investing his fund in. hence, if a firm fails to earn a return on capital at least equal to its weighted average cost of capital (WACC), it actually destroys its value. If a firm manages to earn a return that is greater than its weighted average cost of capital, it becomes successful to create value. On the other hand, if it manages to earn a return exactly equal to its weighted average cost of capital, then it neither loose nor create any value. WACC can be defined as the rate that a firm is expected pay for financing its asset. It is actually the minimum level of return that a company needs to earn on its exist ing asset base for satisfying its creditors, its owners, as well other providers of capital.( (Miles and Ezzell, 1980; â€Å"Weighted average Cost of Capital†) The weight of equity can be defined as the ratio of market capitalization to the market value of the firm and the weight of debt can be defined as the ratio of market value of debt to the market value of the firm. Total market value of firm is generally measured by summing total market value of equity and total market value of debt. (Miles and Ezzell, 1980; Fama, 1970; Fama, 1991) Cost of equity is generally treated as the return that the
Friday, November 1, 2019
Article sypnosis Essay Example | Topics and Well Written Essays - 250 words
Article sypnosis - Essay Example From the item, it is evident that the company provides quality improvement. This is because the Baldor Electric Company considers product quality the same way as it considers quantity of product. The new quality plan by the company include the improvement of measurement and gauge accuracy, reduce of the cycle times of production, cost lowering of scrap and making of quick and accurate inspections (Manufacturing Business Technology). The article further states that the means used by Baldor Electric Company to provide quality improvement is the use of InfinityQS Real-Time SPC Software in data analysis and making of decisions. For instance, the company implemented this method in the inner-ring and outer-ring grinding, inner-ring machining, face grinding cells and the ring roller. This are done with plans to enlarge the purpose to heat treating induction, heat treating that is convectional and housing machine involving cast iron. Moreover, the Baldor Electric Company has formed an enterprise-wide for the intention of dealing with the task of data analysis. Another quality improvement made by the company is the evaluated gauging with the inclusion of making of updates throughout the production facilities on the shop floor (Manufacturing Business Technology). In conclusion, it is clear that the article tries to give full information about the Baldor Electric Company. For instance, it shows the facilities it produces. The article also indicates the means used in the provision of a quality improvement and also examples of the quality improvements. "Using Statistical Process Control To Improve Quality | Articles | Manufacturing Business Technology." Manufacturing Business Technology |. N.p., n.d. Web. 17 Apr. 2012.
Wednesday, October 30, 2019
Managing People, and Marketing sections Essay Example | Topics and Well Written Essays - 4000 words
Managing People, and Marketing sections - Essay Example Cummins Westport Inc. manufactures in China with Dong Feng Engine Co. They are headquartered in Indiana, Columbus USA and have 500 Distributor locations, they have a presence in 131 countries and have 24200 employees worldwide. Cummins has been providing CNG, Diesel and other engines to Bus manufacturers. Their basic product line is manufacturing of electric generators powered either by diesel or even by LPG. Due to the lucrative margins in the CNG bus manufacturing market, Cummins is evaluating the possibility of launching their own CNG bus. Their long term vision is to diversify into the production of alternate fuel heavy vehicles. They believe they have the necessary market intelligence, technical experience and knowledge, manufacturing edge and the brand â€Å"Cummins†has a repute of quality and reliability in the engine & generator market. However, there are pitfalls in this seemingly lucrative opportunity including the marketing of the new product and its launch and most importantly the human resource aspects including how to motivate employees? Finding the right leadership? And team friction. As identified by the management of Cummins in their brief to Creative Chaos, they would like to explore the CNG bus market manufacturing potential in which they already operate and are well-known for their high quality and reliable CNG engines that they manufacture. The only difference is that this time they want to manufacture & assemble the complete bus. However, the current market for CNG buses in USA is waning and has reached saturation. This is a statement supported by the following facts: A high number of Alternative Fuel Vehicles made available every year include the E 85 type vehicles (hybrid technology). CNG vehicles comprise of a very small number(AFDC Alternate Fuel Development council) It has been observed that from the year 2002, when the CNG buses manufactured were as many as 1200,the number of CNG buses
Monday, October 28, 2019
The disabled children Essay Example for Free
The disabled children Essay The truth is that inclusion, as a system has gained nationwide attention in the last thirty years. Inclusion advocates, such as The Association of Persons with Severe Handicaps, argue that all disabled children should be included. The National Council on Disability recently stated that most students with sensory impairment should be taught in regular classrooms (Special Education Report, 1993). At the very least deaf children education programs contemplating inclusion (IEP) must consider the following issues(U.S. Department of Education, 1992): communication needs and the childs preferred mode of communication; linguistic needs; severity of hearing loss and potential for using residual hearing; academic level; social, emotional, and cultural needs, including opportunity for peer interactions and communication. According to Irene Leigh, a deaf psychologist, the concept of inclusion is positive and useful for many children with disabilities, but a generalized application which does not take into consideration the special individual characteristics and needs mentioned above might have serious psychosocial repercussions for a considerable number of children and adolescents with hearing problems.(Leigh 73) One of the benefits inclusion brings is the opportunity for the student who is deaf to live at home. Deaf students who attend a special school that is beyond commuting distance must live at the school during the week. Students in an inclusion placement in their local school are able to be with their families during the week and the proximity to the area where they live provides opportunities to develop neighborhood friends. Daily association with hearing students in an inclusion setting also helps students who are deaf to develop their ability to communicate with hearing people, leading to skills they will need in later years. The study carried out by professor John Luckner, in the division of Special Education of the University of Northern Colorado, identified successful students who were deaf or hard of hearing and were receiving education in general education settings in order to examine the factors contributing to their success. Students acknowledged five main factors: their own effort and perseverance, the support from their families, the high standards their school friends set for them, the use of a variety of equipment to socialize as well as to learn (FM systems, hearing aids, text telephones, computers and close captioning) and sports which were not only enjoyable from the socializing point of view but very useful as a way of learning life skills. Dr. Ann T. Halvorsen, Professor of Special Education assures that â€Å"Inclusive settings provide far more variety in activities, and stimuli are not so easily controlled. The pace of a general education classroom is typically faster and more spontaneous. Ensuring that students have the opportunity to practice skills sufficiently in such a dynamic environment is critical†(100). Inclusion also provides good opportunities for learning the standards of the hearing world. Students who are deaf and attend schools for children who hear may be able to master the norms of hearing society better than those who are immersed in the culture of a special school for students who are deaf. It’s important to take into account that the education of deaf children needs and benefits from the inclusion of deaf adults at all stages. In fact, some years ago, many children in integrated settings did not even realize adults existed. Harris Sterling wrote about some children who thought they would become hearing when they became adults, others thought they would die or just fade away somehow since they had never had an adult role model (cited in Stone 1994). The subject of the adult role model is a very important one. It is essential that the schools make every effort to attract adult people into the school system. But they must be careful not to employ them only as aides or assistants because children will notice that the deaf person is always in a lower status position than the hearing teacher. It is really positive for children to see deaf and hearing professionals sharing power and making decisions together, this avoids the feeling that they will grow up to be forever told what to do by hearing people in the hearing world (Stone 66). Another advantage of inclusion is the possibility deaf or hard of hearing students have to choose an academic or vocational program that suits them from a wider range of choices in their home school district than in their nearest special school. Although states differ in policy and practice, there is a model for broad programming that reaches beyond state borders. The National Agenda for Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students (2005) offers a set of priorities designed to narrow the gap between deaf and hearing students based on the belief that communication access is a fundamental human right and that every deaf and hard of hearing child must have full access to all educational services. The goals of the National Agenda consider inclusion as a good option for deaf or hard of hearing students only when it constitutes the â€Å"least restrictive environment†for them, once each individual case has been evaluated and the best placement options have been considered. Deaf and hard of hearing students should count on placement options that provide for their language and communication needs. What constitutes the â€Å"least restrictive environment†(LRE) for deaf and hard of hearing students must be determined by considering their communication and linguistic needs as well as their educational, social, emotional, cognitive, and physical abilities and needs. For some deaf and hard of hearing children, a special school is truly â€Å"least restrictive,†just as for others a regular classroom is LRE. In either case, the child’s needs, not a generic concept of LRE, must determine what is truly LRE for each individual child. According to the National Agenda, deaf and hard of hearing children are entitled to access the general curriculum. Too often the concept of â€Å"general curriculum†is confused with â€Å"least restrictive environment†or with placement in a regular classroom. The two concepts are separate and distinct. Every deaf and hard of hearing child, whether in a regular classroom or a special school or program for the deaf, should have full access to the general curriculum as consistent with his or her needs. The National Agendas success in bringing attention to the need to achieve these goals has occurred as a result of the shared roles, responsibilities and commitments of professionals, parents, and consumers throughout the United States. Inclusive education was initially seen as a special education service, but the focus is now on creating inclusive schools which unify resources and integrate programs in such a way that all students in the general education classroom are benefited. Unlike integrated or mainstreamed students, students who receive inclusive education are members of the general education classroom community. According to Halvorsen Neary :â€Å"the single most identifiable characteristic of inclusive education is membership. Students who happen to have disabilities are seen first as kids who are a natural part of the school and the age-appropriate general education classroom they  attend†(3)  Acceptance that the deaf students have social and educational skills and motives similar to those of their hearing partners may greatly stimulate the hearing majority to develop a willingness to learn about deaf language and culture. Inclusion as equals can not be possible for deaf and hard of hearing students if it is only them who have to make all the accommodations (Connor 2006). The whole general education community as well as society will benefit from inclusion, if the concept is applied conscientiously. Inclusion provides opportunities to experience diversity of society on a small scale in a classroom, develops an appreciation that everyone has unique characteristics and abilities, develops respect for others with diverse characteristics, develops sensitivity toward others limitations, develops empathetic skills, helps teachers recognize that all students have strengths, increases ways of creatively addressing challenges, develops teamwork and collaborative problem solving skills, promotes the civil rights of all individuals and supports the social value of equality. The word inclusion for deaf and hard of hearing students cannot be seen simply as a placement decision. It must refer to a philosophy which maximizes the child’s abilities and potential, facilitates communication with others, permits the child to act as a full participant in his education and promotes the development of positive self-esteem. To be included, a child must feel included. Any program or school which calls itself inclusive must meet these criteria. References Connor, M.J. (2006) Mainstream Inclusion of Deaf Children and Young People.               Principles and Tensions. Retrieved March 2009 from               http://www.sersen.uk.net/docs/deaf-inclusion.doc Halvorsen, A.T. Neary, T. (2001). Building inclusive schools: Tools and strategies               for success.  Boston: Allyn Bacon, 3 Leigh, I.W (1994) Psychosocial Implications of Full Inclusion for Deaf Children and              Adolescents. Implications and Complications for Deaf Students of the Full               Inclusion Movement, 94-2, 73 . Retrieved March 2009 from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/c5/05.pdf The National Agenda Steering and Advisory Committees.(2005). The National Agenda               for Moving Forward on Achieving Educational Equality for Deaf and Hard of               Hearing Students. Retrieved March 2009 from               http://www.tsd.state.tx.us/outreach/pdf/national_agenda.pdf Nowell, R. Innes, J. (1997) Educating Children Who Are Deaf or Hard of Hearing:
Friday, October 25, 2019
Virtual Communities, Open Communication, and the End of Nationalism :: Functions of Communication
People have boundaries that are constructed by them to keep unwanted intruders from penetrating. Similarly, countries have the same type of boundaries and borders, both serve as checkpoints and to identify what is trying to penetrate their borders. If we would be willing to create a stronger sense of tolerance and equality, rather than such a strong sense of nationalistic views that tend to separate people, using the technology of the 21st century, then we can actually harness the power, and break down our boundaries both physical and emotional in nature. From Gutenbergs printing press to Thomas Edisons telephone, technology has advanced our lives in many ways. The 21st century is considered to be the computer age, because of the advancement of computers. Whether you go to a school or use a public facility, there are computers at the read for almost anyone who needs one. Computers have paved the way for a stronger communication link between people, whether its across the street or across the world. Computers, also, have helped create a sense of togetherness by creating what has been dubbed as a Virtual Community. In these communities people can come together and unite to share their common characteristics or thoughts, regardless of who is on the other end. John Perry Barlow, a writer and the author of , Is There a There in Cyberspace? describes virtual communities as, A new locale of human community-never mind that the whole thing was being conducted in were words by minds from whom the bodies had been amputated. Never mind that all these people were deaf, dumb, and blind as paramecia or that their town had neither four seasons nor sunsets nor smells (165). Barlows thoughts are that no matter who you are, you can be apart of a community that fits you. The bonds that hold the communities together are a strong relationship and common level for a particular thing, view, and or person. John Hockenberry, who is a news correspondent for NBC, and was a host for the MSNBC show Edgewise, wrote the article, The End of Nationalism?, which speaks about how computers can help countries come together and end our strong sense of nationalism and break down the walls that we put up. To allow people to communicate with those who they traditionally would not socialize would be a real step toward a more peaceful society. In Hockenberrys article End of Nationalism he says, Today it is possible to address the world without having to show a passport that identifies you culturally, ethnically, and religiously (264).
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