The Inevitability of the Cold War essays

The Inevitability of the Cold War essays The Cold war started for many reasons. In 1945 after World War II (WWII) the alliance between the United States, United Kingdom and USSR ended. A rivalry between Communism and Capitalism began which lead to the Cold War. At the end of WWII Germany was divided into four zones controlled by the UK, France, US, and USSR. The lack of mutual agreement in the division of Germany was another mark that started the cold war. Another spark was when the US dropped the atomic bomb on Japan, USSR was mad that US had developed this technology secretly. Then Truman and Churchill were angry with Stalin when he signed a border treaty with Poland. By nineteen forty eight USSR controlled Poland, East Germany, Hungry, Romania, Bulgaria, and Czechoslovakia. Every one believed the Stalin made an iron Curtin dividing USSR from the rest of Europe. The US and UK were also agree at Stalin for the fact he promised free election at Yalta and did not hold them. The Cold war was a result of clashes between Communism and Capitalism. There were two opposing world views. Another cause of the build up to the Cold War was the intransigent attitude of both sides. The Soviet Union was extremely concerned about its security after having been invaded twice in the twentieth century. In 1945 America created and used the atomic bomb against Japan and the USSR was determined to create one of its own. Both the USSR and the USA built up huge arsenals of Inter-Continental Ballistic Missiles (ICBMs). The United States tested a hydrogen bomb in 1952 and in November 1955, the USSR developed one too. After that the USA moved its bombers into Europe. In 1955 West Germany was allowed to re-arm and join NATO. Russia responded by forming the Warsaw Mutual Defense Pact with its buffer zone neighbors. In 1957 the Soviets used a missile to launch Sputnik 1 into orbit around the earth. The arms race evolved into a space race as the United States rushed to launch its o...

How to achieve expert status, HR Zone - Emphasis

How to achieve expert status, HR Zone How to achieve expert status, HR Zone Browse the business aisles of any bookshop and youll find an array of how-to titles. Whether youre hiring or firing, theres guaranteed to be a text extolling the latest methods, explains Rob Ashton. It can be tempting to think that these gurus are cut from a different cloth to normal folk. But the reality is that theyve achieved their expert status in large part by putting their thoughts and ideas in writing. Imagine that youve launched a company-wide initiative that will reduce labour turnover by 10 per cent over a six-month period. The managing director has asked you to share your success at the annual conference. But as the big day looms, you decide to let a colleague take the daunting task of speaking at the podium. Your colleague not only presents the project in all its glory, but speaks with such authority that people automatically associate her with being the expert. And youre left with little, if any, public recognition. The moral of the story (aside from always accepting public speaking invitations) is to make sure you own your ideas by getting them down on paper. For example, you could have distributed reports to all the employees in your company to demonstrate that you were the expert in that particular initiative. Cultivating expert status through writing is a smart move. It can lead to promotions, awards and all manner of challenging opportunities. You may not want to be a Sunday Times bestselling author, but you can still gain credibility within the HR world by writing reports, articles, white papers and blogs. So here are five steps to help you write your way to expert status in your organisation and beyond. One Always ask what employees need and want, even if youve been working with them for years. People change, so keep finding out what really makes them tick. Then, consistently take action to develop original HR practices. Dont be afraid to do things differently (provided of course its not just change for changes sake). Two Think beyond the nuts and bolts of your job and ask yourself how your work truly affects the lives of others. And always focus on the needs of your readers before you write any document. Remember, to gain authority in your organisation, you need people to connect with your writing. So be clear about who will read your document, how important it is to them and how interested they are in it. Use this information to help you shape the content. And make sure you speak directly to the reader by using words such as you, we, us and our. Three Give power to the people by including them in your writing. For example, its more effective to write that one in five people are now happier in their jobs than using the term 20 per cent. And use the active voice as much as possible. For example, youve helped to create over 700 new customers this year is far more effective than Over 700 customers have been created this year with your help. Four Write letters to HR magazines to comment on industry stories. Use the SCRAP formula to help structure your letter. The acronym stands for: situation, complication, resolution, action and politeness. Situation Begin by explaining the current situation or particular issue. For example, you may wish to highlight typical grades of the current graduate intake. Complication Introduce the idea that theres a problem. In this case, the problem could be that personnel managers are wasting time interviewing candidates who dont have the required skills, as grades seem to be a poor indicator of ability in the workplace. Resolution State your resolution to the problem. This could be forging links with universities to conduct undergraduate training in core workplace skills. Action Suggest what action the reader can or should take. You might want the reader to carry out your suggestion locally and report back to you. Politeness Finally, end with a polite, but thought-provoking sign-off. Five Cast your net even wider by contributing full-page articles to HR magazines and other business titles. Always send a synopsis of the article to the magazine first. Write an attention-grabbing headline and standfirst (the two lines under the headline). Then write a snappy opening paragraph and a few sentences about what your article will include. If the editor likes your idea, theyll work with you to decide on the exact content. It doesnt matter if youre a director or working your way up through the ranks, now is the time to start positioning yourself as an expert. Your ideas and recommendations are powerful, so take the time to tell people about them and document them effectively.

The Value and Importance of Training Assignment

The Value and Importance of Training - Assignment Example Thus, it can be realized that the value and importance of training in an organization can be understood only if an organization undertakes a planned and efficient training program and sees through the results. The current study focuses on the value and importance of training, the current trends in the training and considering the Wal-Mart stores, the study shall try to associate the importance of training programs in the company. About the Wal-Mart Company: The Wal-Mart group of stores was started in the year 1962, when it initiated its discount stores in Rogers. Wal-Mart stores were incorporated in 1969 and in the present times it is one of the biggest retail stores in the world. It sells its products across 20 different countries and has gained around 2.1 million associates for its business throughout the world. The company intends to satisfy the customers by providing with retail products at costs that customers can easily find reasonable. The company has its own set of values and principles and has been following them over the years for the success of the company. It gives high value to the service that can be provided to its customers and has a large customer base (About us). The plans of the company give light to the company’s focus on customer’s satisfaction which requires the effective performance on the part of the organizational employees. The different products of the Wal-Mart group of stores are: apparels, health and beauty products, electronics, toys, jewelry, items for lawns and gardens, automotive products, furnishing products for home, hardware, sports goods, supplies for pets as well as household products. Wal-Mart also has its super-centers with products like packaged foods, fresh products and others. The company sells its products through its neighbor markets, express stores, and the super-centers. The company also makes use of the internet facilities and serves its customers through the online ordering and feedback measures. Th e online feedback of the customers are considered significant by the company for its future modifications and improvement (Walmart). Thus, the study on the company clearly indicates that the company needs to continuously update and keep its employees trained such that they can serve efficiently in all the respects and departments of the organization gaining the satisfaction from the customers. Current Trends in Training: The training and development of employees within organizations are based on increasing the skills and expertise of the employees for the betterment of the organization. It is thus, an important role of the human resources management team of any corporation to look for the ways to include and improve the training programs for the employees to be properly trained. The trends that improve the capability of the human resources team in any organization and hence, the training of employees include the â€Å"increased globalization of the economy†, â€Å"technologi cal changes, challenges, and opportunities†, â€Å"the need to be flexible in response to changing business environments†, â€Å"increase in litigation related to HRM†, and â€Å"changing characteristics of the workforce† (Bernandin, 9). The above trends reflect factors that are needed to be taken into consideration for understanding the needs of training programs within organizat

Business and management studies Thesis Example | Topics and Well Written Essays - 500 words

Business and management studies - Thesis Example Performance appraisal should be one of the most effective means of the psychologically charged activities in business life. In addition, performance appraisal is one of the generally broadly studied areas in industrial/organizational psychology. However, the conventional study program has done very little to advance the value of performance appraisal as a managerial tool (Bratton & Gold, 2007). An amount of studies has related the human Resource practices to different Organizational outcomes such as output, value, proceeds, market value and general profits. Organizations bearing long terms objectives of constant aggressive advantage and high productivity should improve their human capital by putting in place structure and practices to accomplish and retain their goal (Hoque, K. (1999). Current study has stirred away from studies of rater correctness and psychometric measures to subject of employee response towards performance appraisal as indicators of organization satisfaction and efficiency. The reason is because employee sensitivity of fairness of performance appraisal has a great impact on organization efficiency (Bratton & Gold, 2007). Perceptions of justice are seen as an important issue in employee approval of and fulfillment with performance appraisal. This has forced the managers to have both a principled and legal compulsion to conduct appraisals in a fair, honest and unbiased manner (Bratton & Gold, 2007). The government of Saudi Arabia has in recent times adopted a negligent tactic to human resource management in both public and private sectors. The private sector in Saudi Arabia has in recent times received more attention (Bratton & Gold, 2007). Since the early 2000s, the government has initiated a broad legal structure to control the management of people in the private sector, because the government is investing heavily in the private sector in order to make it more attractive for international companies

A Raisin in the Sun Analysis Essay Example for Free

A Raisin in the Sun Analysis Essay Throughout the play, A Raisin in the Sun, the Younger family struggles to come together as a family. One of the main impediments in their unity is their differing views on the world. Each character has their own dream and is unwilling to sacrifice that dream for anything. They are afraid of having their dream deferred. Their dreams, especially Walter Lee’s, break the family apart, and it is only when they unite their dreams together that they unite the family. Most of the members of the Younger family have some kind of individual dream. Beneatha wants to be a doctor; Ruth wants to move into a home that is her own; Mama simply wants to keep the family together; and Walter wants to be able to provide comfortably for his family. All these differing dreams and goals cause rifts in the family from time to time, but none more so than Walter Lee Younger’s dream. Walter is a pivotal character in the play. His actions shape the plot unquestionably, and it is because of his strong will and perseverance towards his dream that the plot progresses as it does. He believes that his way is the best for the family and he will do anything to achieve it. After feeling closer to his dream than ever before he tells Travis, â€Å"Just tell me what it is you want to be- and you’ll be it†¦. Whatever you want to be – Yessir! You just name it, son†¦ and I hand you the world! † (Hansberry, 109). This reinforces the idea that Walter thought that his dream would save his son. In her book, Worlds of Pain, Lillian B. Rubin writes, â€Å"For the child – especially a boy – born into a professional middle class home, the sky’s the limit; his dreams are relatively unfettered by constraints†¦ For most working class boys, the experience is just the reverse† (Rubin, 38). The life of a child in a professional middle class home is exactly what Walter wants for his son, and he would do anything to get it. He thought that once he achieved financial security, he could save his son from a working class life. The main issue for Walter, however, would be that his quest for financial security, and ultimately his dream, would come between him, his family, and his marriage. Ruth senses this and tells Mama, â€Å"Mama, something is happening between Walter and me. I don’t know what it is but he needs something – something I can’t give him anymore. He needs this chance, Lena† (Hansberry, 42). The chance that she refers to was his first step into an investment towards financial security. He put his dreams and ambitions in front of everything because of his strong will. This led to somewhat of an apathy towards any other affairs to the house. Nowhere is this more apparent than when Walter finds out Ruth plans on getting an abortion. After Mama tries to force him to talk things over with his wife, the stage direction states, â€Å"(WALTER picks up his keys and his coat and walks out†¦Ã¢â‚¬  (Hansberry, 75). This all-consuming dream of Walter’s gets in between Walter and his family and causes tension throughout the plot. Walter lives the poem A Dream Deferred by Langston Hughes throughout the play. Once Mama has bought a new house with the money he wanted to use for his investment, Walter says to her, â€Å"you butchered up a dream of mine – you – who always talking ‘bout your children’s dreams†¦Ã¢â‚¬  (Hansberry, 95). Here he feels like his dream has been deferred and his dream begins to â€Å"stink like rotten meat† (Hughes, 6). Even though most of the people around him could not see his dream like he did, his attitude reeked of unfulfilled expectations. His deferred dream â€Å"fester(s) like a sore†¦Ã¢â‚¬  (Hughes, 4) and the pain starts to stretch his sanity. He says himself, â€Å"I want so many things that they are driving me kind of crazy†¦ Mama – look at me† (Hansberry, 73). It is this madness and this dream that causes the conflict within the household. The true test of unity for the family came with the second arrival of Mr. Lindner. It is then that Walter has to make a decision that will either bring his family together and place him as head of the household or break them all apart. Ultimately, he puts his family first and even Mama remarks, â€Å"He finally come into his manhood today, didn’t he? Kind of like a rainbow after the rain†¦Ã¢â‚¬  That day he put his family before his dreams. He realized that moving into their own home and standing up for themselves would be the best thing for his family. With this single act, he reinforced himself as the head of the household. Once everyone, especially Walter, come together towards Mama’s dream, they come together as a unit. They no longer act individually but act for the good of the household. They see that their future is dangerous and they must stand together if they are to oppose it. There is no longer talk of abortions or money; they speak more often of the family. This dream of owning their own home is exactly what the family needed and once it was achieved, the Youngers became stronger and closer. Though Walter had to sacrifice the most, mainly his dreams and ambitions, once he did, he led the family through to their unity. His selflessness allowed the family to live in harmony. Professors Bahr Bahr of Brigham University wrote in their article, Families and Self-Sacrifice: Alternative Models and Meanings for Family Theory, â€Å"We draw from the disciplines of economics, history, philosophy, literature, sociology, and from life as lived by everyday people in making the case that self-sacrifice is a powerful and a essential part of social life generally, and family life in particular† (Bahr, 1231). Self-sacrifice is essential for the family to work together as a unit. An individualistic approach to family life leads only to discord and disunity. Walter Lee Younger made this revelation, perhaps even subconsciously, when he decided to refuse the money that Mr. Lindner offered that was necessary to realize his aspirations. Only once this was achieved could the Youngers be a cohesive family unit. English historian Thomas Fuller once said, â€Å"The darkest hour is just before the dawn. † This famous quote is thoroughly applicable to A Raisin in the Sun. Though the Youngers had severe familial problems, they pulled through it stronger than ever before, thanks to the unifying dream that lit the way through the night.

Hawks Essay -- essays research papers

Major Groups of the Animal   Ã‚  Ã‚  Ã‚  Ã‚  The major group that hawks belong to is the bird group. Hawks have wings and feathers to fly. Which all are characteristics of birds. The hawk has eyes on the sides of its head so it can see all around, similar to a normal bird. The differences between the hawk and other birds is that the hawk is a bird of prey. “Birds of prey'; or raptors make their living by hunting, killing, and consuming live animals. They are at the top of the ecological food chain which makes the hawk a top consumer. Evolution   Ã‚  Ã‚  Ã‚  Ã‚  The hawk is closely related to all birds of prey. Any bird that makes its living by hunting, killing, and consuming live animals has a characteristic similar to the hawk. Even though owls are not related to eagles, falcons, and vultures they have similar hunting habits and similar equipment for catching and killing - sharp, hooked beaks, and strong, sharp, curved toenails or talons. Owls are nocturnal for the most part and the others hunt during the day. Hawks evolved from raptors which also were birds of prey. Hawks evolved with eagles and falcons mainly but also with some other birds as well. Habitat and Biome   Ã‚  Ã‚  Ã‚  Ã‚  Hawks live in all different habitats. Some in the foothills of the mountains while others live in the brushy open country and badlands of Oklahoma, Arizona, New Mexico, Nevada, and South-central California. Also in North and Central America for a more wide variety of hawks. Its biome would be in the Deciduous area as well as the Grassland and parts of the desert. Tropic Level/Niche   Ã‚  Ã‚  Ã‚  Ã‚  The hawk is at the top of the ecological food chain. It is the top consumer of the food chain. Nothing eats it because it is at the highest level. The hawk eats almost everything and anything that is living. From starlings and sparrows and pigeons and quail to reptiles and amphibians. Even ground squirrels and field mice. Almost all rodents along with fish which are eaten by certain kinds of hawks. The hawk lives amongst the tallest trees in the woods. They plant their nest very high up so they can keep a close lookout on everything that is going on. It also helps to have the nest high to keep predators away from the hawks young. Feeding and Defense Adaptations   Ã‚  Ã‚  Ã‚  Ã‚  Hawks are not nocturnal, li... ...ks will chase down birds such as pigeons or sparrows. With the hawks great maneuvering skills, it can chase its prey through trees and bushes. The hawk uses its talons to protect itself and its young. Humans are the predators which rarely effect the hawk and its life. We usually kill it by destroying the hawks habitat indirectly. Its young may be in the tree that we cut down, therefore lowering the number of hawks. Not very drastically though. Hawks only predators are coyotes and other such animals that can attack their young if it is out of the nest. The hawks will defend their young at all costs. Reproduction   Ã‚  Ã‚  Ã‚  Ã‚  Hawks reproduce once a year. They have one mate for their whole life. Unless, of course if one dies then the other hawk will find a new mate. It usually lays 3-5 blotched or spotted eggs a year, depending on food supply. Hawks reproduction has many factors that determine weather or not the bird will reproduce. If the food isn’t abundant then the hawks may not reproduce as many eggs, if any. If the mate dies or finds a new mate then the other hawk may not reproduce for that year. Hawks will leave their mate, under certain conditions. Hawks Essay -- essays research papers Major Groups of the Animal   Ã‚  Ã‚  Ã‚  Ã‚  The major group that hawks belong to is the bird group. Hawks have wings and feathers to fly. Which all are characteristics of birds. The hawk has eyes on the sides of its head so it can see all around, similar to a normal bird. The differences between the hawk and other birds is that the hawk is a bird of prey. “Birds of prey'; or raptors make their living by hunting, killing, and consuming live animals. They are at the top of the ecological food chain which makes the hawk a top consumer. Evolution   Ã‚  Ã‚  Ã‚  Ã‚  The hawk is closely related to all birds of prey. Any bird that makes its living by hunting, killing, and consuming live animals has a characteristic similar to the hawk. Even though owls are not related to eagles, falcons, and vultures they have similar hunting habits and similar equipment for catching and killing - sharp, hooked beaks, and strong, sharp, curved toenails or talons. Owls are nocturnal for the most part and the others hunt during the day. Hawks evolved from raptors which also were birds of prey. Hawks evolved with eagles and falcons mainly but also with some other birds as well. Habitat and Biome   Ã‚  Ã‚  Ã‚  Ã‚  Hawks live in all different habitats. Some in the foothills of the mountains while others live in the brushy open country and badlands of Oklahoma, Arizona, New Mexico, Nevada, and South-central California. Also in North and Central America for a more wide variety of hawks. Its biome would be in the Deciduous area as well as the Grassland and parts of the desert. Tropic Level/Niche   Ã‚  Ã‚  Ã‚  Ã‚  The hawk is at the top of the ecological food chain. It is the top consumer of the food chain. Nothing eats it because it is at the highest level. The hawk eats almost everything and anything that is living. From starlings and sparrows and pigeons and quail to reptiles and amphibians. Even ground squirrels and field mice. Almost all rodents along with fish which are eaten by certain kinds of hawks. The hawk lives amongst the tallest trees in the woods. They plant their nest very high up so they can keep a close lookout on everything that is going on. It also helps to have the nest high to keep predators away from the hawks young. Feeding and Defense Adaptations   Ã‚  Ã‚  Ã‚  Ã‚  Hawks are not nocturnal, li... ...ks will chase down birds such as pigeons or sparrows. With the hawks great maneuvering skills, it can chase its prey through trees and bushes. The hawk uses its talons to protect itself and its young. Humans are the predators which rarely effect the hawk and its life. We usually kill it by destroying the hawks habitat indirectly. Its young may be in the tree that we cut down, therefore lowering the number of hawks. Not very drastically though. Hawks only predators are coyotes and other such animals that can attack their young if it is out of the nest. The hawks will defend their young at all costs. Reproduction   Ã‚  Ã‚  Ã‚  Ã‚  Hawks reproduce once a year. They have one mate for their whole life. Unless, of course if one dies then the other hawk will find a new mate. It usually lays 3-5 blotched or spotted eggs a year, depending on food supply. Hawks reproduction has many factors that determine weather or not the bird will reproduce. If the food isn’t abundant then the hawks may not reproduce as many eggs, if any. If the mate dies or finds a new mate then the other hawk may not reproduce for that year. Hawks will leave their mate, under certain conditions.

Brave New World Essay

BNW Rough Draft Morally, the novel: Brave New World by Aldous Huxley is not acceptable to me. The plot, suggestive actions, and even the overall standards in the book do not appeal to me as a reader. One example that demonstrates my dislike for the book, Brave New World, is on (pg 19-20): â€Å"’Bokanovsky’s Process,’ †¦ One egg, one embryo, one adult – normality. †¦ A Bokanovskified egg will bud, will proliferate, will divide. † This instance from chapter one, personally as a reader, makes me dislike the book. I personally don’t like reading about scientific facts; and/or uncanny extraterrestrial-like customs.I think it is just, very plainly, odd. A second reason that shows my dislike for Brave New World is on (pg 88): â€Å"Swallowing †¦ that second dose of soma had raised a quite impenetrable wall between the actual universe and their minds. † This case from Chapter 5 [part 1] is a huge reason why I do not like this p articular novel. Soma is a reference to a perfect drug. Supposedly, there is nothing wrong with it at all, and it makes you completely happy; leaving behind no negative effects whatsoever. I think this is a very bad idea to put into a book due to today’s society of teenagers.Due to the already very enormous number of kids who use drugs, they might become influenced and argue that the characters in BNW can take Soma and not be affected. So then this leaves them to rationalizing that maybe everything will be perfectly satisfactory after consuming a certain drug in the real world. My last instance that shows my disapproval for BNW is how the word ‘Pneumatic’ is used especially by Henry Foster and Benito Hoover to describe what it’s like to have sex with Lenina. She herself remarks that her lovers usually find her â€Å"pneumatic,† patting her legs as she does so.In reference to Lenina it means well-rounded, balloon-like, or bouncy, in reference to her flesh, and in particular her bosom. And the use of this odd word to describe the physical characteristics of both a woman and a piece of furniture underscores the novel’s theme that human sexuality has been degraded to the level of a commodity. Personally, I dislike the very thought that the novel basically revolves around drugs and sex, and being a Junior in High School currently, I don’t really appreciate reading such material.Weird material as such often revolts the attention of the youth. In deduction, the overall content, plot, characters, and drug references make me, as a reader, ill-fated. I personally don’t like the overall message/theme in which it presents either which is that human sexuality has been degraded to the level of a commodity. I just don’t think this is suitable reading material for people like me who are in High School. Let alone, I’m just not that interested in a book with topics like so. Brave New World Essay Brave New World Essay In Aldous Huxley’s novel, Brave New World, the citizens of the World State are bred into specific caste systems. These consist of Alphas, Betas, Gammas, Deltas, and Epsilons. The different caste systems differ from each other in many ways, and have multiple purposes. There are many differences between the different groups in the caste system. Alphas are the most intelligent of them all. They wear the color grey, and are the tallest and most good looking. While developing inside the faux womb, they were given the most oxygen.They usually work as wardens, psychologists (Bernard), Director of hatcheries, and all World Controllers are Alphas. Betas are a little less intelligent then Alphas, but still higher in the caste system. They wear mulberry colored clothing and there jobs consist of mechanics and nurses. Alphas and Betas usually associate with each other. Gammas, Deltas, and Epsilons are in the lower half of the cast system. Gammas wear the color green. They are usually butlers and other jobs that do not consist of much thinking.Deltas wear khaki, and usually are helicopter attendants. The are mass produced and have no individuality. â€Å"Bokanovsky’s Process is one of the major instruments of social stability! † (Huxley, 7). This being said means the the World State does not think individuality is important. Epsilons are on the verge of being morons. They wear black, and received the least amount of oxygen in the womb. They are very stupid and usually press elevator buttons. The purpose of this cast system is that people will be happy with their jobs.An example is that an Alpha would have a job in the medical field, and an Epsilon would have a job pressing buttons. â€Å"Every one works for every one else. We can't do without any one. Even Epsilons are useful. We couldn't do without Epsilons. â€Å"(Huxley, 60). You need every caste system to maintain ‘the perfect World State’. I personally do not th ink that they reflect an aspect of our society today. I think it is just a consequence of the society of the World State. In the end, everyone needs everyone. The Alphas and Betas could not survive with out the Gammas, Deltas, and Epsilons, and vice versa.

Human Resources Policies Essay

Armstrong, (2006) defined Human Resource policies as continuing guidelines on the approach the organization intends to adopt in managing its people. In addition, it can also be defined as the philosophies and values of the organization on how people should be treated, and from these are derived the principles upon which managers are expected to act when dealing with Human Resource matters. Human Resource policies therefore serve as reference points when employment practices are being developed, and when decisions are being made about people. Mullins, (2005) highlighted that Human Resource Management must be committed to creating a working environment free from discrimination and where all employees are treated equally with dignity, courtesy and respect. This can be done by putting into place Human Resource policies that shows how people should be treated, and from these are derived the principles upon which managers are expected to act when dealing with Human Resource matters. The most common areas in which specific Human Resource policies exist are HIV and AIDS, discipline, employee development, employee relations, recruitment and selection, equal opportunity, grievances, health and safety, managing diversity, promotion, redundancy, reward, sexual harassment, substance abuse and work life balance and e-mails and the internet. Cole (1997) argued that this employment equity policy helps in preventing discrimination and promoting equality in the workplace. The equal opportunity policy should spell out the organization’s determination to give equal opportunities to all, irrespective of sex, race, creed, disability, age or marital status. The policy should also deal with the extent to which the organization wants to take affirmative action to redress imbalances between numbers employed according to sex or race, or to differences in the levels of qualifications and skills they have achieved. According to the Labour Act (Chapter 28:01),Section 5 states that no employer shall discriminate any employee or prospective employee on grounds of race, tribe, place of origin, political opinion, colour, creed, gender, pregnancy, HIV/AIDS status or subject to the Disabled Persons Act (Chapter 17:01). Every manager must take steps to promote equal opportunity in the workplace by eliminating unfair discrimination in any employment policy or practice within their sphere of authority. All forms of unfair discrimination, whether direct or indirect, are prohibited and it is the responsibility of all employees to inform themselves about and refrain from perpetrating unfair discrimination. The sexual harassment policy is another policy which aims at preventing and managing sexual harassment in the workplace. Sexual harassment is unwanted and unwelcome sexual advances, requests for sexual favours, and other verbal or physical conduct of a sexual nature that is made either explicitly or implicitly a term or condition of employment; or is used as the basis for employment decisions affecting such an individual. The company must prohibit inappropriate conduct that is sexual in nature at work, on company business, or at company sponsored events. This can be done by prohibiting comments, jokes, or degrading language or behavior that is sexual in nature, sexually suggestive objects, books, magazines, photographs, cartoons, pictures, calendars, posters or electronic communications and unwelcome sexual advances, requests for sexual favours, or any sexual touching this is according to Armstrong (2006). Sexual harassment is prohibited whether it’s between members of the opposite sex or members of the same sex. All managers have a key responsibility in establishing and maintaining a workplace free from personal harassment and they are directly responsible for the conduct of their staff. Sexual harassment is regarded as gross industrial misconduct and if proved makes the individual liable for instant dismissal. Less severe penalties may be reserved for minor cases but there will always be a warning that repetition will result in dismissal. Therefore all employees are expected to comply with this policy and that it is the pers onal responsibility of each employee to ensure that inappropriate conduct does not occur, as stated by Armstrong (2010). Safety policies should reflect the employers commitment to safety and health at work and should indicate what standards of behavior are to be aimed for in safety and health welfare matters. The policy statement should be drawn to the attention of all employees. In practice this is achieved by issuing a safety policy document to all employees via their pay packets, or by issuing company handbooks which include details of the policy. The important point is that the employer should be able to show that he has done more than just pin up a notice in various parts of his premises, this is postulated by Mullins (2005). The HIV/Aids policy is also used and its purpose is to provide guidance on managing departmental responses to HIV/AIDS in a manner that complies with the National Aids Policy and applicable laws, eliminates unfair discrimination and enables the harnessing of each person’s full potential. Employees who know that they are infected with HIV will not be obliged to disclose the fact to the company, but if they do, the fact will remain completely confidential. There must be no discrimination against anyone with or at risk of acquiring AIDS. In addition, employees infected by HIV or suffering from AIDS must be treated no differently from anyone else suffering a severe illness. All human resources processes and practices should promote an affirming non-discriminatory environment that fosters respect for the dignity of all while ensuring the maximum productivity of each employee regardless of HIV/AIDS status. This will be done through a regular review of all human resources practices and processes to eliminate existing or potential direct and indirect discrimination on the ground of HIV/AIDS. A prospective employee will not be required to disclose his or her HIV/AIDS status, there shall be no pre-employment HIV/AIDS testing in respect of a prospective employee and both permanent and contract employees are not obliged to disclose their HIV/AIDS status, as subject to Labour Relations Act (chapter 28:01). Recruitment and selection policies are also used to ensure a work environment that is anti discriminatory, democratic, respectful of rights, mindful of dignity and legally sound or legitimate. The Human resource department must be committed to utilise recruitment and selection practices that are based on merit, equity, objectivity, fairness and the need to redress the imbalances of the past so as to achieve a department that is broadly representative. According to Storey (1995), the recruitment process should reflect the department’s employment equity values and goals. Moreover, all phases of the recruitment process must support the recruitment of suitably qualified men and women from diverse racial and other backgrounds with a view to giving them an opportunity to serve all the people with excellence and responsiveness. Considerations of affirmative action will inform the entire recruitment process. The policy on age and employment should take into account that age is a poor predictor of job performance. It is misleading to equate physical and mental ability with age. More of the population are living active, healthy lives as they get older. Therefore the policy should define the approach the organization adopts to engaging, promoting and training older employees. It should emphasize that the only criterion for selection or promotion should be ability to do the job; and for training, the belief that the employee will benefit, irrespective of age. The policy should also state that age requirements should not be set out in external or internal job advertisements. Armstrong (2006). Diversity management policy is a concept that recognizes the benefits to be gained from differences. A policy on managing diversity recognizes that there are differences among employees and that these differences, if properly managed, will enable work to be done more efficiently and effectively. This concept does not focus exclusively on issues of discrimination but instead concentrates on recognizing the differences between people. Maund (2001) express it, the concept of managing diversity is founded on the premise that harnessing these differences will create a productive environment in which everyone will feel valued, where their talents are fully utilized and in which organizational goals are met. The diversity management policy must acknowledge cultural and individual differences in the workplace, state that the organization values the different qualities that people bring to their jobs, emphasize the need to eliminate bias in such areas as selection, promotion, performance asse ssment, pay and learning opportunities and focus attention on individual differences rather than group differences. Mathis, (2003) is of the view that the disciplinary policy should state that employees have the right to know what is expected of them and what could happen if they infringe the organization’s rules. It would also make the point that, in handling disciplinary cases, the organization will treat employees in accordance with the principles of natural justice. It must be the policy of the company that employees should be given a fair hearing by their immediate supervisor or manager concerning any grievances they may wish to raise, have the right to appeal to a more senior manager against a decision made by their immediate supervisor or manager and have the right to be accompanied by a representative of their own choice when raising a grievance or appealing against a decision. Cole, (1997) highlighted that the reward policy must cover matters as providing an equitable pay system, equal pay for work of equal value, paying for performance, competence, skill or contribution, sharing in the success of the organization and the relationship between levels of pay in the organization and market rates. There must not be discrimination of employees in pay levels. This will encourage the optimum productivity from employees and ensures high level of quality output. A performance management system must be put in place so as to pay employees according to their performance and efforts. Armstrong (2006) is of the opinion that job evaluation must also be done in a fairly and equitable manner so as to have a free work environment. In conclusion, companies must be committed to providing a work environment free of discrimination and harassment. Human Resource policies must prohibit discrimination and harassment in the workplace, whether committed by or against managers, co-workers, customers, vendors, or visitors. Employees must work and develop in an environment that is anti-discriminatory, democratic, respectful of rights, mindful of dignity, legally sound and productive. Workplace discrimination or harassment based on an employee’s race, colour, religion, sex, national origin, citizenship, age status, sexual orientation, disability, marital status, or any other basis prohibited by law, must not be tolerated. REFERENCES Armstrong, M. (2006) Strategic Human Resource Management, (3rd Ed), London: Kogan. Armstrong, M. (2006) A Handbook of Human Resource Management Practice, (10th Ed), London: Kogan. Cole G.A. (1997), Personnel Management, Theory and Practice, London: Continuum. Labour Relations Act Regulations (1998), HIV and AIDS, Government Printers: Zimbabwe. Maund, L. (2001), An Introduction to Human Resource Management Theory And Practice, New York: Palgrave. Mullins, L. J. (2005), Management and Organizational Behavior, England: Prentice Hall. Storey, J.(1995), Human Resource Management: A critical text, London: Routledge.

Global Leaders essays

Global Leaders essays In the article, In Search of Global Leader, five top executives describe what it takes to be a global leader and how they measure it. Stephen Green, Group CEO of HSBC, believes global executives should work in more than one in most cases, more than two major world markets. Greens company prizes diversity and seeks global managers that bring their different cultures and experiences to the table. As such, he does not believe in going to great lengths to acquire mid-career MBAs. Rather, the company seeks to identify leaders with drive, initiative, cultural sensitivity and a readiness to see the world as their oyster. He believes this diverse workforce leads to higher profits, more creativity and responsiveness to clients needs. Conversely, Fred Hassan, Chairman Good ideas come from anywhere and good products can be sold anywhere. The more places you are, the more ideas you will get. And the more ideas you get, the more places you can sell them and the more competitive you will be. Hassan is convinced that building global attitudes requires personal involvement from the top. Jeffrey Immelt shares Hassans sentiment of developing global people. Immelt contends that a good global company is: 1) a global sales company its number one with customers all over the world; 2) a global products company with technologies factories, and products made for the world, not just a single region; and, 3) most important, a global people company that keeps getting betty by capturing global markets and brains. Immelt believes becoming a good global company begins with human resources permeating througho ...

Sentence Fragments and Run-ons in SAT Writing Tips and Questions

Sentence Fragments and Run-ons in SAT Writing Tips and Questions SAT / ACT Prep Online Guides and Tips Can you recognize a sentence when you see one? Most people will automatically answer that they can. But correct sentence structureis one of the most commonly-tested grammatical concepts on the SAT Writing section. What does it take to makea sentence complete? How can you recognize a fragment or a run-on? Read on to figure out how the SAT manages to trick so many students with this seemingly easy concept. In this guide I am going to show you: What constitutes a complete sentence How prepositional phrases, appositives and non-essential clauses can make sentences more difficult to understand How to recognize and fix fragments How to recognize and fix run-on sentences Strategies to attack these kinds of questions Examples of this kind of question from the SAT Test Yourself To start, take a look at the following. Some of these are correct sentences. Others are fragmentsorrun-ons. Can you tell which are which? Do you understand why the incorrect sentences are incorrect? Rebecca, the chef, struggles to find fresh mozzarella in the stores. Rebecca, who was a fantastic chef skilled in making pasta and pizzas. After working in a restaurant for ten years, Rebecca opened her own Italian cafe, it was called â€Å"Mi Piace.† Rebecca, who was skilled in making pasta, did not enjoy eating it. Although Rebecca was very skilled in making pasta, and ate it all the time. Her friends delighting in her pizzas and baked goods. She loved pizza. Because she showed a talent for cooking from a young age, Rebecca, who had a closet full of children’s cookbooks. Rebecca ate a lot of pizza, soon she started cooking it, too. Answers: 1. Sentence; 2. Fragment; 3. Run-on; 4. Sentence; 5. Fragment; 6. Fragment; 7. Sentence; 8. Fragment; 9. Run-on How did you do? As you can see, it can be more difficult than you might think to correctly identify a sentence every time - and even more so to understandwhy an incorrect sentence is not right.Keep reading and we will cover exactly what a sentenceneeds to becorrect. What Is a Sentence? Sentences can be short or long, simple or complex. In order to have a correct, complete sentence, you really only need two things: asubject, and averb that is conjugated to match the subject. A subject and a correctly conjugated verb together, along with anything else that goes with them, formanindependent clause.Don't worry, you don't need to know that term for the SAT! But it will be useful as we move forward for understanding sentences. An independent clause can stand on its own as a complete sentence becauseit makes sense as it is and expresses a complete thought. For example, all of the following are independent clauses: The girl runs. The girl with bows in her hair runs. The young girl with bows in her hair runs through the village square. Each of these has a subject, a correctly conjugated verb, and makes sense without any additional information. The subject in each of these sentences is "girl". The verb, "runs", is correctly conjugated in the third person singular to match the subject. If you wanted to, you could get rid of all the additional words in the second and third sentences above, and they would still make sense. There is one situation in which you can have a complete sentence, but you will not be able to pick out the subject and the verb. This is withcommands. Commands always have anunderstood subject of "you", which means that it does not need to be written. Example Run! Speak! Run down the street and speak to your grandmother! Fortunately, the SAT does not test this concept very often, but it's important to understand just in case it does come up. So now you know the basics of a simple sentence! Sentences can have more than just one independent clause, however - and this is where things can get tricky. They can have a second independent clause, or the independent clause can be attached to a dependent clause. Sentences with More than One Independent Clause Sometimes, sentences can have more than one independent clause. If this is the case, you have to make sure that they are joined together correctly. If they are not, they are considered run-on sentences.We will talk more about how to recognize run-ons, but let's first focus on how things are done correctly. There are a few different ways that you can correctly join two independent clauses together to make onecompound sentence. #1: Don't join them at all! This may be the easiest solution at times.You do not have to join the clauses together.Keep them separated by a period. Example Julia and Louise both like to eat pizza.They both love pepperoni. #2: Join the sentences with a comma followed by a coordinating conjunction. Coordinating conjunctions can be remembered by the acronym FANBOYS: F for A and N nor B but O or Y yet S so Example Julia and Louise both like to eat pizza, for they both love pepperoni. #3: Join the independent clauses with a semicolon. A semicolon on its own basically functionsexactly the same way a period does.You can join the two clauses with a semicolon and nothing else. Example Julia and Louise both like to eat pizza; they both love pepperoni. #4: Join the sentences with a semicolon and aconjunctive adverb. Some of the most common conjunctive adverbs include however, nevertheless, therefore, moreover, and consequently. Different conjunctive adverbs show different relationships. For example, "however" and "nevertheless" imply a contrast, so use these if one sentence gives information that somehow contrasts the previous one. "Therefore" and "consequently" imply a cause-and-effect relationship. Use these when one sentence is a result of something the happened in the previous sentence. "Moreover" is used to indicate expand on the information given in the first sentence. Example Julia and Louise both like to eat pizza; moreover, they both love pepperoni. Note that conjunctive adverbs can come after either a semicolon or a period, but they must be followed by a comma. #5: Turn one of the independent clauses into a dependent (or subordinate) clause. We will go into dependent clauses in more detail in a moment, but for now, this is what this solution would look like: Example Since they love pepperoni,both Julia and Louise like to eat pizza. Understanding how dependent clauses work and are formed is very important for being able to spot run-ons and fragments. Let's take a closer look at how they can be used in sentences. Sentences with Dependent (or Subordinate) Clauses Again, the terminology here isn't important, but the concept is. Like an independent clause, a dependent clausehas a subject and a verb, but it doesn't make sense on its own. Dependent clauses are usually used to describe the circumstances in which anindependent clause occurs. Example While she was gardening, Jennyfound an old penny. In this sentence, the dependent clause "While she was gardening", gives the context for when Jennyfound the penny. Note that "while she was gardening" does not express a complete thought on its own - it's just setting the scene for more information to come. We will talk more about this later. Be careful, because, when speaking, people often use dependent clauses in place ofcomplete sentences.Imagine the following conversation: You: â€Å"Look at this cool old penny I found! It’s from 1933!† Friend: â€Å"Wow, that is cool. Where did you find that?† You: â€Å"While I was gardening.† Though we talkthis way, it’s not acceptable inwritten English. Even in this conversation, â€Å"While I was gardening† is describing an independent clause you have already said - â€Å"Look at this cool old penny I found!† On the SAT, a sentence that only consists of a dependent clause will always be incorrect. I will cover this idea in more detail in the â€Å"Fragments† section below. Sentences with Prepositional Phrases, Appositives, and RelativeClauses Some sentences include additional phrases or clauses that describe a noun or verb. There are a few different tupes, but none can replace a independent clause. Prepositional Phrases Prepositional phrases can be added to sentences to add more detail about something in the sentence. To learn more about prepositional phrases, see this article. You can add a prepositional phrasealmost anywhere in the sentence, depending on what the prepositional phrase is describing. The man in my kitchen was making sandwiches. The man was making sandwiches in my kitchen. Remember that you should be able to completely delete the prepositional phase and still be left with a complete sentence: The man was making sandwiches. Also remember that a prepositional phrase cannot stand alone as a sentence: In my kitchen. = INCORRECT Relative Clauses A relative clause gives extra information about a noun in the sentence- it oftencomes between the subject and the verb. Relative clauses are so named because theybegin withrelative pronouns, likethat, who, which, whose,or where. Examples The man, who was standing in my kitchen, was making sandwiches. The man, whose sandwiches we enjoyed, works in the cafe down the street. Thesecan be removed from the sentence and a complete sentence will be left over: The man was making sandwiches. The man works in the cafe down the street. Appositives An appositive is when a word or phrase that consists of a noun or pronoun (along with any descriptive words)is placed directly next to another noun in the sentence to re-state it and add a description. Appositives can be a single word, or a phrase (a group of words). Appositive are also set off by commas. Examples My dad, Phil, works in the cafe down the street. My father, the man who is in the kitchen, likes making sandwiches. Sandwiches, one of my favorite types of food, are delicious. Appositives can also be crossed out and you will have a complete sentence left over. My dad works in the cafe down the street. My father likes making sandwiches. Sandwiches are delicious. Now that you know various ways to construct acorrect, complete sentence,let's discuss some of themistakes that students often make in doing so. We'll start with common pitfalls that causeincomplete sentences. What is a Fragment? A fragment is an incomplete sentence. There are 6main mistakes that can make a sentence a fragment: A â€Å"sentence† that lacks a verb A â€Å"sentence† that has an -ing or non-past tense -ed verb without a helping verb A â€Å"sentence† that lack a subject A â€Å"sentence† that begins with a subordinating conjunction and has no main clause A â€Å"sentence† that add details to the main clause, but is separated from it A â€Å"sentence† that has a nonessential clause or prepositional phrase and incomplete main clause Let's discuss each of these separately. 1. Sentences that do not have a verb To recognize these kinds of fragments, ask yourself what the subject of the sentence is doing. If you can't answer that question, it's probably because there's no verb! Examples John, after winning the trophy. (What did he do?) Ten cakes and two dozen cupcakes. (What about them?) Next Tuesday. (What is next Tuesday?) To fix these kinds of fragments, you must add a verb to show an action or state of being. John, after winning the trophy, smiled. Ten cakes and two dozen cupcakes were prepared by the bakery. Next Tuesday is my birthday. 2. Sentences with a gerund or past participleand no helping verb. These errors can be a bit more difficult to recognize. Whenever you see a gerund, an â€Å"-ing† verb, or a past participle, an â€Å"-ed† verb that doesn’t seem to be describing the past tense, thereMUST bea helping verb with it oranother verb somewhere else in the sentence. If the sentencehas neither, it's a fragment. Examples The children walking through the park. The paintings created by the students. Students studying every night for the SAT. The actress smiling at the crowd There are two ways to fix these kinds of fragments. The first is toadd a helping verb or change the verb to another form. Examples The children were walking through the park. The paintings were created by the students. The students had been studying every night for the SAT. The actress was smiling at the crowd. OR The actress smiled at the crowd. The second way to fix these fragments is to use the -ing or -ed word as a participle - meaning that it is an adjective describing a noun in the sentence - and add a main verb. Examples The children walking through the park shouted with joy. The paintings created by the students were hung in the hallway. The students studying every night for the SAT were sleep deprived. The actress, smiling at the crowd, accepted the award. 3. A sentence is also a fragment if it lacks a subject. To recognize this error, ask yourself: who is doing the action? Examples After reading all the assigned material. (Who read it?) Wanted to discuss her grades with the teacher. (Who wanted to?) Contemplating the meaning of life. (Who was?) You may notice that some of these examples also have errors we have already discussed. To fix these, we need to add a subject and make sure there is a correctly conjugated main verb. Examples Phil went to bed after reading all the assigned material. Amanda wanted to discuss her grades with the teacher. She was contemplating the meaning of life. 4. A sentence is a fragment if it is a dependent or subordinate clause. This means that it has both a subject and a verb in the correct form, but it begins with a subordinating conjunctionand is not attached to another, main clause that is a complete sentence on its own. To recognize these errors, see if the sentence begins with a subordinating conjunction.Some common subordinating conjunctions include: after, although, as, as if, because, before, ever since, if, in order, just as, since, so that, though, unless, until, when, whenever, where, whether, whereas, whichever, while. Examples While I was parking the car. When he finished baking cupcakes. Since she owns two horses. To fix these errors, you need to connect them to an independent clause - a complete thoughtthat can stand on its own. Examples While I was parking the car, I saw a cat run across the driveway. When he finished baking cupcakes, I iced them. Since she owns two horses, she is going to give me riding lessons. 5. Look out foradded detail fragments. These constructions come after a complete sentence and give extra information, but they don't express a complete thought on their own. They usually begin with words like such as, including, and for example. If you see a "sentence" that begins with one of the above words or phrases, check to see if it has a subject and a verb. If the subject and verb are part of another sentence, then it is a fragment. Examples I enjoy seeing animals at the zoo. Such as monkeys, zebras, and lions. Julia enjoys watching anime. For example, YuYu Hakusho and Princess Mononoke. I like to eat sweets, such as: donuts, chocolate, and candy. These fragments can be fixed in several ways. The first is to add the detail fragment to the main sentence it is describing. I enjoy seeing animals such as monkeys, zebras, and lions at the zoo. Additionally, you can make a complete sentence out of the fragment by adding a subject and a verb. Julia enjoys watching anime. For example, she watches YuYu Hakusho and Princess Mononoke. When one of the words introduces a list with a colon, make sure that what comes before the colon can stand on its own as a complete sentence. I like to eat sweets: donuts, chocolate, and candy. Or you can make a sentence without the colon. I like to eat sweets, such as donuts, chocolate, and candy. 6. Some fragments will have a relativeclause, appositive, or prepositional phrase with an incomplete main clause. To spot these errors, cross out the relativeclause, appositive, or prepositional phrase. Are you left with a complete sentence? Examples John, who won the trophy four years in a row.→John, who won the trophy four years in a row.(Missing verb) In the newspapers. →In the newspapers.(Missing subject and verb) The trophy, which was given to the person who could cook an omelette the fastest. → The trophy, which was given to the person who could cook an omelette the fastest.(Missing verb) Santa Claus, the jolly man in the red suit. → Santa Claus, the jolly man in the red suit.(Missing verb) To correct these errors, add a subject or a verb as needed. Make sure that if you eliminate the prepositional phrase or non-essential clause, that there is complete sentence left over. John, who won the trophy four years in a row, congratulated his competitors. John congratulated his competitors. = CORRECT John’s victory was announced in the newspapers. John’s victory was announced. = CORRECT The trophy, which was given to the person who could cook an omelette the fastest, was shaped like an egg. The trophy was shaped like an egg. = CORRECT Santa Claus, the jolly man in the red suit, ate all my cookies. Santa Claus ate all my cookies. = CORRECT Now you know the ways to fix incomplete sentences! Another common error that the SAT will test you on is whetheryou can recognize sentences that are incorrect because the clauses have been joined together incorrectly. Let's look at how to tackle these questions. What is a Run-on? A run-on is when two or more sentences run together and aren't separated by the correct punctuation.Some people think that â€Å"run-on† just means a really long sentence. This isn't true - you can have a very long sentence that is grammatically correct.This sentence is 239 words long but is not a run-on. There are three main types of run-ons: Comma splices Fused sentences Sentences joined by a conjunctive adverb and commas Comma Splices Acomma spliceoccurs whentwo complete independent clauses (full sentences) arejoined together by a comma and nothing else. A comma can never join together two complete sentences on its own. When you see a sentence with a comma in the middle, check to see if there is a coordinating conjunction (see this article for more info) that joins the sentences together or if one of the clauses is a subordinate clause that begins with a subordinating conjunction. If not, the sentence is a run-on. Example She was offered the prestigious job, she turned it down because she did not want to move to Texas. Fused Sentences Fused sentencesoccur when two or more sentences run right into each other, with no punctuation at all. To recognize these, look to see if a sentencehas two unconnected subjects and verbs without the necessary punctuation (see above for the correct ways to join two independent clauses). She was offered the prestigious job she turned it down because she did not want to move to Texas. Incorrectly Punctuated Conjunctive Adverbs Joining two independent clauses with a conjunctive adverb and commas is another recipe for a run-on. Conjunctive adverbs can only be used to connect two independent clauses in concert with a period or a semicolon. When you see a conjunctive adverb (however, moreover, nevertheless, therefore, consequently, etc.)with commas on either side of it, check whether it's being used to connect independentclauses on either side of it. If so, the sentence is a run-on. She was offered the prestigious job, however, she turned it down because she did not want to move to Texas. Correcting Run-ons To fix run-ons, you will use the rules outlined above to correctly join two sentences: 1. Create two separate sentences. She was offered the prestigious job. She turned it down because she did not want to move to Texas. 2. Use a comma and FANBOYS conjunction. She was offered the prestigious job, but she turned it down because she did not want to move to Texas. 3. Use a semicolon. She was offered the prestigious job; she turned it down because she did not want to move to Texas. 4. Use a semicolon with a conjunctive adverb. She was offered the prestigious job; however, she turned it down because she did not want to move to Texas. 5. Re-write the sentence with a subordinate clause. Depending on the sentence, this may not always be as easily done, and may require extra work. Since she did not want to move to Texas, she turned down the prestigious job that she was offered. 6. If the two clauses have the same subject, join the sentences and remove the repeated subject. Notice that this way, you do not need a comma with your FANBOYS conjunction. She was offered the prestigious job but turned it down because she did not want to move to Texas. Specific Strategies for Fragments and Run-ons Fragments and run-ons will most frequently be tested in Improving Sentences questions, though they will also sometimes appear in Identifying Errors and Improving Paragraphs. Use the following steps to approach a fragment or run-on question: 1. When you first read the sentence, make sure you can find the subjectand correctly conjugated verb. Is this difficult? If you see a prepositional phrase, appositive, or a non-essential clause, cross it out. See if you have a correct sentence left over. 2. In both the original sentence and the answer choices, look for the telltale signs of a fragment or run-on error: -ed or -ing verbs. Check for appropriate helping verbs. Clause that begins with a subordinating conjunction. Check it is connected to a main clause. A separate sentence describing a previous sentence, with words like â€Å"for example.† Conjunctive adverbs like â€Å"however† surrounded by commas A semicolon followed by a FANBOYS conjunction A single comma in the middle of the sentence - often a sign of comma splice 3. Immediately cross out any answer choices that make the above errors. 4. IMPORTANT: One almost sure sign of a mistake is a non-essential clause that is not immediately followed by a verb. If you see one of these, it is almost always a fragment that needs fixing. Examples My father, who is one of the greatest violinists in the world, and he plays the piano, as well. → FRAGMENT My father, who is one of the greatest violinists in the world, plays the piano, as well. → CORRECT 5. IMPORTANT: Watch out for commas separating two independent clauses (aka a comma splice). This is the most common type of run-on that you will see on the SAT. 6. Select a final answer choice that follows the above rules and also follows the standard style rules used on the Writing SAT: No unnecessary prepositions or articles Pronouns must have clear antecedents Use fewer gerunds and participles if possible No dangling or misplaced modifiers Choose the most concise option that is also grammatically correct. Let’s try one together†¦ Santa Fe is one of the oldest cities in the United States, its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. Santa Fe is one of the oldest cities in the United States, its Santa Fe, which is one of the oldest cities in the Unites States, its Santa Fe, which is one of the oldest cities in the United States, has Santa Fe is one of the oldest cities in the United States; its Santa Fe, one of the oldest cities in the United States, and it The first thing that I notice in this question is that part of the underlined portion contains a comma. This is a clue that I should check to see how it is being used. Commas are correctly used to separate items in a list and to separate dependent clauses from independent clauses. This is obviously not a list (though we do have a list at the end of the sentence) and I don’t see any subordinating conjunctions, so it’s not a dependent clause. Now I need to check if I am dealing with a comma splice. Can I make two separate sentences out of the above by replacing the comma with a period? Santa Fe is one of the oldest cities in the United States. Its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. This works, so I'm dealing witha comma splice. Now I’m going to look at the answer choices and see if I can spot some other obvious errors. Choice (A) is always the same as the original sentence, so it contains the comma splice. I can rule it out. Choices (B) and (C) both contain non-essential clauses beginning with â€Å"which†. As I know from the rules above, I should always be able to cross out non-essential clauses and have a complete sentence left over. So let’s try that: B: Santa Fe its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (B) is out. C: Santa Fe has adobe architecture, spectacular setting, and clear radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (C) is out. Choice (D) uses a semicolon to separate the two independent clauses, which is one of the correct ways to join two sentences together. Therefore, answer (D) is correct. But just to be certain, let’s look at answer (E). This option contains an appositive. We should be able to cross it out and have a correct sentence: E: Santa Fe and it adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (E) is out. Now time to try some on your own! Practice Questions from the SAT #1: What must be done with sentence 1 below? (1) The students in the class agreed - some of them unhappily - that they would all participate in the new book club. (2) Started by their literature professor, who also ran a film club on campus. Combine it with sentence 2, putting a comma after â€Å"club†. Begin it with the words â€Å"It was†. Replace the comma after "professor" with a semicolon. Place the word "ran" by "was running". Change â€Å"professor, who† to â€Å"professor, she† #2: Many people do not like anchovies on their pizza, it is because they think they taste bad and are disgusting as a result. pizza, it is because they think they taste bad and are disgusting as a result pizza because they think they taste bad and therefore find them disgusting pizza for the reason that they think they taste bad with resulting disgust pizza because of thinking they taste bad and therefore they think them disgusting pizza, their thoughts of them being that they taste bad resulting in finding them disgusting #3: Having won gold in the Olympics two years in a row, the Brazilian women's soccer team praised for their athleticism. praised for their athleticism praised and were very athletic has been praised for its athleticism are praised for having athleticism is being praised for being athletic #4: To assist the team in the timely production of the film, a revised script written overnight by the director and producer. a revised script written overnight by the director and producer. a revised script being written overnight by the director and producer and to write overnight a revised script by the director and producer the director and producer have written a revised script overnight with the director and producer writing a revised script overnight #5: A form of dance traditional to northern Spain is the Flamenco, it combines rhythmic stamping with emotional intensity. Flamenco, it combines rhythmic stamping Flamenco, which combines rythmic stamping Flamenco, which lets them combine rhythmic stamping Flamenco; letting them combine rhythmic stamping Flamenco by having a combination of rhythmic stamping #6: London's iconic Tower Bridge, which was opened on(A) June 30, 1894,to span the Thames River, and is crossed by(B) a minimum of(C) 40,000people(D) perday. Noerror. (E) Answers: 1. B; 2. B; 3. C; 4. D; 5. B; 6. B What’s Next? Now that you’ve mastered one of the trickiest concepts on SAT Writing, time to check out some others! Read about how the SAT will test you on parallel structure, illogical comparisons, and wordiness and redundancy. Need to review some of the basics before moving forward? Brush up on the fundamentals of grammar with our Parts of Speech guide. Was this concept too easy? Check out some of the most difficult questions you’ll encounter on SAT Writing. Aiming high? 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What do you think two essays have in common Assignment

What do you think two essays have in common - Assignment Example Neuroscience, the New Philosophy article engages readers into ascertaining that some people may be convicted of crimes that they neither did not know nor are they knowledgeable of the people who undertook them. The following study evaluates and establishes the similarities between the two articles on neuroscience and its flaws as depicted in John Reid’s interrogation practices. John Reid exposed Parker to a series of questions concerning his wife’s murder case. During the interview, Reid focused on ensuring that Parker conformed to his demands that he was indeed behind his wife’s execution. The study indicates that Parker was honest to explain how he found his wife lying dead on the bed as he went home from his workplace. According to Ramachandran, â€Å"the society abides to the Freudian theory while addressing psychiatry issues and in major cases, people base their arguments on unrealistic judgment†. Through Reid’s determination and confidence that he would eventually incriminate Parker towards his wife’s murder, the controversial article on neuroscience asserts on the societal changes and technological improvements that people use to argue upon the occurrence of something as true while reducing the use of manual judgments. The two articles indicate similarities concerning the function of the human brain, and the assump tions of the society concerning the actions of transmitters and reactors in the brain (39). A sensory machine attached to the suspect indicated that he was giving factual answers concerning his wife’s murder. Despite the honesty, Reid revealed dissatisfaction to the answers and warned Parker that he was lying against telling the truth. According to the Neuroscience, the New Philosophy article, the human mind is vulnerable to temptations and people are capable of agreeing to certain demands whenever they are incapable of finding actual answers concerning the situations in question (34).

IT Outsourcing Essay Example | Topics and Well Written Essays - 750 words

IT Outsourcing - Essay Example Information technology processes are primary among those outsourced as they call for expertise and can dramatically boost the brand image of a company. Since outsourcing has long been taken on as a cost-cutting strategy, companies will want to identify services that can be hired out to experts to perform them. Moreover, outsourcing enables companies to achieve flexibility as they can take advantage of time differences as the companies hired out are usually overseas. Besides that, where a company is facing great demand during peak seasons, they can meet this demand by hiring out manufacturing processes to overseas companies with the expertise. This is quite beneficial to a company as it gives them an edge over their competitors in terms of surprise availability and ability to meet consumers’ requirements consistently (Blokdijk, 2008). With respect to IT, service value chain can be achieved by for instance where companies approach a company to provide storage through cloud compu ters and provide applications that streamline operations using customized software. Most sought after is web hosting services, there are risks attached to this that will require deep consideration and analysis. These are related to the vendors, such that their being in the driving seat allows them to take control of operations. This could result in conflict of interests, a company may lose its identity while associating with certain vendors, managing and directing vendors may prove challenging and when the outsourcing company decides to end the partnership with a vendor, critical knowledge goes with the vendors which may prove risky and expensive as they will be vulnerable to competition (Kroenke, 2012). Hence, it is crucial that companies establish fundamental principles when making a contract with vendors or suppliers of IT services. This ensures there is a meeting of minds allowing a cohesive and mutually beneficial relationship to exist. However, this should not be done in a dic tatorial manner as it may build reluctance from the vendor. The buyer should notify the vendor what the expectations are so that the vendor understands the obligations faced by the company. Prior to this, a company seeking to outsource IT services should do a thorough background check on potential vendors or suppliers to make certain they are reliable and competent to perform the services. This prevents a situation where quality of service from the vendor is below par. An outsourcing company should also be careful not to entirely expose its intellectual capital, in form of skills and knowledge, to the vendors as this may prove damaging if accessed by the competition (Blokdijk, 2008). From the mini-case study, it is understandable why management would want to outsource IT services seeing as it should support 5,000 students, excluding staff and they have an accommodating budget. Nevertheless, having an extra 15 employees, over and above the 30 employees, all dedicated to the same busi ness function may prove expensive and redundant. The university needs to rationalize the outsourced services to ensure they maximize capital utilization, where capital in this case refers to existing employees. In addition, the associated costs of outsourcing services should be supported by quantifiable benefits accrued from the services. It would be sensible to outsource IT s