Diluting Traditions Essays

Weakening Traditions Essays Weakening Traditions Essay Weakening Traditions Essay Weakening Traditions: Adapting to America Culture in the Stories of Julia Alvarez and Jose Burciaga [pic] Julia Alvarez Jose Antonio Burciaga March 27, 1950 to introduce 1940 1996 Pedro Aguayo Research paper May 26, 2010 Diluting Traditions: Adapting to America Culture in the Stories of Julia Alvarez and Jose Burciaga In â€Å"Hold the Mayonnaise† by Julia Alvarez and â€Å"I Remember Masa† by Jose Burciaga, the creators reproduce the topic of Hispanic food and its impact in North American propensities and customs. They mirror the connection between societies dependent on the combination of two distinct personalities. Mexican-American and Dominican-American conventions are uncovered, making a double vision of life in North America. In â€Å"Hold the Mayonnaise,† Julia Alvarez portrays her experience as Hispanic stepmother with two American stepdaughters. The utilization of mayonnaise as an image for the American food culture help to show the mixing of the general public. Alvarez delineates the experience of her mom and the presence of conditions changing her way in North America. The Mayonnaise start a ribbon of association with the stepdaughters. Julia Alvarez adjusts her Hispanic conventions to discover new Hispanic-American custom. â€Å"All I could consider was that she would cause me to eat mayonnaise, a food I related to the United States and which I despised. Mami comprehended, obviously, that I wasn’t used to that sort of food† (Alvarez,1992). â€Å"Even a madrastra, familiar with our rice and beans and tostones and pollo frito, would comprehend. Be that as it may, an American stepmother would think it was entirely expected to put mayonnaise on food† (Alvarez,1992). Priscila Campello states â€Å"Now the voice and vision are not a greater amount of the little girl of outcast, the young lady who attempts to acclimatize and fit into North American culture, the unprotected young lady who needs to be acknowledged in both social universes. Nothing more representative than mayonnaise, fundamental part of any cheap food sandwiches, where the principal contact started with this other age, the age of eating up sandwiches loaded up with mayonnaise and different kinds of low quality nourishment, is here when Alvarez starts to build up her new Latin-North American identity† (Campello, 2008) . In â€Å"I Remember Masa†, Jose Burciaga portrays his experience as American Hispanic utilizing the tortilla as a path to clarify the significance of social propensities and the combination between the American and Hispanic culture. Burciaga exhibits creation of tortillas as a component of the day by day schedule of Mexican-American locals. His own children make approaches to consolidate their tortillas with jam and nutty spread. Burciaga text, showed the twofold Mexican-North American collaboration of societies through the food. The best tortillas are high quality, the readiness require a few hours of delicate slaps that give a tortilla character. In spite of the fact that machines are quicker, they can never sufficiently supplant age to age experience† (Burciaga, 1988). Cheryl Glenn remarks â€Å"The tangible subtleties that inject Burciaga’s meaning of tortilla make his definition engaging and essential. Since portrayal makes such of subtleties, it serves to c haracterize what is being depicted specifically ways† (Glenn, 2009). All in all I concur with the utilization of food to overcome any barrier between societies . I utilize Peruvian dish ‘Papa a la Huancaina’ during our holidays, this shop made with mix of potato and exceptional zesty cheddar blended in with milk and outlandish herbs, help me to fabricate connections of companionships with Hispanics and Americans. I understand Hispanics and Americans in this universe of globalization make ways of correspondence through food. References Alvarez, J. (1992) â€Å"Hold the Mayonnaise. Clouse, B. F. (Ed). (2010). The Student Writer: New York, New York : McGraw-Hill. Burciaga, J. A. (1981) â€Å"I Remember Masa. † Clouse, B. F. (Ed). (2010). The Student Writer: New York, New York : McGraw-Hill. Campello, P. (2008, April). â€Å"The Exile and Return of the Immigrant. † Retrieved May 25, 2010 from bibliotecadigital. ufmg. br/Glenn, C. (2009, September) â€Å"The Harbrace Guide to Writing. † Retrieved May 26, 2010 from books. google. com/books/

Meaning of Instrumental Variables (IV) in Econometrics

Which means of Instrumental Variables (IV) in Econometrics In the fields of insights and econometrics, the term instrumental variablesâ can allude to both of two definitions. Instrumental factors can allude to: An estimation strategy (frequently shortened as IV)The exogenous factors utilized in the IV estimation procedure As a technique for estimation, instrumental factors (IV) are utilized in numerous financial applications regularly when a controlled investigation to test the presence of a causal relationship isn't practical andâ some connection between's the first illustrative factors and the blunder term is suspected. At the point when the informative factors associate or give some type of reliance with the mistake terms in a relapse relationship, instrumental factors can give a steady estimation. The hypothesis of instrumental factors was first presented by Philip G. Wright in his 1928 distribution titled The Tariff on Animal and Vegetable Oils however has since developed in its applications in financial aspects. At the point when Instrumental Variables Are Used There are a few conditions under which illustrative factors show a relationship with the blunder terms and an instrumental variable might be utilized. Initially, the reliant factors may really cause one of the logical factors (otherwise called the covariates). Or then again, pertinent illustrative factors are just excluded or neglected in the model. It might even be that the informative factors endured some mistake of estimation. The issue with any of these circumstances is that the customary straight relapse that may regularly be utilized in the investigation may create conflicting or one-sided gauges, which is the place instrumental factors (IV) would then be utilized and the second meaning of instrumental factors turns out to be progressively significant. Notwithstanding being the name of the strategy, instrumental factors are likewise the very factors used to get consistentâ estimates utilizing this technique. They are exogenous, implying that they exist outside of the logical condition, yet as instrumental factors, they are corresponded with the conditions endogenous factors. Past this definition, there is one other essential necessity for utilizing an instrumental variable in a direct model: the instrumental variable must not be related with the blunder term of the logical condition. In other words that the instrumental variable can't represent a similar issue as the first factor for which it is endeavoring to determine. Instrumental Variables in Econometrics Terms For a more profound comprehension of instrumental factors, lets audit an example. Suppose one has a model: y Xb e Here y is a T x 1 vector of ward factors, X is a T x k lattice of autonomous factors, b is a k x 1 vector of parameters to gauge, and e is a k x 1 vector of blunders. OLS can be envisioned, however assume in the earth being demonstrated that the lattice of autonomous factors X might be corresponded to the es. At that point utilizing a T x k grid of free factors Z, related to the Xs yet uncorrelated to the es one can develop an IV estimator that will be steady: bIV (ZX)- 1Zy The two-phase least squares estimator is a significant augmentation of this thought. In that conversation over, the exogenous factors Z are called instrumental factors and the instruments (ZZ)- 1(ZX) are assessments of the piece of X that isn't related to the es.

Artist Resume Examples, Template and Resume Tips

Artist Resume Examples, Template and Resume Tips It is widely thought that being an artist isn’t very profitable nowadays as people associate them with street painters or contemporary artists that combine all previous art movements into one and many people don’t even consider it art.On the contrary, many talented artists today are looking for jobs in the branches of graphic design, photography, game development and so on, not because they know how to draw and paint, but because of their creativity and imagination.Being an artist today means that you can create art in all shapes and forms and you don’t need a canvas to do so, and that’s why it’s no surprise that so many young artists get hired by design, marketing, software, and even clothing companies need an artist to create and design all kinds of projects, images, templates and so on.Of course, as in any profession sometimes it is hard to find the perfect job, but if you know how to implement your talent and how to use your skills in a way which will not only benefit t he company but also create a living by using your creative side then you have nothing to worry about except how your resume will look like.So if you think you have what it takes to have a career being an animator, illustrator, graphic designer, and even an art teacher and you think you have the creative mind which can benefit any company, then stay tuned to see how to write the best resume for such positions.Graphic Designer Resume Example Right Technical Illustrator Resume Example Right Create your own resumeThese were two examples of how your resume should look like when youre applying for a job in the art industry and what typically employers pay attention to.Now we are going to go through each of the section, step by step to assure that you write the proper format of the resume and actually have a chance of getting the job.Feel free to use our resume templates as they will make it easy for you to add or change any section you want and they are pretty convenient for any job application.GUIDE ON WRITING THE PERSONAL INFO SECTIONBasically, every resume youre going to write should start the same and that is with your personal information.Of course, you shouldnt provide any information you dont feel comfortable sharing, but things like your full name, phone number and address shouldnt be something you would want to hide from your future boss.Information such as a photograph usually isn’t required but if it is then it will be specified by your employer before you se nd your resume.Some employers don’t even require you to share your address, but a phone number and e-mail is most certainly a must.Speaking of E-Mails, you shouldnt be using an E-Mail address which youve created when you were a kid, and we all had those embarrassing E-Mail addresses so dont act like you dont know what we are talking about.Instead, you should create a new E-Mail address just for work and it should sound professional, something in the ball-park of:Jennifer.sullivan@gmail.com RightJenny_summergirl89@gmail.com WrongAs far as your full name is concerned, things are pretty straightforward. You should stay clear of nicknames, alias names, and pseudonyms and just use your real name.Bob Maguire RightBobby Maguire WrongAlso, when you’re listing your profession, you shouldn’t put a broad one like for example an artist, instead you should write your actual profession, maybe the subject you’ve graduated on or the topic of your master thesis.You can even write your pr evious job title if you’ve changed professions during your career, but surely you should write something which has ties to the job you’re applying for now.Animation illustrator RightArtist WrongLast thing, your social media, if you use any, is useful because sites such as LinkedIn can be used as your other resume where employers if they are interested in you, can find out more about you and your skillset, so it is a good idea to list that as well.But don’t forget to keep it professional and don’t complain about your new job on social media as your employers will surely keep track of you once you get the job.GUIDE ON WRITING THE SUMMARY SECTIONMoving on we have the Summary section which is basically a mini intro for your work experience, education, and skills.There are certain things which you need to pay attention in order to write the summary section correctly:Being precise â€" you shouldn’t write things in your summary which can’t be found in the rest of your resume meaning that your summary should match it exactly.High expectations â€" for the most part, your summary can sound great, but if you dont have the work experience and skill set to back it up, then its going to turn out being overestimated or even false.Boring â€" no one wants to read your summary and fall asleep because your employer will think that the rest of the resume is the same, so you need to find a way for the summary to sound exciting but also be honest about yourself.A great summary generally consists of two or three sentences describing your skillsets, experience and the place you graduated from and typically it should contain at least one reason why you are applying for this job. So a good summary should look something like this:SummaryA college-educated visual artist proficient in photography, drawing, and painting and I have started from an internship in few galleries to working for movie sets of companies such as Universal Orlando Resort to even Twentieth Century Fox. I am creative, hardworking and enjoy working with other talented individuals. RightSummaryGraduated from Columbus College of Art Design. Worked for Trigger Global, Inc. Great communication skills and creativity. WrongAs you can see, there is nothing worse than having a bland summary, because even if you are qualified for the job, just by reading your summary, no one will expect anything from you, so you have to spice it up a little.GUIDE ON WRITING THE EXPERIENCE SECTIONWriting the Experience section is maybe the most important thing on your resume mainly because it provides your employer with information valuable to his company.If youve been a good employee in most companies youve worked for and if you have the required skill set to contribute to the company youre applying then theres no reason why you shouldnt get the job.Also, you are providing your employer the information of for how long have you’ve been employed and unemployed which is, for some employers, valuable inform ation as they are not so willing to employ someone who doesn’t have at least 2 or 3 years of experience.Remember, you should always add 3 or 4 bullets about how you’ve contributed to the company and feel free to add some numbers and percentages to convince your employer that you’ve actually made an impact at your previous job position. Right WrongOne more thing, you should write just the jobs you’ve previously had which are worth mentioning and not the ones which have no connection to the profession you’re applying for so keep that in mind as no employer wants to know that you’ve worked at McDonald’s for a year before you were an industrial designer.GUIDE ON WRITING THE EDUCATION SECTIONIt is often believed that employers dont look at the Education section as much as they look at the Experience section but that is not true as every employer would rather hire a smart kid with good grades who is hardworking rather than someone who worked for Sony Pictures but didnt do anything special and just collected his paycheck.Dont get us wrong, ideally, you would have a great education and great work experience but most often thats not the case.Anyways, if you have a great education and if you know how to put that education right it can help you balance out your weak work experience and it will most certainly help you find a job if you’ve just started out searching for one.When writing the Education section you should highlight things such as:The college, academy or online course you’ve graduated from.GPA score if it is very high.Papers youve written, projects youve taken part in and seminars youve visited.Organizations and clubs you’ve joined.When it comes to being an artist everyone will agree that it takes some talent, but without some education, you won’t be able to express your talent in the best way possible and it will never get noticed.That is why many talented people, mainly artists, have perfected their artistic soul through college and academies and knowing this, surely your employer will be paying attention to where youve gone to art school.GUIDE ON WRITING THE SKILLS SECTIONFor an artist, the Skills section might be one of the more important sections of the resume because here you are welcome to list all the things you find yourself talented for.And because not all painters paint in the same style and not all designers design the models with the same tools, here you are free to use your creative mind and express your skills in whatever way you please.When it comes to listing your skill set as an artist who specifies in painting and drawing you can emphasize the style in which you create art whether it is using watercolor, oil paint, graphite, acrylic paint and so on.The same principle can be applied to professions such as a graphic designer or technical illustrator as they use different programs and software to create models and designs for their companies.And, because the art industry covers a lot of job positions, you will need to figure out what you should point out being your skillset in your branch of the profession.As long as you don’t list mediocre skills which everyone who finished art school has, you will do just fine, but if you’re still wondering how it all should turn out, you should write something in the line of:SkillsExcellent at programs such as Photoshop, 3D Studio Max and Zbrush.Great at designing shading, particle and background effects.Specialized in modeling and designing characters for games and commercials.Good at working in a group and also have great leadership skills as well.Great at organizing projects and managing time. RightSkillsGreat at drawing, painting, and sculpting.Can use MS Office kit.Great at communicating and working with other people. WrongSide note: Definitely don’t write things such as “great at cooking lasagna” or “great swimmer” except in the case of you applying to be a chef or a coast guard and even in that case you shouldn’t point out the obvious.USEFUL TIPS AND TRICKSLength of your resume â€" Some people think that they have so many things to list in their resume that they start to wonder if two pages are enough while others don’t even know if they can fill out one page. The truth is that one page is pretty much all you need and that you should try and fit everything on one page, if not then two pages are fine but three are definitely too much.Proofreading â€" You should send your resume to a proofreader because you never know if you’ve made a grammatical error which can seriously damage your credibility.Reviewing â€" You should also send your resume to someone who is already receiving countless resumes daily and who knows how an employer thinks because he can give you some tips on how to make your resume look more professional.Articulate â€" You need to be able to articulate the information you provide on your resume precisely so you don’t end up being interpreted the wrong way which can mean two things. One, don’t seem like you’re begging for the job, let your skills and experience speak for you, and two, don’t write information which doesn’t belong in your resume such as childhood stories and so on.Adapting your resume â€" Ideally, you should write a different resume every time you apply for a new job mainly because not all job po sitions require the same skills and the same work experience so you need to adjust those things accordingly.Bulleting â€" You should use bullet point as often as you can as they are great for skimming the resume and knowing that the employers often spend just 6 seconds on average looking at a resume you need to make sure that key words pop out at him.Highlighting â€" Highlighting can be used in combination with bullet points to emphasize keywords but try not to over-do it as it can seem like youre trying to impress your employer too much.Font â€" Stay clear of handwritten styled fonts such as Segoe Print or MV Boli, and definitely don’t use Comic Sans, instead you should use fonts like Cambria, Calibri, Times New Roman, Helvetica and so on.Formatting â€" Please have a copy of your resume both in physical and digital form and always use different formats such as PDF and TXT because you never know if your employer will need both of them.E-Mail â€" Checking your E-Mail is a must when applying for a job because nowadays its highly unlikely that youll get a phone call directly from your boss asking you if you can come into work tomorrow because youre hired. So by checking your E-Mail you will be sure not to miss out on their reply.Resume template â€" By using one of our resume templates you will surely find just the right one for your profession and you’ll surely have an easy time adding the sections you need which will save you a lot of your precious time.CONCLUSIONThat’s pretty much it when it comes to writing your resume as an artist and if you follow these steps you have a high chance of getting the job position you’re applying for.Remember how to list your skillset properly and what you should point out in that section, what to emphasize in your Education section and how to properly write down your work experience and the contribution you’ve made in the places you’ve worked in.If you’re still unsure on how to write the perfect resume and are conc erned about its layout than don’t waste time and go check out our resume template builder and start writing your resume by implementing all that we’ve talked here about today.Good luck with finding your dream job! Create your own resume

Literary and Formal Negative Structures in French

Cuban Missile Crisis Nature Of The Cold War - 1092 Words

COLD WAR ASSIGNMENT (Cuban missile crisis) Nature of the Cold war The cold war was a clash between two superpowers with competing ideologies, or sets of ideas. Although they had been allies against the common enemies of Germany and japan during World War 2, both sides distrusted each other. After the war this distrust evolved into a long term hostility. This era was called the ‘Cold war’ because the two superpowers never directly assaulted each other. This war was very political as it was fought through propaganda, by proxy (the actual battle was fought by too different and not as powerful countries), and threats that could lead to massive conflicts. People have debated whether the Cold War was more a war of ideas and soft power rather than a war dominated by the importance of nuclear weapons and military strength. Nature and causes of the event (Cuban Missile Crisis) The Cuban missile crisis was a very political issue. To discuss its nature, I will first explain the events that led into the happening of the Cuban missile crisis. In 1959, Fidel Castro’s communist government took control of Cuba and the Soviet Union gave the new government economic aid. John F Kennedy became aware of the CIA’s plan to use anti-communist Cubans to overthrow Fidel. The attempted invasion at the Bay of Pigs failed. This event had convinced Castro that the United States had decided to get rid of the communist government, and himself along with it. Castro then turned to the Soviet Union forShow MoreRelatedThe Cuban Missile Crisis During The Cold War1378 Words   |  6 PagesThe Cuban Missile Crisis occurred in 1963 in a setting that was the high point of tension in the Cold War. The most significant background cause of the Cuban Missile Crisis was the underlying cold war ideology of capitalism vs communism. This was dramatically increased by the second ke y cause, a series of events that quickly built tensions between the super powers from 1959 such as the U2 incident, JFK’s response to the Berlin Wall, and the Bay of Pigs incident. The third cause was the relationshipRead MoreThe Cuban Missile Crisis And The Soviet Union1412 Words   |  6 PagesThe Cuban Missile Crisis became the closest the world had ever been to nuclear war, resulting from growing tension in the Cold War between the United States (NATO) and the Soviet Union (Warsaw Pact). Cuba at the time also had ongoing conflict with the United States, after the failed Bay of Pigs Invasion in attempt to overthrow corrupt government leader Fidel Castro. The Soviet Union and Cuba’s newfound similar plights led to a partnership and the strategic positioning for the Soviet Union to implementRead MoreEssay on The Cold War589 Words   |  3 PagesThe Cold War The Cold War had been going on since the end of the Second World War. Although America and Russia had been allies during the war against Nazi Germany, their alliance had always been one of necessity. Now that their common enemy had been defeated, they were able to focus their attentions on each other. America was a democratic, capitalist nation, and the Soviet Union was communist which meant that they were on opposing sides of the spectrum. They wereRead MoreThe End Of World War1303 Words   |  6 Pagesend of World War Two was the beginning of the Cold war. The United States and the Soviet Union emerged from this terrible time in World History with totally different economic and political goals and ambitions. The Cold War was a state of political, military and economic hostility that existed between the United States and the Soviet Union. The ideological differences between the two superpowers, because there was no large-scale fighting directly between the two sides, the world â€Å"cold’ was used toRead MoreThe Cuban Missile Crisis Of 19621502 Words   |  7 PagesThe Cuban Missile Crisis of 1962 reflects possibly the most precarious moment in nuclear history. For the first time, the world’s two nuclear super powers, the United States and the Union of Soviet Socialist Republics, were poised to destroy each other in a war of unprecedented proportion. On the bri nk of what may have escalated into a nuclear war, the leaders of two nations showed courageous restraint and diplomacy to avoid an exchange of brute force and unimaginable desolation. The situation wasRead MoreAmerican Foreign Policy1482 Words   |  6 Pages As the Cold War continued, American foreign policy morphed. In 1953, upon the election of President Dwight David Eisenhower, Republicans held the majority in both the House and Senate (Hagen, Ruttan 1988, 4). President Eisenhower aspired to cut military spending and abandon containment. From the battlefield to the White House, Eisenhower relied on his military experience and knowledge to hone foreign policy strategies. Though Eisenhower’s policies had endured during his presidency, Kennedy’s presidencyRead MoreThe Cold War and US Diplomacy1296 Words   |  5 PagesThe Cold War and U.S. Diplomacy While President John F. Kennedy was only the commander and chief for a brief period of years, not even fulfilling a full term, he was extremely beloved. Not just for the work that he completed in the United States, such as founding the Peace Corps, but for his strategic and diplomatic relations with what were often extremely tense diplomatic relations. One of the most famous incidents of precarious international relations was the Cuban Missile Crisis; it was duringRead MoreThe U.S./Cuban Showdown and the Cold War1556 Words   |  6 Pagesdays in where the Soviet Union confronted the USA by placing nuclear missles in the island Cuba which is just 90 miles off American mainland is regarded as the closest the two countries came to war in the Cold War period. The short term signifcances were huge, as the world came close to a third world war, but in the long term it actually helped USA and the Soviet Union build a stronger relationship. It led to the Moscow-Washington hotline. However, during the 13 days it proved to many leaders andRead MoreThe Effect of the Cold War on the World1648 Words   |  7 PagesThe question suggests that the rivalry between the superpowers were responsible for worsening and prolonging the regional conflicts. The Cold War was the elongated tension between the Soviet Union and the United States of America. It started in the mid 40s after WWII had left Europe in shambles and USSR and US in superpower positions. The Cold War was a clash of these superpowers in political, ideological, security, and economic values and ideas. It caused a bipolar system in the world where thereRead MoreThe Cuban Missile Crisis Of 19621575 Words   |  7 PagesIntroduction The Cold War lasted approximately from 1947 to 1991; which pitted the United States (US) against the Union of Soviet Socialist Republics (USSR, Russia or Soviets). During this period of time for both military and political conflict between the two countries, there was a short period of time that not only put these two nations on alert put the rest of the world of a potential nuclear war. This period of time would come to be known as the Cuban Missile Crisis of 1962, which occurred

Adulteration Free Essays

string(59) " o f adul terants i n suga r REQUIREMENTS Test-tubes, dil\." Chemistry Project on STUDY OF ADULTERANTS IN FOOD STUDY OF ADULTERANTS IN FOOD-STUFFS INVESTIGATORY PROJECT iCBSE. com CHEMISTRY PROJECT WORK Name: Agilan Chemistry Project on STUDY OF ADULTERANTS IN FOOD Seal 3 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD I would like to express my sincere gratitude to my chemistry mentor Mrs. Shirley Zachariah, f or he r v i t a l s up por t , g u i da nc e a n d e nc our a g e me n t – wi t ho ut whi c h t hi s pr oj ec t woul d not ha ve c ome f or t h. We will write a custom essay sample on Adulteration or any similar topic only for you Order Now I woul d a l s o l i ke t o express my gratitude to the lab assistant Mrs. Julie Sam for her support during t he maki ng of t hi s pr oj ect . iCBSE. com 4 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD S. No. Cont ent s Page No. I. Obj ecti ve 6 II. Introduction 8 III. Theory 9 IV. Experiment 1 10 iCBSE. com V. Experiment 2 11 VI. Experiment 3 12 VII. Resul t 13 VIII. Conclusion 14 IX. Bi bl i og r aphy 15 5 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD The Objective of this project is to study some of the common food adulterants present in different food stuffs. iCBSE. com 6 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD CBSE. com 7 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD Adulteration in food is normally present in its most crude form; pr ohi bi t e d s ubs t anc es ar e e i t her a dded or par t l y o r whol l y s ubs t i t ut ed. Nor ma l l y t he c ont ami na t i on/ a dul t er a t i o n i n f ood i s done ei t he r f or f i nanc i a l gai n or due to carel essness and l ack i n proper hygi en i c condi ti on of processi ng, storing, transportation and marketing. This ultimately results that the consumer is either cheated or often become victim of diseases. Such types of adulteration are quite common in developing countries or backward countries. It is equally important for the consumer to know the common adulterants and t hei r ef f ec t on heal t h. iCBSE. com 8 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD The increasi ng number of food producers and the outstanding amount of import foodstuffs enables the producers to mislead and cheat consumers. To differentiate those who take advantage of legal rules from the ones who commit food adulteration is very difficult. The consciousness of consumers woul d be c r uc i al . I g nor a nc e an d unf ai r ma r ket be havi or may enda nger consumer health and misleading can lead to poisoning. So we need simple screening tests for their detection. iCBSE. com In the past few decades, adulteration of food has become one of the serious problems. Consumption of adulterated food causes serious diseases l i ke cancer, di arr hoea, ast hma, ul cers , etc. Maj ori ty of f ats , oi l s and butter are par af f i n wa x , c as t or oi l a nd hydr oc ar bons . Red c hi l l i po wde r i s mi x e d wi t h br i c k powder a nd pe pper i s mi x ed wi t h dr i e d pa paya s ee ds . Thes e a dul t er ant s c an be eas i l y i de nt i f i ed by s i mpl e c he mi c al t es t s . Several agencies have been set up by the Government of India to remove adulterants from food stuffs. AGMARK – acronym for agricultural marketing†¦. this organization certifies food products for their quality. Its objective is to promote the Grading and Standardization of agricultural and allied commodities. 9 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD To detect the presence of adulterants in fat, oil and butter. REQUIREMENTS iCBSE. com Test-tube, acetic anhydride, conc. H SO , a c e t i c a c i d , c onc . HNO . PROCEDURE 4 Common adulterants present in ghee and oil are paraffin wax, hy dr oc ar bo ns , dyes and ar gemo ne oi l . The s e ar e de t ec t e d as f ol l ows : 3 (i) Adulteration of paraffin wax and hydrocarbon in vegetable ghee Heat small amount of vegetable ghee with acetic anhydride. Droplets of oil floating on the surface of unused acetic anhydri de indicates the pr es enc e of wax or hy dr oc ar bons . (ii) Adulteration of dyes in fat Heat 1mL of fat with a mixture of 1mL of conc. sulphuric acid and 4mL of acet i c ac i d. Appear ance of pi nk or r ed col our i ndi cat es pr es enc e of dye i n f at . (iii) Adulteration of argemone oil in edible oils To small amount of oil in a test-tube, add few drops of conc. HNO and shake. Appearance of red colour in the acid layer indicates pr es enc e of ar gemo ne oi l . 3 10 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD To detec t the presence o f adul terants i n suga r REQUIREMENTS Test-tubes, dil. You read "Adulteration" in category "Papers" HCl. iCBSE. com PROCEDURE Sugar is usually contaminated with washing soda and other insoluble substances which are detected as follows : (i) Adulteration of various insoluble substances in sugar Take small amount of sugar i n a test-tube and shake it with l ittle wat e r . Pur e s ugar di s s ol ves i n wa t er but i ns ol ubl e i mpur i t i es do not di s s ol ve. (ii) Adulteration of chalk powder, washing soda in sugar To small amount of sugar i n a test- tube, add few drops of dil. HCl. Brisk effervescence of CO shows the presence of chal k powder or was hi ng s oda i n t he g i ve n s ampl e of s ugar . 2 11 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD To detec t the presence o f adul terants i n sampl es of chi l l i powder, turmeric powder and pepper REQUIREMENTS Test-tubes, conc. HCl , di l. HNO iCBSE. com , KI s ol ut i on PROCEDURE 3 Common adulterants present in chilli powder, turmeric powder and pepper a r e r e d c ol our ed l ea d s al t s , ye l l o w l ead s al t s a nd dr i e d papa ya s eeds respecti vel y. They are detected as follows : (i) Adulteration of red lead salts in chilli powder To a sample of chi ll i powder, add dil. HNO . Filter the solution and add 2 drops of potassium iodide solution to the filtrate. Yellow ppt. i ndi cates the presence of l ead sal ts i n chi l l i powder. 3 ii) Adulteration of yellow lead salts to turmeric powder To a sample of turmeric powder add conc. HCl. Appearance of magenta col our shows t he presence of yel l ow oxi des of l ead i n t ur mer i c powder . (iii) Adulteration of brick powder in red chilli powder Add small amount of given red chilli powder in beaker containing wat e r . Br i c k powder s et t l es at t he bot t o m whi l e pur e c hi l l i powder floats over water. (iv) Adulteration of dried papaya seeds in pepper Add small amount of sample of pepper to a beaker containing water and stir with a glass rod. Dried papaya seeds being lighter float over wat e r whi l e pur e pepper s e t t l es at t he bo t t om. 12 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD EXPT. NO. EXPERI MENT PROCEDURE OBSERVATION 1. Adulterati on of paraff i n wax and hydr ocarbon i n veget abl e ghee 2. Adulterati on of dyes i n f at 3. Adulterati on of argemone oil in edible oi l s 4. Adulterati on of var i ous i ns ol ubl e substances in sugar Heat small amount of veget abl e ghee wi t h ac et i c anhydride. Droplets of oil f l oat i ng on t he s ur f ac e of unused acet i c anhydri de i ndi cat e t he pr es ence of wax CBSE. com H 2 or hydr ocar bon. Heat 1mL of fat with a mixture of 1mL of conc. SO 4 and 4mL of acetic acid. To smal l amount of oi l i n a test tube, add few drops of conc. HNO 3 shake. Take smal l amount of sugar i n a t es t t ube a nd s hake i t with little water. di s s ol ve. 5. Adulterati on of chal k powder , washi ng soda i n s ugar 6. Adeulterati on of yel l ow l ea d s al t s t o turmeric powder 7. Adulterati on of red l ead s a l t s i n c hi l l i powder 8. Adulterati on of brick powder i n chi l l i powder 9. Adulterati on of dried papaya seeds i n pepper To smal l amount of sugar i n a est tube, add a few drops of di l . HCl . To sampl e of t urmeri c powder , add conc. HCl . To a sampl e of chi l l i powder, add dil. HNO . Filter the solution and add 2 drops of KI solution to the filtrate. 3 Add smal l amount of gi ven red chilli powder in a beaker containing water. Add smal l amount of sample of pepper t o beaker containing water and stir with a glass rod. Appearance of oil f l oat i ng on t he surface. Appearance of pink colour. No red colour obs er ved Pure sugar di s s ol ves i n wa t er but i ns ol ubl e i mpuri ti es do not No brisk effervescence obs er ved. Appearance of agenta colour No yellow ppt. Br i ck powder set t l es at the bottom while pure chi l l i powder f l oat s over wat er . Dried papaya seeds bei ng l i ghter fl oat over wat er whi l e pure pepper settl es at the bottom. 13 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD Selection of wholesome and non-adulterated food is essential for daily l i f e to make sure t hat s uch f oods do not cause any heal t h hazar d. I t i s not pos s i bl e t o e ns ur e whol es ome f ood onl y o n v i s ual ex ami na t i o n whe n t he t ox i c contaminants are present in ppm level. However, visual examination of the food before purchase makes sure to ensure absence of insects, visual fungus, foreign matters, etc. Therefore, due care taken by the consumer at the time of pur c has e of f ood af t er t hor oughl y e x ami ni ng c a n be of gr ea t he l p. S ec ondl y, l abel decl arati on on packed f ood i s ver y i mportant f or knowi ng t he i ngredi ents and nutritional value. It also helps in checking the freshness of the food and t he per i od of bes t bef or e us e. The cons umer s houl d avoi d t aki ng f ood f r om an unhy gi e ni c pl ac e and f ood bei ng pr epa r ed under unhyg i eni c c ondi t i ons . S uc h t ypes of f ood may caus e var i ous di s eas es . Cons umpt i on of cut f r ui t s bei ng s ol d i n unhygi eni c condi ti ons shoul d be avoi ded. I t i s al ways bet ter to buy cert i f i ed food from reputed shop. iCBSE. com 14 | P a g e Chemistry Project on STUDY OF ADULTERANTS IN FOOD iCBSE. com ENCARTA ENCYCLOPEDIA 2009 www. wikipedia. com www. answers. com www. google. com 15 | P a g e How to cite Adulteration, Papers

Quality Management in Service Industries Essay Example

Quality Management in Service Industries Essay Part 1. Introduction In present time, there is a worldwide trend that service industry occupies a dominant position in the economy in the majority of developed countries and areas. Without a doubt, major changes in government policy and business transactions have a significant influence on the flourish of services industry. However, nowadays the increased value of services also brings big pressure on marketers to implement different strategies because there are big variances in the features of service and physical product. To start with, this essay will focus on the reasons why is quality such an important issue in the marketing of services. Furthermore, the reasons why is quality more difficult to manage in service industries than it is in the case of physical goods will also be discussed in this essay. Part 2. Basic Definition I. Quality In manufacturing, a measure of excellence or a state of being free from defects, deficiencies, and significant variations, brought about by the strict and consistent adherence to measurable and verifiable standards to achieve uniformity of output that satisfies specific customer or user requirements. ISO 8402-1986 standard defines quality as â€Å"the totality of features and characteristics of a product or service that bears its ability to satisfy stated or implied needs. We will write a custom essay sample on Quality Management in Service Industries specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quality Management in Service Industries specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quality Management in Service Industries specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å" II. Services As one kind of products in the market, â€Å"services are deeds, processes, and performance provided or coproduced by one entity or person for another entity or person. Services as products represent a wide range of intangible product offering that customers value and pay for in the marketplace. †(Bruhn Georgi, 2006) For example, haircuts, consulting, training and travel are representative services. In present society, there is a staggering increasing rate in services industry, which is defined as â€Å"all economic activities whose output is not a physical product or construction, is generally consumed at the time it is produced, and provides added value in forms that are essentially intangible concerns of its first purchaser†. (Lovelock, Wirtz, 2006) III. Service Quality Service quality is defined as â€Å"the customer’s evaluation of a service, where they compared what the receive according to the service’s characteristics with their exceptions regarding these characteristics. (Bruhn Georgi, 2006) Therefore, it is apparent that delivering quality service is linked to customer satisfaction and retention, competitive advantage and long-term profitability. In general customers usually look at the quality of both the process and outcomes of services delivery, which means they take both of technical quality and functional quality into account. Part 3. The importance of quality in the marketing of services The biggest barrier for customers in evaluating service quality is the intangible nature of the service. Most consumers lack the knowledge or the skills to evaluate the quality of many types of services. Therefore, they must place a great deal of faith in the integrity and competence of the service provider. Despite the difficulties in evaluating quality, service quality may be the only way customers can choose one service over another. For this reason, services marketers live or die by understanding how consumers judge service quality. The following table defines five dimensions that customers use when evaluating the importance of service quality. They are tangibles, reliability, responsiveness, assurance, and empathy. (Goodwin and R. Radford, 2008) Reliability is the most important in determining customer evaluations of service quality of the five. Services managers pay a great deal of attention to the tangibles dimension of service quality. Tangible attributes, or search qualities, such as the appearance of facilities and employees, are often the only aspects of a service that can be viewed before purchases and consumption. Consequently, service managers must ensure that these tangible lements are consistent with the overall image of the service product. Except for the tangibles dimension, the criteria that customers use to judge service quality are intangible. For example, how does a customer judge reliability? Since dimensions such as reliability cannot be examined with the sense, consumers must rely on other ways of judging service criteria. One of the most important factors in the judgments of service quality by consumers is service expectations. These are influenced by past experiences with the service, oral communication from other customers and the service company’s own advertising. For example, customers are usually eager to try a new restaurant, especially when friends recommend it. These same customers may have also seen advertisements placed by the restaurant. As a result, these customers have an idea of what to expect when they visit the restaurant for the first time. When they finally eat out at the restaurant, the quality they experience will change the expectations they have for their next visit and their own comments to friends and colleagues. This is the major reason why providing consistent high service quality is important. If the quality of a restaurant, or any services, begins to deteriorate, customers will alter their own expectations and oral communication to others accordingly. The most critical aspect of service quality specifications is managers’ commitment to service quality. Service managers who are committed to quality become role models for all employees in the organization. (Kasper, H. , van Helsdingen, P. , De Vries, W, 1999) Such commitment motivates customer contact employees to comply with service specifications. It is also important that all managers within the organization embrace this commitment, especially front line managers, who are much closer to customers than higher level managers. Consumers want to have a good shopping experience and the most important aspect of a consumer’s shopping experience is her quality of service. The most important aspect of a consumer’s decision on where to shop is going to be her perception concerning the quality of customer service she receives is congruent with the level of respect and courtesy required to earn and retain er loyalty as a contentious consumer. If an organization fails to provide quality customer service, the possibility of that customer’s continuing as a patron of the organization is highly doubtful. A customer shops at the locations where he or she feels comfortable and where the service provided is of the highest quality. Quality customer service is a important aspect of a shopper’s experience and if this is overlooked at any time by an organization, the company’s ability to consistently provide continued value to the consumer will be seriously compromised. The customer service is an important aspect of any business’s ability to remain a market force in an increasingly competitive and diverse marketplace. Good customer service, above all else, is the primary factor in an organization’s ability to remain growth and increase profitability over the long-term. (Mudie, P. Cottam, A. 1999) Consistently addressing the needs of the consumer through attention to detail, prompt and good-mannered assistance, and the providing of knowledgeable employees is the first objective in providing a memorable shopping experience. Effective customer service policies focus on providing the customer with customer service that is always consistent and focuses on the customer. When an organization creates a customer-centric and high-quality customer service policy, the organization will continue to create lasting value for the consumer. The key to providing good quality customer service and retaining a customer for the long term is providing the customer with lasting value during his or her shopping experience. A company should promote lasting value in the products it provides and in the quality of service provided to the customer by the organization’s employees. Companies that continually focus on the best ways to provide the customer with lasting value and quality customer service compared to the services that the customer could expect to receive from a competitor are assured of the potential to create loyal repeat customers out of each customer that the organization assists. Providing good customer service is important to retaining customers against a competitor who sells the same or similar products. (Mudie, P. Cottam, A. 1999) When two competitors offer the same products at similar prices, the customer will consistently return to the location where they received the best ervice. In providing the best service available, an organization creates lasting value for the customer and any organization that focuses on providing lasting value and unsurpassed customer service will continually ensure that the customers the organization assists become customers for life. Adopting policies that focus on creating lasting value for the customer and provides him with unsurpassed customer service inherently gains long-term loyalty from that consumer. Part 4. Quality is more difficult to manage in service industries than it is in the case of physical goods The service industry alters the goods they provide, while the physical goods are presented as is. If you are buying a pair of jeans, for instance, then you get that as is. As long as nothing changes concerning those jeans, then it is easy to regulate and maintain their quality. But if you get a haircut, for instance, then no two will be alike and that increases the chances for mishap. Not only are you getting it from different individuals, but each person cutting the hair won’t always provide the same type of service from one person to another. The service industry relies more heavily on human performance than that of the physical goods industry. In the physical goods industry, you can say a quality product is one that has certain measureable characteristics. For example, we could say a quality car is testing safely to a certain standard, getting a certain number of miles per gallon or attaining a certain number of miles per hour in so many seconds. In the services industries, this is much more difficult. We can not easily say what it is exactly that makes a service good for everyone, because it is subjective. For example, you might want to cut your hair, but someone else might like theirs long; or you might want quick customer service more than quality customer service, while someone else might have an opposite idea. Once an organization understands its customers’ needs, it must establish goals to help ensure good service delivery. These goals, or service specifications, are typically set in terms of employee or machine performance. For example, a bank may require its employees to conform to a dress code. Likewise, the bank may require that all incoming phone calls be answered by the third ring. (Zeithaml, V. A. , Bitner, M. J. Gremler, D. D. 2009) Specifications like these can be very important in providing quality service as long as they are tied to the needs expressed by customers. Physical goods are considered quality dependant only on the process of their manufacture. Services on the other hand depend both on the process and the customers’ opinion. Part 5. Conclusion To sum up, quality is an important issue in the marketing of service and it is more difficult to manage in service industries than in the case of physical goods. Quality customer service experiences are the driving force behind customer retention and customer satisfaction. Maximizing the benefits provided through sound customer service policies ensures that the satisfied consumer will express his satisfaction to others and assist the company in continuing to grow their client base through acquisition of customers who are dissatisfied with the level of service they get from the organization’s competitors. Tapping into the ability of customer service to maximize this continuous opportunity for revenue is the single most important objective for any company looking to gain a competitive advantage in the highly diverse business environment of today. In order to create the maximized value and satisfy customers, the marketers need to pay more attention to the quality manag ement in service industries. Part 6. References Bruhn, M. Georgi, D. 2006. Services marketing: managing the service value chain. Harlow, UK: Prentice Hall Financial Times. C. Goodwin and R. Radford, 2008. â€Å"Models of Service Delivery: An Integrative Perspective,† in Advances in Services Marketing and Management, ed. T. A. Swartz, D. E. Bowen, and S. W. Bowen, (Stamford, Ct: Jai Press) pp. 231-252. C. Hegge-Kleiser, â€Å"American Express Travel-Related Services: A Human Resources Approach to Managing Quality,† in Managing Quality in America’s Most Admired Companies, ed. J. W. Spechler (San Francisco: Berrett-Koehler Publishers, 1993), pp. 205-212 J. Reynoso and B. Moores, â€Å"Operationalising the Quality on Internal Support Operations in Service Organizations,† in Advances in Services Marketing and Management, Vol. 6, eds. T. A. Swartz, D. E. Bowen, and S. W. Brown (Green-wich, CT: JAI Press, 1997), pp. 147-170 Kasper, H. , van Helsdingen, P. , De Vries, W. 1999. Services marketing management: An international perspective. Chichester: Wiley. Lovelock, C. Wirtz, J. 2006. Services marketing (6th ed. ). Upper Saddle River NJ: Prentice? Hall. McColl? Kennedy, J. R (Ed. ). 2003. Services marketing: A managerial approach. Milton, Qld: John Wiley Sons. Mudie, P. Cottam, A. 1999. The management and marketing of services. Oxford: Butterworth? Heinemann. Pieter P. Tordoir (1995). The professional knowledge economy: the management and integration services in business organizations. p. 140. Zeithaml, V. A. , Bitner, M. J. Gremler, D. D. 2009. Services marketing: Integrating customer focus across the firm (5th ed. ). Sydney: McGraw? Hill Irwin.

The Effect of Pronunciation on Spellings and Comprehension

The Effect of Pronunciation on Spellings and Comprehension Free Online Research Papers I conducted this study to find answers to the problem whether or not pronunciation affects spelling and comprehension of the students in learning English as a Foreign Language. As a researcher, I tried to prove if learners of the English language from Middle East had common errors in writing correct spelling of words with letter ‘r’, be it in the middle or at the end of the word, and if their comprehension was affected by pronunciation. Specifically, I aimed to answer the questions: (1.) Is there significant effect of pronunciation on spelling? (2.) Does pronunciation affect comprehension? I conducted this study in Non-Destructive Testing Technology Institute, 2nd Industrial City of Dammam, Kingdom of Saudi Arabia, for eleven (11) weeks on the 2nd quarter of SY 2008-2009. The participants involved were thirty (30) Arab students enrolled in my General English class. They were all first year college students taking up Welding course. These participants had previously learned and acquired British English. My purpose of conducting the study was to provide an output that will be of help to teachers to understand if the same problem is encountered or will be encountered by them, and to encourage them to use teaching strategies appropriate to the learning style of the learners. Likewise, the result will be beneficial for them to help students improve their spelling and comprehension in learning the English language. Discussion My attempt to do the study was inspired by my own experience as an English teacher in dealing with the non-native speakers of English in a vocational school particularly Non-Destructive Testing Technology Institute where I taught General English to Arab students who had been exposed to British English, or who had previously acquired and learned the language. Since I was using American English, a minimal confusion occurred on both parties in the teaching-learning situation. There was confusion in the production of the r sound in words with middle, or final ‘r’ (i.e., welder, worker, world, marker, car, cutter, etc†¦) and in spelling of words like center, color liter, meter, and the like. The problem is similar to the intrusive r mentioned in the study conducted by Bryan Gick of the University of British Columbia (cited in http://camba.ucsd.edu/files/phonoloblog/gick-intrusive-l-amsp02.pdf.). Considering this experience, as a researcher, I conducted the study immediately after a week of teaching. Accordingly, linguists have long been interested in intrusive r for a variety of reasons. The importance of early descriptions of the phenomenon as it appeared in early British RP, such as that provided by Jones (1917). Intrusive r was first recognized as relevant to phonological theory by a group composed mostly of American Structuralists, who identified it as bearing crucially on contemporary discussions of the phonemicization of low vowels and glides (Bloomfield 1935; Trager 1943; Whorf 1943; Swadesh 1947). Although somewhat later, and with a more dialectological focus, Kurath’s (1964) analysis should also be included in this category. Interest was renewed by the Generativists and following generations, beginning with Kahn’s (1976) dissertation on syllable structure and continuing to the present day (e.g., Mohanan 1985; Vogel 1986; Broadbent 1991; McCarthy 1991, 1993; Harris 1994, chap. 5; McMahon,Foulkes, and Tollfree 1994; McMahon and Foulkes 1995; Giegerich 1997; Halle and Idsardi 1997; Gick 1999). Intrusive r says Gick, may be viewed simplistically as the extension by analogy of a historically attested final /r/ to words historically ending in a vowel (generally this applies only to the set of non-glide-final vowels: /@, a, O/). Thus, in dialects with intrusive r, normally word-final r and zero alternate, depending on whether the word is vowel-initial, as in the following examples. 1. R ~ Ø alternation in historically r -final words (e.g., E Mass.) a. tuner [tun@] à ¼ tuner is [tun@r Iz] b. spar [spa:] à ¼ spar is [spar Iz] c. pore [pO:] à ¼ pore is [pOr Iz]. Gick also explains that in some dialects, this process has extended to all words ending in /a/, /O/, and /@/,. as shown below which is commonly known as intrusion. 2. R ~ Ø alternation in historically vowel-final words (e.g., E Mass.) a. tuna [tun@] à ¼ tuna is [tun@r Iz] b. spa [spa:] à ¼ spa is [spar Iz] c. paw [pO:] à ¼ paw is [pOr Iz]. But Gick emphasized that in most dialects, this alternation never occurs following other vowels. Gick (1999) points out that the historical development of intrusive r followed an identifiable and necessary sequence of linguistic events: vocalization, linking, merger ( or near merger), reanalysis (intrusion), and generalization. In the study conducted by Gick of which he aimed to determine if intrusive r has the same pattern with intrusive l, he found out that the same pattern is reflected in existing dialect typologies as well. He said, such an ordering is valuable in pinpointing the present stage of development of the highly parallel intrusive l. This sequence proceeds historically as follows. Postvocalic liquids undergo vocalization. Philadelphia (S Pa.) is well known for this behavior: â€Å"In Philadelphia, word-final /l/ is vocalized with great frequency† (Ash 1982b, 162). This process, by definition, applies only to liquids (and possibly glides). Vocalization may be thought of as one instantiation of a more general phonetic process known as final reduction (or, conversely, initial strengthening), which may apply to any consonant. Final reduction is a property of apparently all consonants in all dialects of English studied to date, whereby the articulatory movements of postvocalic allophones tend to be â€Å"reduced,† or less constricted, compared with those of prevocalic allophones (Browman and Goldstein 1995; Gick forthcoming a). Liquid consonants, however, are unusual in that they involve multiple lingual articulations (e.g., the tongue front raising gesture and tongue root retraction for /r/; Delattre and Freeman 1968). When liquid consonants undergo ?nal reduction, it is only the anterior articulations (i.e., the coronal constriction for /l/ and the tongue front raising for /r/) that are affected (Giles and Moll 1975; Ash 1982a, 1982b; Hardcastle and Barry 1989, 15; Sproat and Fujimura 1993; Gick 1999, forthcoming a). However, according to Gick the posterior articulations, that is, the tongue dorsum retraction for /l/ and the tongue root retraction for /r/, remain more or less unaffected (see Gick forthcoming b and Gick, Kang, and Whalen forthcoming for further evidence in support of this analysis of liquid vocalization in English). The result is that final allophones tend perceptually to have a stronger â€Å"vocalic† component (Sproat and Fujimura 1993) than initial allophones (hence the term vocalization). In its most extreme manifestation, vocalization may result in a complete loss of the anterior articulation. On the part of the students, trouble came from the way how I pronounced the words, spoke and wrote the spelling of words using American English. On my part as the teacher, trouble came from the way how the students pronounced the words, spoke and wrote the spelling of the words using British English. Focusing on pronunciation and spelling as a teacher-researcher, I noticed that when some students wrote, they occasionally omitted letter ‘r’ from the word that ends with letter ‘r’ and even changed the spelling following their own pronunciation. (i.e., ‘otha’ instead of ‘other’; ‘neva’ instead of ‘never’; ‘welda’ instead of ‘welder’; ‘computa’ instead of ‘computer’; ‘teacha’ instead of ‘teacher’). Another observation was students’ pronunciation of few words with letter ‘o’, like for examples, ‘follow’ is pronouced as (fol-o) instead of (fal-ow); ‘blood (blod) instead of (blad); ‘box (boks) instead of (baks). As a result, some of them wrote the words in reference to the way how they pronounced them. Analyzing the situation, my input appeared to be another kind of English to the students and that the students’ feedback, on the other hand, seemed to be another kind of English to me though I already had knowledge about the difference of British English and American English. As a researcher, I described it as the encounter of two Englishes experiencing difficulty in trying to meet half-way. As a result of the observation I made, the comprehension of both parties was affected. Either I or the students experienced trouble in dealing with the English language. Conclusion My research employed quantitative and qualitative approaches in analyzing the data gathered and observed. In the eight written and two oral quizzes I gave, 27 out 30 students were found to be consistent in their errors in writing the spellings of the words with final and middle r by dropping them out of the words resulting to inaccuracy in spellings. Five of the written quizzes I designed were to allow the participants to write words with middle and final r to complete the sentences. The other three, were to instruct them to write the unknown words with middle or final r based on the context clues given. I conducted the two oral quizzes by reading the instructions aloud to let them write the words with middle or final r. However, similar results were obtained. There were errors in spellings even if I pronounced the words the way how American do it. Based on these facts, my study proved that pronunciation had a significant effect on spellings of some words, though my study was only focused in determining the words with middle and final r. My study also found out that pronunciation affected comprehension in learning a new English for the students who were exposed to another kind of English of which reduction of the final sound is practiced . This is the idea confirmed based on this study. However, the problem raised in the study was not focused directly on the difference of American English and British English but to determine and discuss some common errors committed by the learners as influenced by their pronunciation. This was the reason why the participants of this study performed differently than what I expected as a teacher in trying to teach English using American English. General Reference : American Speech, Vol. 77, No. 2, Summer 2002, Copyright  © 2002 by the American Dialect Society. OTHER R E F E R E N C E S (cited in Gicks Study) Ash, Sharon. 1982a. â€Å"The Vocalization of /l/ in Philadelphia.† Ph.D. diss., Univ. of Pennsylvania. - - - . 1982b. â€Å"The Vocalization of Intervocalic /l/ in Philadelphia.† SECOL Review 6: 162–75. Bloom?eld, Leonard. 1935. Language. London: Allen and Unwin. Broadbent, Judith. 1991. â€Å"Linking and Intrusive r in English.† UCL Working Papers in Linguistics 3: 281–302. Browman, Catherine P., and Louis Goldstein. 1995. â€Å"Gestural Syllable Position Effects in American English.† In Producing Speech: Contemporary Issues. For Katherine Safford Harris, ed. Fredericka Bell-Berti and Lawrence J. Raphael, 1934. New York: American Institute of Physics Press. Costa, Paul, and Ignatius G. Mattingly. 1981. â€Å"Production and Perception of Phonetic Contrast during Phonetic Change.† Journal of the Acoustical Society of America 69: S67. Delattre, Pierre C., and Donald C. Freeman. 1968. â€Å"A Dialect Study of American r’s by X-ray Motion Picture.† Linguistics 44: 29–68. Fasold, R. W. 1981. â€Å"The Relation between Black and White Speech in the South.† American Speech 56: 163–89. Fowler, J. 1986. â€Å"The Social Strati?cation of (r) in New York City Department Stores, 24 Years after Labov.† Unpublished MS. Gick, Bryan. 1991. â€Å"A Phonologically Motivated Theory of Consonantal Intrusion and Related Phenomena in English.† Unpublished MS. - - - . 1997. â€Å"The Intrusive L.† Paper presented at the annual meeting of the American Dialect Society, Chicago, 2–4 Jan. - - - . 1999. â€Å"A Gesture-Based Account of Intrusive Consonants in English.† Phonology 16.1: 29–54. - - - . Forthcoming a. â€Å"Articulatory Correlates of Ambisyllabicity in English Glides and Liquids.† In Papers in Laboratory Phonology VI: Constraints on Phonetic a m e r i c a n s p e e c h 77.2 (2002) 182 Interpretation, ed. J. Local, R. Ogden, and R. Temple. Cambridge: Cambridge Univ. Press. - - - . Forthcoming b. â€Å"An X-ray Investigation of Pharyngeal Constriction in American English Schwa.† Phonetica. Gick, Bryan, A. Min Kang, and D. H. Whalen. Forthcoming. â€Å"MRI Evidence for Commonality in the Post-oral Articulations of English Vowels and Liquids.† Journal of Phonetics. Giegerich, Heinz. 1997. â€Å"The Phonology of ‘/O:/’ and ‘/A:/’ in RP English: Henry Sweet and After.† English Language and Linguistics 1: 25–47. Giles, Stephen B., and Kenneth L. Moll. 1975. â€Å"Cine?uorographic Study of Selected Allophones of English /l/.† Phonetica 31: 206–27. Halle, Morris, and William Idsardi. 1997. â€Å"r, Hypercorrection and the Elsewhere Condition.† In Derivations and Constraints in Phonology , ed. Iggy Roca, 331–48. Oxford: Clarendon. Hardcastle, William, and William Barry. 1989. â€Å"Articulatory and Perceptual Factors in /l/ Vocalisations in English.† Journal of the International Phonetic Association 15.2: 3–17. Harris, John. 1994. English Sound Structure. Cambridge, Mass.: Blackwell. Jones, Charles. 1989. A History of English Phonology. London: Longman. Jones, Daniel. 1917. An English Pronouncing Dictionary. London: Dent. Kahn, Daniel. 1976. Syllable-based Generalizations in English Phonology. New York: Garland. Kurath, Hans. 1964. A Phonology and Prosody of Modern English. Heidelberg: Winter. Kurath, Hans, and Raven I. McDavid, Jr. 1961. The Pronunciation of English in the Atlantic States. Ann Arbor: Univ. of Michigan Press. Labov, William. 1963. â€Å"The Social Motivation of a Sound Change.† Word 19: 273309. - - - . 1966. The Social Strati?cation of English in New York City. Washington, D.C.: Center for Applied Linguistics. - - - . 1994. Principles of Linguistic Change. Vol. 1, Internal Factors. Language in Society 20. Cambridge, Mass.: Blackwell. - - - . 1996. â€Å"The Organization of Dialect Diversity in North America.† Paper presented at ICSLP4, Philadelphia, 6 Oct. Data published in The Phonological Atlas of North America (Web site). Available from ling.upenn.eduphono_atlas/ICSLP4.html. Labov, William, Malcah Yaeger, and Richard Steiner. 1972. A Quantitative Study of Sound Change in Progress. Philadelphia: U.S. Regional Survey. Lanham, L. W., and C. A. MacDonald. 1979. The Standard in South African English and Its Social History. Heidelberg: Groos. Lutz, John. 1984. â€Å"A Study of a Midwestern Dialect Using a Computational Model for Linguistic Variation.† Undergraduate senior thesis, Harvard Univ. McCarthy, John. 1991. â€Å"Synchronic Rule Inversion.† In Proceedings of the 17th Annual Meeting of the Berkeley Linguistics Society, February 15–18, 1991, vol. 1, General Session and Parasession on the Grammar of Event Structure, ed. Laure Research Papers on The Effect of Pronunciation on Spellings and ComprehensionStandardized TestingThe Relationship Between Delinquency and Drug UseEffects of Television Violence on Children19 Century Society: A Deeply Divided EraResearch Process Part OneQuebec and CanadaHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesPETSTEL analysis of IndiaRelationship between Media Coverage and Social and

Is the ACT Curved Expert Guide to the ACT Curve

Is the ACT Curved Expert Guide to the ACT Curve SAT / ACT Prep Online Guides and Tips Whether you've already taken the ACT or are busy preparing for it now,you've likelywondered at some point: isthe ACT curved? Does a 32 on one ACTequal a 32 on another? In this article, we’ll investigate the rumor of the ACT curve andexplain what it really means. Then we'll examine the function of this curve as well as how it's changedover time, before finally explaining what the ACT curve means for test takersand how you can use it to your advantage. Is the ACT Curved? Contrary to popular belief, there is no ACT curve. This means that how well other test takersdo on the ACT willnot affect your ACT score. Even if everyone who took the ACT on a particulartest date were to receive lowscores, none of these scores would be raised or redistributed to establish a more balanced ACT bell curve. In short,your ACT score will always be the exact score you earn on the test- itwill never increase nor decrease as a result ofother test takers' performances. So how does ACT scoring actually work, then? The test's creators,ACT, Inc.,account for variations in difficulty across test dates througha special processcalled equating. This process ensures that scale ACT scores from different administrations of the test always indicate the same level of ability, regardless of when or with whom you take the ACT. Here's howACT, Inc., describesequating: â€Å"Statistical processes, referred to as ‘equating,’ are used to ensure that scores from the same test (e.g., ACT math, ACT English) are comparable across administrations and students, so there is no advantage in taking a test in one administration (e.g., October 2015) over another administration* (e.g., May 2013).† *Emphasis mine. Basically,there's no such thing as an easier or harder ACT test date. ACTs are equated so that your chance of getting a certain scale score is the same for all administrations. This means thata Math score of 28 on one ACT will always equal a Math score of 28 on anotherACT, even if one test contains hardermath questions. So despite what the rumors may claim, there is no "best" time to take the ACTbecause when and with whom you take the ACTis ultimately irrelevant. In truth, neither factoraffectsyour chance of hitting your ACT goal scoreon test day! Even if you were surrounded by Albert Einsteins, their ACT scores still wouldn't affect yours! How Does the ACT â€Å"Curve† Work? Before we delve into the ACT curve,let's take a moment to review the ACT scoring system. The ACT comprises four subject areas: English, Math, Reading, and Science. (There is also a fifth optional Writing section.) Each of the four major sections is assigned a scale score on a scale of 1-36. These four scale scores are then averaged together to give you a composite ACT score out of 36. (This composite score does not include the ACT Writing score.) So how does ACT, Inc.,calculate these scale scores? For each section, you’ll begin with a raw score, which isequivalent to the number of questions you answered correctly. (Note that there are no penalties for incorrect or blank answers.) So ifyou answered 60 out of 75 questions correctly on the English section, your raw English score would be 60. Afterward, each raw score is then converted into a scale score out of 36. But here’s the kicker: how a raw score converts into a scale score varies with each administration of the ACT. This is because each ACT differs slightly in content and difficulty; thus, each test must use a unique equating formula to determinehow its raw scores will translate into scale scores. Unfortunately, this means there's no way for us to know for sure how a raw score will convert into a scale score on an upcoming ACT. That being said, we canestimatehow raw scores may convert into scale scores using score conversion charts fromofficial ACT practice tests. All of these practice tests are based on former ACTs that were actually administered, so the equating processes they employ are guaranteed to be most similar to those used for upcoming administrations. Below are the scoring tables for the2014-15and2016-17ACT practice tests. These tables will show us how raw scores vary in the scale scores into which they convert. 2014-15 ACT Score Conversion Table Scale Score Raw Scores Scale Score English Math Reading Science 36 75 59-60 40 40 36 35 73-74 57-58 39 39 35 34 71-72 55-56 38 38 34 33 70 54 - 37 33 32 69 53 37 - 32 31 68 52 36 36 31 30 67 50-51 35 35 30 29 66 49 34 34 29 28 64-65 47-48 33 33 28 27 62-63 45-46 32 31-32 27 26 60-61 43-44 31 30 26 25 58-59 41-42 30 28-29 25 24 56-57 38-40 29 26-27 24 23 53-55 36-37 27-28 24-25 23 22 51-52 34-35 26 23 22 21 48-50 33 25 21-22 21 20 45-47 31-32 23-24 19-20 20 19 42-44 29-30 22 17-18 19 18 40-41 27-28 20-21 16 18 17 38-39 24-26 19 14-15 17 16 35-37 19-23 18 13 16 15 33-34 15-18 16-17 12 15 14 30-32 12-14 14-15 11 14 13 29 10-11 13 10 13 12 27-28 8-9 11-12 9 12 11 25-26 6-7 9-10 8 11 10 23-24 5 8 7 10 9 20-22 4 7 6 9 8 17-19 - 6 5 8 7 14-16 3 5 4 7 6 11-13 - 4 3 6 5 9-10 2 3 - 5 4 6-8 - - 2 4 3 5 1 2 1 3 2 3-4 - 1 - 2 1 0-2 0 0 0 1 Now how did THIS table get in here? 2016-17 ACT Score Conversion Table Scale Score Raw Scores Scale Score English Math Reading Science 36 75 60 40 40 36 35 72-74 58-59 39 39 35 34 71 57 38 38 34 33 70 55-56 37 37 33 32 68-69 54 35-36 - 32 31 67 52-53 34 36 31 30 66 50-51 33 35 30 29 65 48-49 32 34 29 28 63-64 45-47 31 33 28 27 62 43-44 30 32 27 26 60-61 40-42 29 30-31 26 25 58-59 38-39 28 28-29 25 24 56-57 36-37 27 26-27 24 23 53-55 34-35 25-26 24-25 23 22 51-52 32-33 24 22-23 22 21 48-50 30-31 22-23 21 21 20 45-47 29 21 19-20 20 19 43-44 27-28 19-20 17-18 19 18 41-42 24-26 18 16 18 17 39-40 21-23 17 14-15 17 16 36-38 17-20 15-16 13 16 15 32-35 13-16 14 12 15 14 29-31 11-12 12-13 11 14 13 27-28 8-10 11 10 13 12 25-26 7 9-10 9 12 11 23-24 5-6 8 8 11 10 20-22 4 6-7 7 10 9 18-19 - - 5-6 9 8 15-17 3 5 - 8 7 12-14 - 4 4 7 6 10-11 2 3 3 6 5 8-9 - - 2 5 4 6-7 1 2 - 4 3 4-5 - - 1 3 2 2-3 - 1 - 2 1 0-1 0 0 0 1 Based onthe charts above, we can see that there are several variations inscore conversions. To get a scale score of 20 on Math, you’d need to answer at least 31 questions correctly on the 2014-15 test but only 29 on the 2016-17 test. This difference hintsthat the Math on the 2014-15 testisof a slightly easier difficulty than that on the 2016-17 test. Why? Becauseyou'd need to score more raw points on the 2014-15 Math section to get the same scale score on the 2016-17 Math section. We can also see that if you were to get a raw Readingscore of 28on the 2014-15 test, you’d get a scale score of 23. Buton the 2016-17 test, this same raw score would net you a noticeably higher score of 25. Once again, this relationship indicates that the 2014-15Reading section is slightly easier than the2016-17 Reading section. So what do these findings ultimatelymean for us? First off, score conversions for the ACT don't seem to vary significantly. On these two tests, most differences are fairly nominal - around two or three points at most - indicating that there likely won't beany giant discrepancies in raw score conversionsfor upcoming ACTs. Perhaps more importantly, though, we seethatyou can never knowexactly how many questions you'll need to answer correctly to geta certain scale score on the ACT. All you can do is estimate the number of correct answers you'll need using patterns in conversions for previous tests. Now, try estimating the number of books in this insanely cool book spiral. Has the ACT Curve Changed Over Time? We know that eachACT uses a different equating formula to convert raw scores into scale scores. But hasthis pattern in conversions changedover time? To answer this question, we’re going to look at the oldest and newest ACT practice tests currently available online: the 2005-06 test and the 2016-17 test. (Remember, these practice tests are based on real ACTs, so their score conversion tables should give us a general sense of how the ACT curve haschanged, if at all, over the years.) 2005-06 and 2016-17 ACT Score Conversions Scale Score Raw Scores (2005-06) Raw Scores (2016-17) Scale Score Eng Math Read Sci Eng Math Read Sci 36 75 60 40 40 75 60 40 40 36 35 74 59 39 - 72-74 58-59 39 39 35 34 73 58 38 39 71 57 38 38 34 33 72 57 - - 70 55-56 37 37 33 32 71 55-56 37 38 68-69 54 35-36 - 32 31 70 54 36 - 67 52-53 34 36 31 30 68-69 52-53 35 37 66 50-51 33 35 30 29 67 50-51 34 36 65 48-49 32 34 29 28 65-66 48-49 32-33 35 63-64 45-47 31 33 28 27 63-64 45-47 31 34 62 43-44 30 32 27 26 61-62 43-44 30 33 60-61 40-42 29 30-31 26 25 58-60 41-42 28-29 31-32 58-59 38-39 28 28-29 25 24 56-57 38-40 27 30 56-57 36-37 27 26-27 24 23 54-55 36-37 25-26 28-29 53-55 34-35 25-26 24-25 23 22 52-53 34-35 24 27 51-52 32-33 24 22-23 22 21 49-51 32-33 23 25-26 48-50 30-31 22-23 21 21 20 46-48 30-31 21-22 23-24 45-47 29 21 19-20 20 19 43-45 28-29 20 21-22 43-44 27-28 19-20 17-18 19 18 40-42 25-27 19 19-20 41-42 24-26 18 16 18 17 38-39 21-24 18 17-18 39-40 21-23 17 14-15 17 16 36-37 18-20 17 15-16 36-38 17-20 15-16 13 16 15 33-35 15-17 15-16 14 32-35 13-16 14 12 15 14 30-32 12-14 14 13 29-31 11-12 12-13 11 14 13 28-29 9-11 12-13 11-12 27-28 8-10 11 10 13 12 26-27 7-8 10-11 10 25-26 7 9-10 9 12 11 24-25 6 8-9 9 23-24 5-6 8 8 11 10 21-23 5 7 7-8 20-22 4 6-7 7 10 9 18-20 4 6 6 18-19 - - 5-6 9 8 15-17 3 5 5 15-17 3 5 - 8 7 12-14 - 4 4 12-14 - 4 4 7 6 10-11 2 - 3 10-11 2 3 3 6 5 8-9 - 3 2 8-9 - - 2 5 4 6-7 1 2 - 6-7 1 2 - 4 3 4-5 - - 1 4-5 - - 1 3 2 2-3 - 1 - 2-3 - 1 - 2 1 0-1 0 0 0 0-1 0 0 0 1 Glancing at each section, you can probably already see that there are some key differences in how raw scores convert into scale scores. On the Science section, missing three questions gives you a scale score of 33 on the 2016-17 test but only a 30 on the 2005-06 test. This trend applies to the other scores in Science, too:you’d generally have to score more raw points in Science on the 2005-06 test to get the same scale scores in Science on the 2016-17 test. Thus,we can infer thatthe2005-06 Science questions were slightly easier than the 2016-17 Science questions. But do the other sections follow similar patterns? Yep!On Reading, a raw score of 35 translates to a scale score of 32 on the 2016-17 test but only a 30 on the 2005-06 test. Once again, this points to a slight difference in difficulty, with the 2005-06 Reading section being a little easier than the 2016-17 section. Likewise, on Math and English, the 2016-17 test tends to require fewer raw points to get certain scale scores than the 2005-06 test. Even withthe presence of these patterns, however, most differences in score conversions for the two tests are minimal.In fact, the vast majority of raw scores convert intoscale scores only one to two points lower or higher. So despite the fact there are clearly differencesin the equating formulasfor the two tests, we can conclude that the number of questions you must answer correctly to get certain scale scores on the ACT has remained relatively consistent throughout the years. Additionally,by taking into account the consistency of ACT percentiles, we seethat the overall difficulty of the ACT hasn’t experienced any drastic shifts, either, further supporting our conclusion. The number of sprinkles on these cookies is definitely NOT consistent. What Does the ACT Curve Mean for YOU? As I've mentioned before, theACT curve is extraordinarily useful for estimating the number of correct answers you'll need to get the scale score you want on test day. Before you start prepping for the ACT, find your target score. Then, use official ACT score conversion charts from practice tests to estimate the number of questions you'll need to get rightin order to reach your target scores for the English, Math, Reading, and Science sections. Just remember the caveat: noscore conversion chart will apply exactly to your upcoming ACT administration, as each of these charts showcasesthe equating process forone specific test.But by usingseveral charts together, you can give yourself a fairly accuraterange of raw-score-to-scale-score conversions. Additionally, it's important you understandthe following key pointsabout the ACT curve: When you take the ACT does not affectyour scale score.The equating process ensures that test takers on one test date will not have an advantage over test takers on a different test date, and this goes for state-sponsored administrations, as well. So don't believe the rumors - there's no easier or harder test date! (This is why raw scoresconvert differently intoscale scores!) Who takes the ACT does not affect your scale score.Scale scores are not like ACT percentilesin thatthey're not determined by how well other test takers perform. So, really, it doesn’t matter at all who you take the test with. Even if you were to take the ACT with all certified geniuses, their scores still wouldn't affect yours in the slightest! You can'tuse the ACT curve to game the system.Because you'llnever know beforehand how a specific ACTwill convert raw scores into scale scores, youcan't everguarantee yourself a higher score by taking the ACT on a certain date or with a specific group of people. Absolutely none of these factors affects the ACT curve, and anyone who claims otherwise is wrong! Unfortunately, you can't Houdini your way to a high ACT score. Recap: Is the ACT Curved? Despite what's often rumored, there is no ACT curve - at least not a traditional one. The ACT accounts for differences in difficulty among various administrations of the exam through a complex equating process. But because we don't know what the exact equating formula is for each test, we'll never be able to predict with certainty how raw scores on an upcoming ACT will convert into scale scores. Nevertheless, you can use score conversion tables from official ACT practice tests to estimate the number of correct answers you’ll need to reach your goal scores on test day. All official practice tests are based on past ACTs and thusoffer a realistic glimpse intohow raw scores typically convert into scale scores. Overall, the essential facts to remember about the ACT curve are the following: The ACT curve is actually an equating process that accounts for variances in difficulty among different test dates. Therefore,it doesn’t matter when or with whom you take thetest. The ACT curve has remained relatively stable over time, meaning the number of correct answers you need to get certain scale scores varies only minimallywith each test. You can't use the ACT curve to cheat the systemor secure yourself a higher ACT score, so don’t even bother trying! What’s Next? Want to learn more about ACT scoring?Get the rundown onhow the ACT is scoredand check out our guide for detailed tips on what the ACT score range means for you. Need ACT tips and resources?We've got a huge selection here at PrepScholar, whether you're looking for the best ACT prep books or our expert strategies for getting a perfect 36. What about the SAT? Does it have a curve, too? Hop on over tomy in-depth analysis of theSAT curve (coming soon) tolearn more about the SAT equating processand how raw SAT scores convert into scaled scores. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Community Policing Research Paper Example | Topics and Well Written Essays - 1750 words

Community Policing - Research Paper Example Over time this relationship eroded away and the policing strategy moved over to a reformation era which further gave rise to a community problem solving era after the 1960s (Kelling & Moore, 2015) However the role of politics in policing is still undefined in times of uncertainty. This role has changed over time but the affiliation of political powers to that of policing powers can never be negated. This policing power can be easily misused by the politicians if they are given the opportunity. A political era marks the history of the policing department and this should always be kept in mind when implementing new strategies for the police department. This essay would revolve around the issue of political involvement in the policing of the United States. In order to gain an understanding on the topic of politics and police, it becomes necessary to review the order of policing and political affiliations at first. Currently, three systems dominated in the United States namely Legislative, Executive and Judicial. These systems work in a symbiotic environment to help each other and the Police belong to the Executive system. Police however is under constant scrutiny by the judicial system which works as an auditor for the policing powers. The police agencies working under the United States are usually seen at a local level and the head of the police at this local level needs to understand the political background of the place that he is operating in. It is necessary for the policing staff to understand this political background and act in a manner that does not violate the rules set down by the system of the country. The city is mainly under the power of some stakeholders that represent the whole region and this includes the mayor, the c ity manager and the police commissioner. The complex tasks of politics set in when the police has to be answerable to all of them in accordance to

The impact of culture differences on advertising Essay

The impact of culture differences on advertising - Essay Example Different cultures have different requirements, which are catered to by the advertisers at the time of creating marketing strategies. This study also analyses how religion and celebrity endorsements influence advertising. With the examination of cases involving Coca Cola, McDonald’s, and cosmetic brands, some strategic tools will be suggested that may be helpful for creating effective advertising strategies and which could allow culture to have a positive impact on advertising. The conclusion will include the limitations of this study and suggestions for future research. With globalisation, societies across the world are experiencing increasing cultural diversity. Undoubtedly, globalisation has affected every aspect of human life – cultural, social, or corporate. However, while this has brought about the generalisation of the customs and values of a global society, it has also opened the doors for great concerns. The field of advertising is one such example that has been influenced both positively and negatively. International marketers and advertisers have to carefully target their strategies towards certain ethnic communities, which can involve deep emotions and controversies at times. According to Hofstede (2010), â€Å"Culture is defined as the collective mental programming of the human mind which distinguishes one group of people from another.† Hofstede further stated that cultural differences between nations are observed at the deepest level, i.e. the level of values. Advertisers, as organisations, are classified at the level of their practices; these practices, according to Hofstede (ibid), are more tangible than values. The Cultural Dimension Theory by Hofstede is basically an outline for cross-cultural communication. It effectively shows the relationship of the culture of a particular community / society to its members (Hofstede, 1980). The behaviour of the members of a society are directly associated with

Effect of Gender Equality in the Economy

Effect of Gender Equality in the Economy Michael .O. Sanni Hypothesis: There is a positive correlation between gender equality with respect to economic development. My Initial Hypothesis In the labor market, one may assume that a rà ©sumà © and credentials are the only significant factor contributing to securing a job in an organization, but that proves to be wrong especially for women. Increasing job opportunities and decent work for women is essential for growth that vital for advancing social and economic development (ADB, 2003). After careful observation of countries where social, behavioral, and cultural attributes are the criteria by which individual’s performance is evaluated. I wondered whether or not gender equality had an effect on how well a country’s economy is developing. Based on the mental representation of what we know and expect about girls and women, we tend to be bias in our perception of females being less intelligent, under-skilled and not being clever enough to partake in economic activities. If employers have this type of mindset, I am curious to know under what circumstances gender equality affects the development of a country’s economy. The Empirical Evidence There are numerous factors that determine the social and economic development of a nation, one of which is gender equality. It is a critical component of economic development, it is a basic right that does not need economic vindication. Gender inequality proves to be the causes of poverty in the society as a whole. Yet gender equality has broad and positive implications for social and economic development. A number of studies have attempted to establish a positive correlation between them.Kuznets (1995) thesis regarding a curvilinear relationship between economic development and inequality, propose that economic development and gender equality also exhibit a non-monotonic relationship, marked by three phases. Economic development should improve gender equality in the first phase; in the second phase equality increases or decline slightly; and in the third phase, it should rise again (Eastin Prakash, 2012). Every sector of a nation affect the economy directly or indirectly, take for instance; equality in the educational sector. Hill and King (1993) estimated that the correlation between female education and the gender gap in primary and secondary enrollment on gross domestic product (GDP) per capita between 1975 and 1985 is statistically and economically significant. Countries with a lower level of inequality have higher GNP compare with similar countries that have a higher level of gender inequality. Which means the more equality we have in a country the greater the impact on the economy development. Breaking the barriers of inequality in education matters instrumentally, because greater equality contribute to economic efficiency, achievement and other key developmental outcomes. Human capital is define as the skill, knowledge and physical capacity that allows the labor force to be economically productive. Increasing educational opportunities for women offers them the freedom to accumulate greater skills and expertise in the labor force and thus raise the potential for economic development. More so, women who are learned can undertake valuable economic activities. Abu-Ghaida and Klasen (2002) further provides empirical reseach indicating that a country failing to close the gender gap in education could experience a decrease in per capita income by 0.1 to 0.3 percentage points. Countries are rarely wealthy if they have poor gender equality in education. It has become widely understood that promoting gender equality is crucial for of an effective economic and human development strategy. According to world bank(2013)â€Å"Development community have come to understand that development policies and actions that fail to take gender inequality into account and fail to address gap between males and females will have limited effectiveness and serious cost implications.† The process of development may also lead to the adoption of institutions that favor gender equality. For example, if women are given the chance to participate in various sectors of the economy such as; agriculture, can help put an end to gender discrimination barrier to improve agricultural productivity. Breaking the obstacles of unequal distributions of resources, including credit extension, labor, and fertilizer that leads to inefficiencies which lower yields and profits; and markedly reduces incomes in some countries. This is mostly true for low-income countries, notably sub-Saharan Africa, where agriculture makes up a large proportion of the total economy and where a large number of women participate in this sector. Gender equality will provide educational and employment opportunities for women which will help in alleviating poverty and hunger. More so, children who receive more education are likely to profit more, but girls typically benefit more from extra education than boys according to Psacharapoulos Patrinos, (2002). In many developing countries, this benefit seems greater from secondary and tertiary education than from primary education. Women will also receive higher wages from entering the formal sector than from the agricultural sector, implying that expanding these opportunities for women will further alleviate poverty (Kingdon Soderbom, 2007). The accessible of health care and antenatal health care services will be easier for educated women and those in employment, thus reducing child mortality rates also has an impact on economic development. My Current Opinion My hypothesis was supported. After reading the empirical evidence regarding the effect gender equality has on economic development, I believe it is critical to societal progress both socially and economically. We live in a male-dominated world, but to foster economic growth, alleviate poverty and provide a better standard of living, both male and female have their roles to play, and we need to have a shift in our thinking. Feminist have argued that women and men are born with equal human capacity to learn, develop, and contribute to shaping the world. In 1995 more than 47,000 women and men participated in the creation of the Beijing Declaration and the Platform for Action. The Platform clearly stated that the empowerment of women and gender equality were critical to international development, peace, and human right. Investing in women education as Lawrence Summers (1992) says, ‘may well be the highest return investment available in the developing world’. Creating opportunities for girls and women to acquire knowledge has reduced the gender gap in almost all countries. In secondary education, these gaps are closing rapidly and have reversed in many countries, especially in Latin America, the Caribbean, and East Asia. Among developing countries, girls now outnumber boys in secondary schools in 45 countries and there are more young women than men in universities in 60 countries (ADR 2012). Empowering women as economic, political, and social stand-in characters can change policy choices and make institutions more representative of a range of voices. In India for instance, giving power to women at the local level led to increases in the provision of public goods, and basic social amenities which mattered more to women (ADR 2012). The mismanagement of women’s skills and talent comes at a high economic cost, gender equality can have large impacts on productivity. Women now represent a majority of the global labor force, 43 percent of the agricultural workforce, and more than half of the world’s university students. Women’s skills and talents should be engaged in activities that make the best use of those abilities, for an economy to be functioning at its optimum capacity. References Doepke, M., and M. Tertilt. 2010. â€Å"Does Female Empowerment Promote Economic Development?† BREAD Working Paper 281, Bureau for Research and Economic Analysis of Development. 20 Dollar, D., and Gatti, R. 1999. Gender, Inequality, Income, and Growth: Are Good Times Good for Women? Background paper for Engendering Development. World Bank, Washington, D.C. Klasen, S., and Lamanna, F. 2009. The Impact of Gender Inequality in Education and Employment on Economic Growth: New Evidence for a Panel of Countries. Feminist Economics 15 (3): 91-132 World Bank. 2011. World Development Report 2012: Gender Equality and Development. Washington DC: The World Bank. Munshi, K., and Rosenzweig, M. 2006. Traditional Institutions Meet the Modern World: Caste, Gender, and Schooling Choice in a Globalizing Economy. American Economic Review 96 (4): 1225-52. Klasen, S. 1999. â€Å"Does Gender Inequality Reduce Growth and Development? Evidence from Cross-Country Regressions.† Background paper for Engendering Development, World Bank, Washington D.C. Klasen, S. 2002. Low Schooling for Girls, Slower Growth for All? Cross-Country Evidence on the Effect of Gender Inequality in Education on Economic Development. World Bank Economic Review 16 (3): 345-73 Hill, A., and E. King. 1993. â€Å"Women’s education in developing countries: an overview† in Women’s Education in Developing Countries. Ed. Elizabeth M. King and M. Anne Hill, 1-50. Baltimore, MD: The John Hopkins University Press. Bertocchi, G. 2008. The enfranchisement of women and the welfare State. Center for Economic Research (RECent) 018, University of Modena and Reggio E., Dept. of Economics.