Quicken In Singapore free essay sample

Analyzes the prospect of introducing the software utility tool into the city-states market. Discusses competition, price, promotion and economics. Includes a chart. Introduction Innovations in transportation and communications during the twentieth century have resulted in the ability of goods and services to move among nations with greater ease than at any other time in history. International business is no longer the exclusive realm of the large multinational corporation; small businesses are creating marketing niches for themselves in particular product or service areas. When considering international marketing, companies must take into account their own internal structure, the role of the governments of the countries considered, and the way in which the company would operate in the foreign nation (whether directly, as part of a joint venture, or through some licensing effort). Political situations must be considered, and the labor situation in the foreign country (as well

James Joyces Dubliners.

James Joyces Dubliners. Larissa ZhurakovskyaWith a population of 1,009,100 today Dublin has always been a large city. It is only logical that the daily thought processes and life force of its people inevitably produce certain spiritual energy, a collective consciousness. This collective consciousness does not disappear after it is created. It is absorbed by the city itself, as it has nowhere else to go. The roads, the buildings, the bridges, and the trees gobble up this life energy. Therefore, the city becomes animate with this life force and gains a certain "psychosomatic" will. A large city then intentionally uses this asset to manipulate its inhabitants through emotions that it uses its energy and will to create. Based on these emotions the people make decisions that (as emotions generally created a uniform response) enact the will of the city. Nonetheless, because the energy and "spirit" of the city was produced by previous generations, its will must reflect the life of the past.James Joyce, one of the controversial omissions of...Therefore the emotions and actions produced by the city in present inhabitants are repetitive and regressive. James Joyce recognized this pattern and wrote his Dubliners to show this stagnation and paralysis that Dublin spread over its inhabitants. Joyce uses characterization, organization, and setting to promote this theme.The setting of Dubliners is obviously Dublin. Joyce vividly and painstakingly describes the city to show how it uses its looks and ambiance to create emotions and reactions within its residents."We spent a long time walking about the noisy streets flanked by high stone walls,watching the working of cranes and engines and often being shouted at for ourimmobility by the drivers of groaning carts. It was noon when we reached the quaysand...all the laborers seemed to be eating their lunches."Dublin creates emotions such as entrapment, glumness, and aimlessness with...

A specific foreign culture Assignment Example | Topics and Well Written Essays - 1750 words

A specific foreign culture - Assignment Example That is to say that the paper will brief us on how different was communication in the past as compared to the present in terms of the reasoning and therefore give the outcome. These and many more will be featured in this research project. Culture can be said to be the communication system. It is the way people relate to one another in terms of customs and values. It is the focal point in terms of peoples’ relationship. What am saying is that culture brings people together and they are able to understand from each other, relate to one another and able to identify themselves from the rest of the groups. And in fact, Eric O. Ayisi in his book: Introduction to the Study of African Culture, defines culture as a sum total of the material and intellectual equipment whereby they satisfy their biological and social needs and adapt themselves to their environment (1). It is therefore the people’s practices and beliefs that differentiate them from others. On the other hand, interp ersonal communication is a close link in terms of passing of ideas between two or more people but within a small group. It is all about passing of information from one individual to the next with the view of enhancing fluent communication. The kisii people have got a culture that defines and give them identity. Their communication systems were arranged in such a way that hierarchical order was the determinant factor; that no information could be passed to the children without first reaching the elders from which the information would pass to the rest of the community members. This was to ensure that respect is in place and that the elders are much more experienced in community issues and any emerging issues can be easily dealt with by the elders than it could be done by women and children. Perhaps it is good to mention different ways through which information was passed for easy communication. First, we will look at how communication was done within the context of the family and the n communication within the community at large. The interpersonal communication within the family was very basic. As Owen Hargie puts it in his book: Skilled Interpersonal Communication: Research, Theory and Practice, communication therefore represents the very essence of the human condition (2). This is where every member of the family was required to keep in touch with one another. All male children were directly linked to their father and their counterparts, the female children linked to their mother. Not at any time one could break such a system. In fact, Scott Loveless and Thomas Holman in their book: The Family in the New Millennium: World Voices Supporting the "Natural" Clan, Volume 1 puts it clearly that the family is the exclusive social unity sanctioned to nurture the inborn, instill human behaviors, and ensure that human rules and laws spinning around emotions and interactions are respected (94). All male children were therefore advised by their fathers and the elders on t he task ahead of them. For instance, getting ready to take care of homestead at large or even getting prepared to be the warriors of the village. On the other hand, female children were advised by their mothers and the grandmothers on how to cook, fetch water and how to behave more especially in front of the elders and men at large. Children were there

The evolution of writing and reading Essay Example | Topics and Well Written Essays - 1000 words

The evolution of writing and reading - Essay Example The earliest form it was developed out of pictographic symbols of objects, which we call pictographic writing. These Egyptians and Mesopotamians pictograms were just mere representations of the objects drawn, reading these symbols was only recognizing the representations of the objects. However, pictographic writing was independently developed in China during 1500 B.C. Later on, this form of writing slowly developed into ideograms (Gaur 16). Ideographic writing system is more of an abstract representation rather than a clear picture of objects. Unlike the earlier system, pictogram, ideograms represented images that had conventional meanings (Daniels and Bright 12). For instance, with the pictographic system, a picture of a star meant a star in the sky while in the ideographic system, a picture of a starry sky meant darkness because stars were normally seen at night. This development in the history of writing could be taken as an improvement in the development of the human intellect. When our ancestors invented writing, it was only a mere representation of objects but since the emergence of the ideographic writing system, they began thinking beyond what they saw. The earliest development of ideograms was in the East during the Bronze Age between 2500 B.C. and the first century B.C. During this development, experts found out that unlike the earlier form pictogram when our ancestors used their hands to draw symbols, they began using a wedged-shaped object in imprinting their writings in soft clay tablets (Daniels and Bright 15). In regards to the development of the human intellect that was shown through the emergence of ideographic writing that housed objects' abstract meaning, the use of a stylus was another notch higher than the earlier â€Å"handprint† style. This innovation showed progress in terms of how our ancestors before wanted to leave a more concrete proof of development in writing. â€Å"Sacred writing† or better known as the Egyptian hie roglyphic was the combination of the two earlier writing systems plus their sounds. Looking at in from today, the chronological order of our progress in writing seemed to be a systematic process of the development in the human brain. We may ask the reason behind it being not in a different order. Is this a natural way of development, considering that we, of course, learned sounds first before images? According to archeologists, anthropologists and other scientists, images were easier to express in writing than sounds even if oral communication was a natural instinct (Stuart 33). Another development in writing is logogram, which is the further progress towards figures. This form's graphemes represented words and was best known from the Japanese and Chinese systems. If we notice, this system is more complex than the other earlier forms of writing, which means that the human intellect again, indeed progressed. The emergence of the logogram can be seen as the basis of the modern alphabe t that we use today. How it has Changed? The emergence of technology surely made a big difference in our ways. Machines, automobiles, washing machines, computers, and the likes, seriously made a big impact in changing the lives of the people enslaved to them. The electronic mail or better known as email for instance, sends mails to other people across the globe in a snap. Unlike before, after the alphabet was invented, we used to write in scrolls and

Should the Government Provide Health Care Essay

Should the Government Provide Health Care - Essay Example Accordingly, good health care is very important to everyone as it forms part of their universal human right as citizen of the world. Consequently, the government should provide health care to everyone to ensure high productivity and good governance in the country. People with good health care can achieve many goals as opposed to people without it. According to Porter et al (38), the U.S Health Care System is tarnished for it is far above the ground cost. Many Americans habitually thought that it was the price of quality but it is not so. Some health care is outstanding, but there are also problems in the structure. In the past twenty years, health care has gone from being a foundation of pride to a great concern for America. The country squanders almost two trillion dollars yearly on health care, and costs prolong to rocket to levels to come close to a national predicament. More Americans have lost entree to Health insurance due to rise in costs of living. Another reason is the infla tion which has affected people. As these people encounter inadequate and protective care, quality suffers and costs rise even to unmanageable levels. The grouping of high costs, disappointing quality, and limited right of entry to health care have created concern and frustration for all participants. Costs keep on rising regardless of dogged efforts at cost control. The biggest problem in the U.S. health care structure is that the system is wrecked. Costs are sky-scraping and getting higher regardless of the fierce effort to control them. Technological innovation disperses slowly and does not force value improvement the way it should; as an alternative, it is seen by some as part of the trouble (Reich, 52) Â  Nathanson (38) observes that there is a rise in health care costs. A way of controlling health care costs is by the government creating a system that would make available good health insurance coverage to Americans. There is a high increase in costs relating to health care. Pe ople are concerned in paying more on health care and insurance. The government should provide health care as the latter has become more unaffordable for individuals and businesses. People who have to keep their health plans must incur a high cost. Businesses spend a lot of money in investments. This gives them a less chance spending money on health insurance premiums. Less money will be put back in the economy if individuals spend more on premiums and have little money to spend on consumer goods. A system controlled by the government will reduce costs and help in that improvement. Another reason is the development of a general database that is centralized and makes treatment trouble-free for doctors. Physicians require precise information to make appropriate diagnosis. A centralized system would create room for data examination, going ahead to good medical progress and efficient diagnosis as long as the government is paying for everything. Patients would be given confidence by the f ree medical services offered by the government. When a treatment is light, they will enquire about that problem. Currently, many sick people shun preventive measures for the reason that the costs to be incurred will be expensive. Health problems that could be prevented at an early stage become a major illness. The government would help such patients in visiting physicians (Messerli). Messerli asserts that when the government provides health care, it would enable people to concentrate in starting and managing their own businesses. Many people have great

Halliday And Hasans Cohesion In English English Language Essay

Halliday And Hasans Cohesion In English English Language Essay A relatively neglected aspect of the linguistic system is its resources for text construction, the range of meanings that are specifically associated with relating what being said. The principal component of these resources is that of cohesion. Through the last four decades, studies have been conducted by linguists to explain and examine cohesive features. The major work that influenced these studies is the one conducted by Halliday and Hasan (1976) on their book Cohesion in English. This paper attempts to explore Cohesion in Englishs content, highlight its influence on English language teaching, and investigate its impact on developing further works on cohesion. The concept of cohesion, according to Halliday and Hasan (1976), is a semantic one. It deals with the relations of meaning within any text. It occurs where the interpretation of some element in the discourse is dependent on that of another and, thus, a relation of cohesion is set up. The one presupposes the other, and cannot be effectively decoded except by recourse to it. The two elements, the presupposing and the presupposed, are integrated into a text. As an example to illustrate the concept of cohesion, the old piece of schoolboy humour time flies, gives no indication of not being a complete text and in fact it usually is, and the humour lies in the misinterpretation that is required if there is a following sentence is to be satisfied. Halliday and Hasans interpretation of cohesion is further elaborated by approaching the notion of a cohesive tie. This is a term that is thought to be needed to refer to an occurrence of a pair of cohesively linked items. It is argued that the concept of a tie makes it possible to analyse any text in terms of its cohesive characteristics and gives a systemic account of its patterns of texture. In English, there are two ways by which cohesive ties are created: lexical and grammatical cohesion (Halliday and Hasan, 1976) and each of these ties has been explained and examined thoroughly by applied linguists in attempt to provide effective way of mastering these ties by English language learners. Lexical cohesion is simply interpreted by Halliday and Hasan (1976:274) as the cohesive effect achieved by the selection of vocabulary. It involves meaningful connections in text that are created through the use of lexical items and that do not intrinsically involve grammatical cohesive ties (Bloor, 2004). The two main categories linked with lexical cohesion are collocation and reiteration. Collocation covers two or more words which can be said to go together in the sense of frequency of occurrence (Bloor, 2004). Learners recognition of collocational ties depends in large measures on the amount of his or her reading or listening. The teacher should therefore, encourage learners to read more and provide a motivational environment in which learners are exposed to lexical collocations. Of the category of lexical reiteration, educators locate difficulty for students of forming a mental picture of the meaning of general nouns, and the fact that they cohere not with a single word but with a wider stretch of meaning. Many researchers have investigated the importance of teaching lexical cohesion in the language classroom. McGee (2008), for example, suggests that collocation errors are pervasive in student attempts to vary their lexis. As much as possible collocation knowledge must be developed alongside reiteration skill development. Collocation dictionaries or corpus data can be used by teachers to help give students the most typical or strongest collocates of important words. Cox, Shanahan, and Sulzby (1990: 60) argue that exposure to contrived texts has a negative effect on the development of a learners use of lexical cohesive ties in writing. They advise teachers not to over-simplify texts for their students as they believe that edited texts are not rich in their lexical cohesive ties. Grammatical cohesion, on the other hand, refers to the structural content, and it is categorised into four main cohesive ties: reference, substitution, ellipsis and conjunction. Reference is considered as a cohesive tie when two or more expressions in the text refer to the same person, thing or idea (Bloor, 2004:93). In relation to the main types of reference, Halliday and Hasan (1976) contrast between exophora and endophora, and suggest that exophoric reference is situational and the endophoric reference is textual. Though both exophoric and endophoric reference embody an instruction to retrieve from elsewhere the information necessary for interpreting a text, exophoric reference must be made to the context of situation whereas endophoric reference is realised by the position of the expressions in the text. Depending on these positions, one can speak of anaphoric and cataphoric reference. If an expression refers to a preceding expression/utterance, it is a case of anaphoric referenc e. Cataphoric reference refers to the following utterances or their parts (see Figure 1 below). Figure 1 , (Cited in Halliday and Hasan, 1976:33) Substitution, in contrary to the reference, is a relation in syntax rather than meaning. It is a grammatical relation used to avoid unnecessary and intrusive repetition of a lexical item by drawing on the grammatical recourses of the language to replace the item (Bloor, 2004). For example, in the conversation, Which ice-cream would you like? I would like the pink one , the word one is used instead of repeating ice-cream. There are three types of substitution in English: nominal (one, ones, the same), verbal (do/did) and clausal (so, not) substitution. Ellipsis is another kind of substitution but in this case a lexical item is substituted by zero. That is to say, rather being substituted in order to avoid unnecessary and intrusive repetition, an item is left unsaid. For example, the word Dormouse is elided after two: There was a table set out under a tree in front of the house, and the March Hare and the Hatter were having tea at it: a Dormouse was sitting between them, fast asleep, and the other two were using it as a cushion, resting their elbows on it, and talking over its head. Halliday and Hasan (1976) lists three types of ellipsis: nominal, the omission of head nouns in a nominal group; verbal, an ellipsis within the verbal group; and clausal, the omission of a clause. The notion of ellipsis has influenced English language teachers to draw on learners short-term memory and help them recognise when ellipsis has occurred in a certain text. The fourth and final type of cohesive ties is that of conjunction. It refers broadly to the combining of any two textual elements into a potentially coherent complex semantic unit (Thompson, 2004). Though the conjunctive elements (for example, then, for this reason, on the other hand) are used to describe the relationship between clauses and sections in the text, Halliday and Hasan (1976:226) suggest that they are not principally devices for reaching out into the preceding (or following) text, but they express certain meanings which presuppose the presence of other components in the discourse. They argue that in describing conjunction a cohesive device, the attention should not be on the semantic relations between the clauses linked by the conjuncts, rather on the conjunctive devices themselves and the function they have of relating to each other linguistic elements. Educational experts, however, attempt to refer to the notion of conjunction in accordance with what suits the English language learner to better achieve the mastery of this cohesive device. Zamil (1983), for example, suggests that rather than the typical textbook approach of presenting lists of conjuncts categorized according to meaning, it would be more effective to begin by classifying linking devices according to their grammatical functions. In other words, coordinating conjunctions (e.g. and, or, but), subordinating conjunctions (e.g. because, although, if), and conjunctive adverbs (e.g. on the other hand, nevertheless) should all be introduced separately. In this way, students could learn how each type of marker works within the sentence and between sentences. Applied linguists have devoted many studies on how learners perceive and produce cohesive structures, and Halliday and Hasans work on cohesion triggers investigations on learners difficulties in recognising cohesive ties in both first and second language learning. Garrod and Sanford (1977b), for example, in experiments with adult L1 subjects, show that the time taken to read a sentence containing the second half of a lexically-conjoined tie is largely determined by the semantic distance between the two halves of the tie. In other words, all other content remaining constant, a pair of sentences containing a superordinate/subordinate lexical tie will take longer to read than a pair containing lexical tie involving repetition. Chapman and stokes (1980) research on the mastery of cohesive ties by L1 British children gives evidence that those children who are beginning to read fluently have the ability to perceive the cohesive factors and are thus able to integrate the text semantically, for they are constructing a meaningful whole as they read. In L2 situation, Cohen (1979) investigated university students reading of English texts in four complementary studies and all four of the studies revealed that learners were not picking up the conjunctive words signalling cohesion, not even the more basic ones like however and thus. Further, Pierce (1975) and Ewer (1980) both comment on the difficulties posed by the conjuncts and discourse markers, and advise that much more attention should be given to this category of tie in teaching reading. The work of Halliday and Hasan (1976) still provides the fullest account of cohesive ties in English (Bloor, 2004). However, there are several scholars who have developed Halliday and Hasans account to investigate deeply into the area. Hoey (1983, 1991), for example, investigates how cohesive features combine to organise long stretches of text. He approaches cohesion as related to some patterns of rhetorical organisation. A special attention on his work is given on cohesive chains and the significance of repetition. His contributions include ideas on the role of the sentence, which he suggests may be a part grammatical, part textual phenomenon, a view that is compatible with much on literature on the topic (Bloor, 2004). Another example to the influence of Halliday and Hasans Cohesion in English, is the work by Mann and Thompson (1992) which gathers different analyses by twelve different linguists of the same text. It incorporates distinct views in approaching discourse and may vary the classifications of text analysis. A further investigation of Halliday and Hasans (1976) work is conducted by Halliday and Matthiessen (1999) who bring broader theoretical perspective the area of language cohesion. Their work sheds light on many factors that lack of space has forced us to neglect. Apart from praise and influential impact cohesion in English has gained, one might note that it is not without its critics. Doyle (1982) ,for example, points out that Halliday and Hasan limit themselves to a discussion of meaning as it appears in surface structure; questions of coherence, of the relationships among propositions in the textual world created by the writer and recreated by the reader, remain unexamined. He argues that the very restrictions which Halliday and Hasan themselves placed upon their study beg questions and forestall observations which seem ultimately more interesting to the study of coherence than the taxonomy which results. In their decision to restrict their study to surface evidence of cohesion beyond the sentence, Halliday and Hasan restrict the relationships which their descriptive system may show. To sum up, Halliday and Hasans (1976) work on cohesion appears to set out a framework for the analysis and coding of cohesion and, therefore, offers a new dimension for language educators to approach language semantics and structure in the language classroom. Applied linguists and language teachers have been influenced by Cohesion in English on designing grammar lessons and language tasks that address lexical and grammatical cohesive ties.

A Comparison of Beatrice and Hero in Much Ado About Nothing :: comparison compare contrast essays

Compare/Contrast Essays - Comparison of Beatrice and Hero in Much Ado About Nothing In the play of `Much Ado About Nothing', Beatrice is portrayed as a witty and strong willed woman who talks a great deal, appearing determined not to marry. However, Don Pedro concocts a plot that brings her together with Benedick and they marry at the end. She was an orphan, the niece of Leonato. Her most obvious objective is to stay a lonely spinster. She has known Benedick for years and because he wants to be a bachelor their hate for the opposite sex clashes- until they fall in love that is. She never realized that she could love anyone other than her self until she found someone that was the exact copy of her. Once she fell in love she couldn't be helped. The author portrays Beatrice as being very dominant and strong woman. I believe she protects her cousin and her family from the accusation that has been projected towards Hero as this has insulted not only Hero but also her family. When she is in the tabernacle with Benedict and confessing her love for him....she shows her demanding nature by essentially forcing Benedict to choose between the brotherly love of men and the loyalty of a man to his wife. Beatrice knows that she must destroy Benedict's former male bonding. Her order is therefore a command for Benedict to support her against Claudio, and represents the only way for them to have a mature relationship. Although being quite intelligent, Beatrice does manage to appear gullible when she overhears Hero and another woman discussing Benedict and Beatrice's relationship. So this can be seen that Beatrice does have a softer side as well. Beatrice is the ever-witty Lady Disdain, outspoken and opinionated niece of Leonato. She and Benedick are involved in a "merry sort of war". Always ragging on each other in a sort of easy going way, but never the less hurting each other's feelings. Both are cynical about Love. Beatrice is described by her uncle to mock all of her wooers out of suite.