Preliminary Business Plan Essay - 1394 Words

Preliminary Business Plan Company Description Background: The Idea came from Taylor Crank, on the basis that what parent wants to wonder on a daily basis whether their kid is going to make it home walking or riding the bus? This is where a tracking device would come in handy. A device that would attach to your child (i.e. watch, necklace, headband, etc.) and track them if by some chance they didn’t make it home – or – if they were simply out of sight. By the click of a button, with this device attached to their home phone, would connect with the police. Legal Structure: We would form our business as a LLC, because of the many advantages it would have for our company. The First being personal liability protection for its owners, making†¦show more content†¦Innovation would be another competitive risk if a competitor where to innovate on our idea to make it better this would cause a big problem to our company. To counter this we would have to have feedback from our customers and do some market research to stay ahead of the curve. To offer the best product available for a reasonable price we would need to constantly brainstorm and find new way to make our product better. †¢ Execution risk: Because our team has not launched a business before we may overlook some crucial details that could result in major problems. As a company we could be so focused on getting our company up and running that we completely lose sight of the company’s strategy and trajectory. To overcome this risk we need to seek out counsel on how to lessen our risk, and to not have one person not have all the influence in the decision making process. †¢ Customer demand risk: It is possible that our forecast for our child tracker might not meet the actual consumer demand, which can lead to unnecessary costs for the company. We also may forecast lower demand and the customer demand being to high would result in lost sales. To overcome this risk, weShow MoreRelatedComputer Project Management942 Words   |  4 PagesTeaching Plan CMT3342 January - June 2012 Teaching Week No. | Lecture Topic | Seminar Topic | Group Project | Essay | 1 | Introduction to Project Management | Introduction to the module and its assessment structure + introduction to the essay topic and how to write essays that get good grades (slides) | | Start individual essay, analyse essay question | 2 | Advanced information seeking and information literacy for project purposes | Exercise in the library or any room with sufficient numberRead MoreSoftware Project Management Quiz Questions1182 Words   |  5 PagesConsulting’s core business goal is first presented in the ____ section of the business case. |a. |Critical Assumption and Constraints | |b. |Current Situation and Problem/Opportunity Statement | |c. |Introduction/Background | |d. |Business Objective Read MoreProject Scope Of Project Management945 Words   |  4 Pagessuccessfully using this technique to provide an overall picture of the project. 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The Dirty Truth on Essay Writing Topics on Corruption

The Dirty Truth on Essay Writing Topics on Corruption Essay Writing Topics on Corruption Secrets That No One Else Knows About So, the government plays a huge part within it. A divided society could be harmful to the stability of the nation. Among other things, corruption impacts the increase and evolution of the nation negatively. Undoubtedly corruption is among the biggest obstacles in the development of our nation. The most important aim was to boost access to technology to the people of the nation. Within 30 days, you'll have implemented a strong advertising and marketing strategy. Hence accelerating the government procedure will help to lessen the corruption in India. The Number One Question You Must Ask for Essay Writing Topics on Corruption So although you may think about writing a lengthy essay as a torturous assignment, it's actually an extraordinary chance to practice an extremely specific skill that will certainly be convenient in different areas of your life. Bear in mind, if you place as much effort into writing a really great essay on corruption, it's certainly going to get the maximum grade and the very best feedback possible. Moreover, make certain your story shows you acting in a positive way, particularly if your essay a part of a university application. In any event, hearing your teacher say that you need to write a very long essay for your next assignment can surely caus e lots of stress. In the majority of cases there just wasn't enough money to cover the services people needed, so corruption developed as a way of raising revenue, even though it has at all times been over a method of financing government operations. It isn't always vital to offer something like money or money's worth. It isn't always compulsory to provide something like money or money's worth. An excessive amount of money isn't a good thing. For instance, you can explain how a normal user can save yourself computer data from corruption. You should choose a topic that may be achieved within a two-year time period framework. Yearly driving tests ought to be mandatory over a specific age. Even if people become caught, they're not punished severely for it. For example, if you're expected to write 3,000 words for your long essay, you might feel better writing just 500 words each day over a few days rather than attempting to bang it all out simultaneously. It's simple to miss something important and earn a mess of your topic. Consider an instance of how you can better your speaking via an illustration of a single change in how you believe. Simply take a peek at your breathing whenever you are speaking to a group of individuals. To be great at public speaking, you need to have the ability to wow your audience from the beginning. Writing about people from their family is something they will do with lots of enthusiasm. Persons of strong character ought to be employed. Corruption comes in the shape of bribery in their opinion. It has become a part of life. It is sometimes referred to as a vicious circle. It is a phenomenon which can occur in any country in the world. Needless to say, the definition of a very long essay will differ from 1 classroom to another, based on the age and degree of the students. As stated above, the very best approach to have a child involved with writing, is to make whatever he or she's writing, about them. You may surely start your practice for the exact same! People indulging in any type of corrupt practices have to be punished severely. If you find that you cannot compose an essa y irrespective of its topic, do not become upset and purchase any bit of writing from our brilliant writers at a low-cost price. Write an essay meaning download custom essay writing service would you like to purchase custom essay online because you're feeling you're stuck on the practice of. As easy as your topic might be, the practice of writing a research paper, generally, can be long and extensive. It's quite easy discover a great deal of simple research topics online or inside a book at the library. Following are various sorts of essay topics for students that are categorized in many sections so you can easily chose the topic according to your need and requirement. The Study Problem must meet up with the deadline selecting a topic that's compelling enough to sustain more study is crucial. Make certain that you write atleast one essay or one letter daily to boost your speed. Otherwise, your portfolio essay might be a bit unorganized. Essay writing is not ever an easy job. Writing a lengthy essay of 3,000 words can be achieved in a day if you merely set your mind to it. Freestyle writing gives you the ability to experience success in writing. To begin with, writing a lengthy essay is a chance for a student to truly put their writing skills to the test. Essay Writing Topics on Corruption - Overview New and effective steps ought to be established so as to resolve the matter. Accordingly, to be able to be certain you're choosing from the easiest topics for research papers, pick a few ideas and carry every one of them through a set of checks to see which is the very best choice for you. Every one of the problems resulting in corruption must be eliminated from its roots. Government system should be up to date and rectified so that it is going to stop corrupt to discover loopholes in the computer system.

Analysis of vision and mission statement free essay sample

A Mission Statement defines the companys business, its objectives and its approach to reach those objectives. A Vision Statement describes the desired future position of the company. Elements of Mission and Vision Statements are often combined to provide a statement of the companys purposes, goals and values. Typically, senior managers will write the companys overall Mission and Vision Statements. Other managers at different levels may write statements for their particular divisions or business units. The development process requires managers to: Clearly identify the corporate culture, values, strategy and view of the future by interviewing employees, suppliers and customers Address the commitment the firm has to its key stakeholders, including customers, employees, shareholders and communities Ensure that the objectives are measurable, the approach is actionable, and the vision is achievable Communicate the message in clear, simple and precise language Develop buy-in and support throughout the organization Mission and Vision Statements are commonly used to: Internally Guide managements thinking on strategic issues, especially during times of significant change Help define performance standards Inspire employees to work more productively by providing focus and common goals Guide employee decision making Help establish a framework for ethical behavior Externally Enlist external support Create closer linkages and better communication with customers, suppliers and alliance partners Serve as a public relations tool Methodology: The banking industry of Bangladesh consists of 30 banks. From those, we have selected 10 banks in a random sampling basis. Those are – Bank Asia Limited BRAC Bank limited Export Import (EXIM) Bank First Security Islami Bank Jamuna Bank Limited Mercantile Bank Limited One Bank Limited Premier Bank Limited Shahjalal Islami Bank Limited Trust Bank limited Analyses: Requirement # 01: Identify the companies’ respective vision and mission statements. I. Bank Asia Limited. Vision: Bank Asia’s vision is to have a poverty free Bangladesh in course of a generation in the new millennium, reflecting the national dream. Our vision is to build a society where human dignity and human rights receive the highest consideration along with reduction of poverty. Mission: To assist in bringing high quality service to our customers and to participate in the growth and expansion of our national economy. To set high standards of integrity and bring total satisfaction to our clients, shareholders and employees. To become the most sought after Bank in the country, rendering technology driven innovative services by our dedicated team of professionals. II. BRAC Bank Limited Vision: Building a profitable and socially responsible financial institution focused on Markets and Business with growth potential, thereby assisting BRAC and stakeholders build a â€Å"just, enlightened, healthy, democratic and poverty free Bangladesh. Mission: Sustained growth in small Medium Enterprise sector Continuous low cost deposit growth with controlled growth in Retained Assets Corporate Assets to be funded through self-liability mobilization. Growth in Assets through Syndications and Investment in faster growing sectors Continuous endeavor to increase fee based income Keep our Debt Charges at 2% to maintain a steady profitable growth Achieve efficient synergies between the banks Branches, SME Unit Offices and BRAC field offices for delivery of Remittance and Banks other products and services Manage various lines of business in a fully controlled environment with no compromise on service quality Keep a diverse, far flung team fully motivated and driven towards materializing the banks vision into reality III. EXIM Bank Limited Vision: The gist of the bank’s vision is ‘Together Toward Tomorrow’. Export Import Bank of Bangladesh believes in togetherness with its customers, in its march on the road to growth and progress with services. Mission: To be the most caring and customer friendly and service oriented banks. To create a technology based most efficient banking environment for its customers. To ensure ethics and transparency in all levels. To ensure sustainable growth and establish full value of the honourable shareholders Above all, to add effective contribution to the national economy IV. First Security Islami Bank Limited Vision: To be the premier financial institution in the country providing high quality products and services backed by latest technology and a team of highly motivated personnel to deliver excellence in Banking. Mission: To contribute the socio-economical development of the country. To attain highest level of satisfaction through extension of services by dedicated and motivated professional. To maintain continuous growth of market share ensuring quality. To ensure ethics and transparency in all levels. To ensure sustainable growth and establish full value of the honourable shareholders and Above all, to add effective contribution to the national economy. V. Jamuna Bank Limited Vision: To become a leading banking institution and to play a pivotal role in the development of the country. Mission The Bank is committed to satisfying diverse needs of its customers through an array of products at a competitive price by using appropriate technology and providing timely service so that a sustainable growth, reasonable return and contribution to the development of the country can be ensured with a motivated and professional work-force. VI. Mercantile Bank Limited Vision: Would make finest corporate citizen. Mission: Will become finest most caring, focused for equitable growth based on diversified deployment of resources and nevertheless would remain healthy and gainfully profitable bank. VII. One Bank Limited Vision: To establish ONE Bank Limited as a Role Model in the Banking Sector of Bangladesh. To meet the needs of our Customers, provide fulfilment for our People and create Shareholder Value. Mission: To constantly seek ways to better serve our Customers. Be proactive in fulfilling our Social Responsibilities. To review all business lines regularly and develop the Best Practices in the industry. Working environment to be supportive of teamwork, enabling the employees to perform to the very best of their abilities. VIII. Premier Bank Limited: Vision: â€Å"The Bank has a clear vision towards its ultimate destiny- to be the best amongst the top financial institutions. † Mission: The mission of the Bank is To be the most caring and customer friendly provider of financial services, creating opportunities for more people in more places. To ensure stability and sound growth whilst enhancing the value of shareholders investments. To aggressively adopt technology at all levels of operations and to improve efficiency and reduce cost per transaction. To ensure a high level of transparency and ethical standards in all business transacted by the Bank. To provide congenial atmosphere which will attract competent work force who will be proud and eager to work for the Bank. To be socially responsible and strive to uplift the equality of the life by making effective contribution for social development. IX. Shahjalal Islami Bank Limited Vision: â€Å"To be the unique modern Islami Bank in Bangladesh and to make significant contribution to the national economy and enhance customers’ trust wealth, quality investment, employees’ value and rapid growth in shareholders’ equity. † Mission: To provide quality services to customers. To set high standards of integrity. To make quality investment. To ensure sustainable growth in business. To ensure maximization of Shareholders’ wealth. To extend our customers’ innovative services acquiring state-of-the-art technology blended with Islamic principles. To ensure human resource development to meet the challenges of the time. X. Trust Bank Vision Build a long-term sustainable financial institution through financial inclusion and deliver optimum value to all stakeholders with the highest level of compliance. Mission: Long Term Sustainable Growth diversified business with robust risk management Financial Inclusion bring unbanked population into banking network through low cost technology-based service delivery Accountable to All Stakeholders customers, shareholders, employees regulators Highest level of compliance and transparency at all levels of operation Requirement # 02: Identify whether CSR or business ethics have been disclosed in their statements. Corporate social responsibility (CSR, also called corporate conscience, corporate citizenship, social performance, or sustainable responsible business/ Responsible Business) is a form of corporate self-regulation integrated into a business model. CSR is a process with the aim to embrace responsibility for the companys actions and encourage a positive impact through its activities on the environment, consumers, employees, communities, stakeholders and all other members of the public sphere who may also be considered as stakeholders. CSR activities of a firm may include Sustainable environmental program Educational program Community development program Disaster management program Aid in Sports, art and culture Other Corporate social responsibilities Business ethics are moral principles that guide the way a business behaves. The same principles that determine an individual’s actions also apply to business. Acting in an ethical way involves distinguishing between â€Å"right† and â€Å"wrong† and then making the â€Å"right† choice. It is relatively easy to identify unethical business practices. For example, companies should not use child labour. They should not unlawfully use copyrighted materials and processes. They should not engage in bribery. Whether the selected banks have disclosed CSR and business ethics through their mission statements have been analysed below: I. Bank Asia Limited Bank Asia Limited has a significantly distinguished expression of interest in the field of fulfilling its CSR directly identifying the urge to endeavour for establishing a poverty free prosperous country both in its Vision and mission statement. Mentioning specific arenas with emphasis, the bank has expressed strong desire to remain committed to the vast area of CSR. Again there are several specific emphases of separately mentioned Business Ethics disclosures along with principles related with the insurance of transparency in all levels is the Business Ethics. II. BRAC Bank limited BRAC Bank Limited shows its commitment toward the society in its vision and mission statement. It is committed to build an enlightened, healthy, democratic and poverty free Bangladesh which can be inferred from the vision statement. The issue of business ethics is highlighted on the mission statement indirectly by promising to provide quality product issue of CSR activities is highlighted indirectly in terms of â€Å"Sustained growth in small Medium Enterprise sector†. Sustained growth will only be possible when the organization will act in an environment friendly way as well as it will give priority to the overall development of the society. III. Export Import (EXIM) Bank EXIM Bank Limited has indirectly identified it’s CSR in mission statement. One of its mission is to ensure sustainable growth, and we know sustainable growth is possible only when it will be financially viable, committed to the society and environmentally friendly. To ensure ethics and transparency in all levels is the Business Ethics of EXIM Bank Limited which has been clearly mentioned in its mission statement. Vision statement of EXIM Bank Limited doesn’t include any issues regarding their CSR activities and Business Ethics. IV. First Security Islami Bank Do not describe about CSR but describe about business ethics in the mission statement. V. Jamuna Bank Limited The vision of Jamuna bank Limited. is to â€Å"play a pivotal role in the development of the country†. It will carry on its CSR activities in the way of developing the country. Nothing is mentioned in the mission statement in relation to CSR or business ethics of the bank. VI. Mercantile Bank Limited The vision and mission statement of Mercantile Bank Limited doesn’t include any issues regarding their CSR related activities and Business Ethics. VII. One Bank Limited One Bank Limited has directly identified it’s CSR in mission statement. Regardless of mentioning specific arenas with emphasis, the bank has expressed strong desire to remain committed to the vast area of CSR. There are two separate statements under Vision which highlight the bank’s desire for being a bench mark in the banking sector ensuring high-level customer as well as employee satisfaction. There is no specific of separate mentioning about ethics and transparency in all levels is the Business Ethics of One Bank Limited. VIII. Premier Bank Limited Premier Bank Limited. In their mission and vision statement identified CSR and business ethics issues. Their commitment to CSR is expressed with the statement –â€Å"To be socially responsible and strive to uplift the equality of the life by making effective contribution for social development. † In their statement they expressed the eagerness–â€Å"To ensure a high level of transparency and ethical standards in all business transacted by the Bank† as a commitment to uphold business ethics. IX. Shahjalal Islami Bank Limited Shahjalal Islami Bank Limited. In their mission statement did not identified any CSR related issue. But they have identified Business Ethics in their statement by stating their mission as – â€Å"To set high standards of integrity. Trust Bank limited Described about business ethics in the mission statement. Requirement # 03: Make a company-wise evaluation as to how responsive these companies are in respect of their philosophy and public image concept. SL# Name of the Bank Components of Mission Statement Philosophy Concept for Public Image I. Bank Asia Limited II. BRAC Bank limited III. Export Import (EXIM) Bank IV. First Security Islami Bank V. Jamuna Bank Limited VI. Mercantile Bank Limited VII. One Bank Limited VIII. Premier Bank Limited IX. Shahjalal Islami Bank Limited X. Trust Bank limited Requirement # 04: Evaluate how appropriate these companies’ disclosures are in regard to CSR or business ethics disclosure requirements. As a part of the regulatory requirements by Bangladesh Bank, all the banks are to provide CSR related disclosures in their annual report. The disclosures provided by the selected sample banks are as under: I. Bank Asia Limited Bank Asia always continues its efforts to look beyond short-term quantitative gains, and to concentrate on issues that make the institution socially responsible and have given all out efforts towards sustainable balanced growth. It considers socially responsible activities as an important part of its culture, identity and business practice. So, it contributes to improve the livelihood opportunities of the less fortunate, provision of facilities for education and health, protection of the environment, and encouragement of cultural and social activities in the rural as well as urban areas. II. BRAC Bank limited BRAC Bank, through its CSR activities, is trying to build better relationships with all stakeholders by paying closer attention to how to fulfil its social, economic, environmental and ethical responsibilities. CSR practice allows the bank to align its operations with standards and expectations that are increasingly important to its shareholders, employees, customers and communities where it operates. III. Export Import (EXIM) Bank The bank’s CSR activities mainly involve contribution towards building up an enlightened and prosperous nation. In view of it, it has taken patronization of education as its core CSR activity, whereas disaster management and alleviation of poverty is much emphasized. IV. First Security Islami Bank FSIBL keeps on discharging its CSR activities as a part of social entity for the greater interest of the entire society. The bank has always extended its support to the development of the community through promotion of sports, culture, health educational programs, disaster relief etc. V. Jamuna Bank Limited Jamuna Bank is committed to discharge its duties for the service of downtrodden people of the society. The bank’s CSR activities are about addressing the needs of all the stakeholders in an appositive and meaningful manner. VI. Mercantile Bank Limited MBL is fully committed to conduct its business activities in economically, environmentally and socially sustainable manner. It fosters the motive in mind to build a long-term good relationship with the customers, shareholders, the regulatory bodies and other stakeholders of the bank. VII. One Bank Limited The bank has decided to constitute One Bank Foundation to enable the bank to undertake CSR more proactively by taking planned initiatives and serve the needy and distressed community at large. VIII. Premier Bank Limited The bank is earnestly committed to its Corporate Social Responsibilities and out of these responsibilities it is conducting various charitable, social welfare and development activities. IX. Shahjalal Islami Bank Limited With a view to providing financial assistance to the poor and needy people of the society and also for the welfare of the community, the bank has established a separate foundation. Its objective is to provide health care, relief rehabilitation, education, humanitarian activities etc. X. Trust Bank Limited Corporate Social Responsibility holds the bank accountable for the social, environmental and economic impact of its operations. TBL designs its policies and business practices to reflect the highest standards of corporate governance.

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Introduction The purpose of this essay is to analyze a text in relation to the genre and register used then identify the language foci that would be significantly emphasized in a second language lesson. The target learners are Chinese Freshman students studying in the University of Twain.Advertising We will write a custom essay sample on Text-Based Second Language specifically for you for only $16.05 $11/page Learn More The essay starts off by looking at the literature review, method (introduction, description of the target learners, data, data analysis and findings), and discussion of findings, conclusion, references and finally the appendices. Literature review In the analysis of a text, the genre and register are vital aspects of learning the structure of a text in terms of its function (Eggins, 1994) and context involved â€Å"context sets the stage where particular meanings unfold† (Yunick, 1997).Therefore, for learners to understand easily t he lexicogrammar in a text, they must be able to identify the kind of environment created in the text and the function of the text. The form and function of a text is described in the genre analysis and this helps the L2 learners to understand the purpose of a particular text (Yunick, 1997). To achieve this, in the teaching and learning process, the teacher should identify the significant language foci that are relevant to the proficiency level of the learners (Butt et al., 2009). This helps in the motivation of learners since they become conversant with what they are able to handle, and it applies to all L2 learners anywhere in the world. At any level of proficiency, learners should be made to understand that text writers â€Å"make grammatical choices that depend on contextual features† (Schmitt, 2002). Halliday, (1989) In his theory of context for analyzing the lexicogrammar patterns of texts, the content clearly demonstrates the guidelines to the effective reading of a te xt in which L2 learners are required to put much attention on the structure of the chosen text for the lesson. Equipped with this kind of knowledge about the lexicogrammar used in a text then it becomes it easier for the teacher to identify the most pronounced language foci that would be appropriate for L2 lessons (Liu Jiang, 2009). Identifying the language foci in a text is done through a register analysis of the field, tenor and mode and the analysis of the genre used.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The authenticity of a text is also an aspect to be considered. Apart from the text chosen for the L2 lessons meeting the needs of the students In relation to the proficiency level, it should also be relevant to the cultural background of the L2 students. Thus, the integration of culture and language activates the learner’s schemata making it easy for them to comprehend a text (C arrel and Eiserhold,1983).Through this integration, learners learn more effectively since they are involved in the learning process due to the fact that the content meets their particular interests (Nunan, 1998). Method Introduction In relation to the previous section, the aim of this essay is to carry out an analysis of a text that is relevant to the l2 learner’s needs in terms of their proficiency level and cultural background. The text should be able to present the L2 learner’s linguistic difficulties and this is made possible by identifying the genre and the register of the text (Paltridge, 1996). All these analyses should lead to the most important task of this essay which is the identification of the predominant foci that should be emphasized in an L2 lesson. Target Learners English is a more commonly used international language. Most of the Chinese individuals learn English for Education and transaction purposes. As beginners in the study of English as a second language, 10 freshman students in the University of Twain have a ISLPR score of S: 3, L: 3, R: 3, W: 3 (Ingram Wylie 1979/2007). And most universities accept this as the minimum level for entry to undergraduate degree courses (see Appendix 4). Their linguistic needs are to learn how to use the article ‘a’ and ‘an’ since these articles lack in their own language. Another linguistic difficulty that they encounter is the improper use of verb tenses and lack of knowledge on how to use the plural form of words. Data The text chosen (see Appendix 1) is taken from page 32 of Learning English: A Textbook for English Teachers (Don Snow, 2012).the structure of this text suits the kind of students in this case as it attempts to cover the linguistic difficulties of Chinese L2 learners. The use of verb tenses, plural form of words, proper use of conjunctions, and the use of the article ‘a’ and ‘an’ are clearly outlined in this text.Advertising We will write a custom essay sample on Text-Based Second Language specifically for you for only $16.05 $11/page Learn More The text is about the question of whether intensive reading is really reading. The author argues out that intensive reading is not enough for a person who would like to be a good reader and thus readers should employ extensive reading too. Intensive reading makes a reader develop bad reading habits because one pays much attention on the vocabulary used rather than the meaning of a text which is the main essence of reading. Data analysis An analysis of the register and genre of the text was conducted based on two templates(see appendices 23)The register analysis was based on a template that involved the field, tenor and mode whereas the genre analysis was done based on a template to determine the schematic structure and lexicogrammar of the text (Butt et al., 1995). Findings Table 1-Language Foci and Linguistic/Discourse aspects A nalysis Template Linguistic Discourse Register analysis Field Verb tenses; may, is ,will, can, Indefinite articles; a bit strange, a slow, a language, get a better, a text’s grammar, a text, an extensive style, a lot, a runner. Tenor Plural forms; texts, ways, students, words, sentences, books, magazines, muscles, skills Mode Conjunctions; Obviously, at least, However, because, also, In fact, actually, For example, often, Finally, so, usually, In order to, as well as, But, mainly, instead, Just as Genre analysis Conjunctions showing reasoning; However, because, In order to, But Discussion of Findings Basing on the table of findings, the information simply illustrates the evident linguistic foci in the text. At a linguistic level, basing on the field of the register analysis, the language focus is the use of verb tenses. English employs a variety of verb tenses i.e., in the present, past and the future. The Chinese find it a little bit tricky to use verb tense s in their speaking of English language because their language lack this aspect (Hinkel, 1992). Thus, teaching this linguistic aspect would meet the needs of the Chinese students as they are exposed to the correct usage of verb tenses. The proper use of indefinite articles is another crucial aspect to be taught in an L2 lesson involving Chinese students. The Chinese language lack the use of indefinite articles thus it is a difficult task for them to be able to identify such an aspect in both speaking and writing. The indefinite article ’a’ and ‘an’ tend to be omitted in most cases in their speech thus this would be an appropriate language focus to be included in the lesson plan (Wong, 1988) Another important language focus that a teacher should concentrate on is the use of conjunctions to create cohesion in a text. The Chinese lack the knowledge on how to use conjunctions appropriately in their writings.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, focusing on this aspect under the discourse function makes it possible for the L2 learners to know when and where to use a conjunction. This problem is not experienced by the Chinese learners alone but almost all intermediate L2 learners struggle with the use of conjunctions before getting to the advanced level (Geva, 1986). The proper use of plural forms is also another important language focus that should be emphasized in an L2 lesson. The teacher teaching English to Chinese students should take into consideration the fact that the Chinese students lack the knowledge on how to use the plural form. In most cases, you will always find a Chinese speaking in English referring to children as child. For them the singular form is used to refer to the plural form too. This is risky in their learning of English because such kinds of mistakes make them underscore when it comes to the assessment tests (Wong, 1988). Thus the most predominant language foci is the proper use of conjunctio ns and for a teacher to achieve his objective which is to help learners acquire the language at the end of the lesson then this should be the most significant language foci to be included in the lesson plan. This aspect covers both the speaking and writing skills. Conclusion The dominant language foci in this chosen text( see table 1) is the proper use of conjunctions and for a teacher to achieve his objective which is to help learners acquire the language at the end of the lesson, then this should be most significant language foci to be included in the lesson plan. This aspect covers both the speaking and writing skills and meets the needs of the Chinese L2 learners. Moreover the teacher should incorporate the culture in the teaching process of the language to achieve the best results (Byram, 1990). References Butt, D., R., Feez, S., Spinks, S., Yallop, C. (2009). Using Functional Grammar (2nd Ed.) South Yarra: Macmillan. Byram, M. (1990). Teaching culture and language: towards an integrated model. Buttjes and Byram. Carrel, P., L. and Eiserhold, J., C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL QUATERRLY. 17 (4). Pp. 553-573. Eggins, S. (1994). An Introduction to Systematic Functional Linguistics. London: Pinter. Geva, E., (1986). Reading comprehension in a second Language: the role of conjunctions.TESL Canada Journal. 3 (0). Pp. 85-96. Halliday, M., A., K., and Hassan, R. (1989). Language, Context and Text: Aspects f language in a social Semiotic Perspective. Oxford: Oxford University Press. Hinkel, E. (1992). The past tense and temporal verb meanings in a contextual frame. TESOL Quarterly Journal. 31(2): 289-313. Ingram, D., E. Wylie.E. (2007). The International Second Language Proficiency Ratings (ISLPR) Australia. The International Second Language Proficiency Ratings. Brisbane Liu, D. Jiang, P. (2009). Using a Corpus Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts. The Modern Language Journal. 93 (1). Pp. 61- 78. Nunan, D. (1998). Teaching Grammar in Context. ELT Journal. 52(2). Pp. 101-109. Paltridge, B. (1996). Genre, Text, Type and the language learning classroom. ELT Journal. 50(3). Pp. 237-243. Schmitt, N. (2002). An Introduction to Applied Linguistics. London: Hodder. Snow, D. (2012). Learning English: A Textbook for English Teachers. Alexandria, VA: TESOL. Wong, S. C. (1988). What we do and don’t know about Chinese learners of English: A critical review of selected research, RELC Journal, 19(1): 1-19. Yunick, S. (1997). Genres, Registers and Sociolinguistics. World Englishes Journal. 16(3). Pp. 321-336). Appendix Appendix 1 Chosen text taken from pg 32 of Don Snow. (2012). Learning English: A Textbook for English Teachers. Alexandria, VA: TESOL. Is intensive reading really reading? This question may seem a bit strange. Obviously, intensive reading is at least one kind of reading, a slow, careful reading style that is appropriate for very difficult texts. However, in many wa ys, intensive reading is really more of a language study method than a form of reading. Intensive reading is useful for English study because its slow speed allows students to stop and look new words up in the dictionary; it also allows students to pause and carefully study long or difficult sentences to get a better understanding of their grammar. However, intensive reading alone will not make students good readers. In fact, too much intensive reading may actually cause students to develop bad reading habits. For example, because intensive reading requires students to pay attention to every detail, it often encourages the habit of paying more attention to the vocabulary and grammar of a text than to its overall meaning. It also encourages the habit of reading English very slowly, and students who become accustomed to reading English in this way often never learn to read any faster. Finally, intensive reading tends to be relatively boring, so students who fall into the habit of read ing everything intensively often come to dislike reading in English. The main purpose of most reading is to understand the meaning of the text, usually as quickly as possible, so extensive reading is more like â€Å"real† reading than intensive reading is. In order to become good readers, students need to practice reading extensively as well as intensively. It is good for students to read intensively sometimes so they can study a text’s grammar and vocabulary. They also need to read intensively if a text is very difficult. But it is equally important for them to spend time reading texts in an extensive style, focusing mainly on the meaning of the text, not stopping to look up every new word. Furthermore, to become good readers, students need to read a lot – entire books or magazines – instead of just short articles or passages from English textbooks. Just as a runner must run a lot every day in order to build muscles for running, good readers need to read frequently and extensively to build good reading skills. Appendix 2 Register Analysis Register variable Meaning Lexicogrammar Experiential Participants Processes Circumstances Field Ascertain if intensive reading is really reading Students, short articles, passages readers, English textbooks, books, magazines at least one kind of reading, a slow, careful reading style, intensive reading is really more of a language study, a form of reading, carefully study develop bad reading habits, to understand the meaning , practice reading extensively, focusing mainly that is appropriate, difficult texts, study method, a form of reading, useful for English study, difficult sentences, understanding of their grammar, develop bad reading habits, to become good readers Transitivity system Obviously, at least, However, because, also, In fact, actually, For example, often, Finally, so, usually, Register Variable Meanings lexicogrammar Interpersonal Mood structure voice Modali ty system Polarity system Reference system Tenor Power-unequal DeclarativeObviously, intensive reading is, The main purpose of most reading, It also encourages Active (see mood structure) Modals may , will, can, Negative grammatical meanings However, in many ways, will not, never learn, relatively boring, dislike, not, Nouns Students, readers, magazines, articles, passages, books, textbooks Contact-infrequent Affective involvement-low Register variable Meanings lexicogrammar Textual Cohesion coherence Mode Written text Cohesive grammatical devices; Conjunctions; Obviously, at least, However, because, also, In fact, actually, For example, often, Finally, so, usually Theme-Rheme intensive reading- is at least one kind of reading good readers- need to read a lot students – pay attention to every detail Lexical devices Students/readers New words/Vocabulary Style/skills Habit/ practice Appendix 3-Genre Analysis Genre Discussion Overall Function To discuss what intensive reading really means by comparing it with extensive reading Functional Labeling Meaning of intensive reading. Comparison and contrasting of intensive and extensive reading. Linking of the two reading styles Schematic structure Schematic Structure Description Justification of argument about intensive reading Recommendation by the writer Obligatory Stages Justification of argument about intensive reading Recommendation by the author Optional Stages Generic Semantic Potential Justification of argument about intensive reading Recommendation by the author Grammatical Features Verb tenses; may, is, will, can. Indefinite articles; a bit strange, a slow, a language, get a better, a text’s grammar, a text, an extensive style, a lot, a runner Plural forms; texts, ways, students, words, sentences, books, magazines, muscles, skills. Conjunctions; Obviously, at least, However, because, also, In fact, actually, For example, often, Finally, so, usually, I n order to, as well as, But, mainly, instead, Just as Appendix 4- summary table of the ISLPR adapted from the ISPLR scale Number Name Short description of the language behavior 0 Zero Proficiency Unable to communicate in the language. 0+ 1- 1 1+ 2 3 3+ 4 4+ 5 Formulaic ProficiencyMinimum ‘Creative’ Proficiency Basic Transactional Proficiency Transactional Proficiency Basic Social Proficiency Basic ‘Vocational’ Proficiency Basic ‘Vocational’ Proficiency Plus ‘Vocational’ Proficiency Advanced ‘Vocational’ Proficiency Native-Like Proficiency Able to perform in a very limited capacity within the most immediate, predictable areas of need, using essentially formulaic language. Able to satisfy immediate, predictable needs, using predominantly formulaic language.Able to satisfy basic everyday transactional needs.Able to satisfy everyday transactional needs and limited social needs. Able to satisfy basic social needs, and routine needs pertinent to everyday commerce and to linguistically undemanding ‘vocational’ fields. Able to perform effectively in most informal and formal situations pertinent to social and community life and everyday commerce and recreation, and in situations which are not linguistically demanding in Own ‘vocational’ field. Proficiency at this level is significantly better than level 3 but has not reached level 4. Able to perform very effectively in almost all situations pertinent to social and community life and everyday commerce and recreation, and generally in almost all situations pertinent to own ‘vocational’ fields. Able to operate as effectively as native speakers in most situations with only slight features of the language differentiating one from the other. Proficiency equivalent to that of a native speaker of the same sociocultural variety. This essay on Text-Based Second Language was written and submitted by user Jordyn D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Critical Essay

Critical Essay A critical essay is a kind of writing that requires its author to explore the strong and weak sides within a given subject. Many students mistakenly think that critical essay writing is a task where they need to criticize a given subject (novel, poem, piece of art etc). In the meantime, criticizing the subject is not entirely the purpose of this essay type. As a matter of fact, you can write a critical essay that entirely supports and praises the subject of analysis. But this is not the purpose of this essay either – the true  goal of the critical essay is an objective analysis of the subject and exposure of its strong and weak sides. What is a Critical Essay? A critical essay is a kind of writing that requires its author to explore the strong and weak sides within a given subject. This type of essay retains all the formal features of a classical 5 paragraph essay and consists of an introduction, several body paragraphs, and a conclusion. CRITICAL ANALYSIS WRITING The introduction should contain a thesis statement as well as catch the readers’ attention and provide some background on the problem. Body paragraphs expand ideas expressed in the introduction and provide more information to the reader on the writer’s stance. Finally, conclusion reiterates all the main ideas and shows how the introduction and the body paragraphs relate to the main topic of the essay. For a more detailed explanation of an essay structure, please see  this article. Why Is a  Critical Essay Called Critical? The critical essay has received its name because it requires its author to apply and demonstrate critical analysis while writing on a given topic. Critical analysis means that the author  needs not only to make a claim, but also to back it up with a judgment from a reputable source or, better, scientific research. Putting it differently, the essay is not a highlighting criticism, but rather emphasizing critical thinking and critical analysis in the paper. Educational Purpose Critical essay writing is one of the important prerequisites for writing research papers. These two kinds of assignments are highly similar because both require research and preparation. Both of them need to be objective and back up all claims with arguments from reliable sources. Furthermore, research papers require that a theory should be analyzed from all aspects, including strengths and weaknesses (which is exactly the purpose of the critical essay). Therefore critical essay writing can be viewed as ‘training grounds’ for writing bigger project like research papers and dissertations. CRITICAL LENS ESSAY The most critical differences in them are scope and sphere. Most typically, critical essays consist of 5 paragraphs, while a typical research paper often gets over 2 pages in length (10+ paragraphs). Another aspect to consider is that a critical essay is generally written on subjects like art, music, literature, while a research paper is written on a ‘hard-core’ research subject and requires a scholastic approach to writing, including language and formatting. Critical Essay vs. Argumentative Essay Both critical and argumentative essays are all about finding arguments to support a claim. Both of them take the basic essay format and structure. Both of them are objective and require linking to reputable sources to look more convincing. The core difference  between these essay types  is that they have difference objectives: the critical essay is expected to expose strengths and weaknesses of a paper, while the argumentative essay is meant to convince the opposition. Their core differences stem from their different purposes: critical essay highlights both sides of a problem (philosophically speaking, it uses the dialectic analysis), as it is meant to reveal the subject in its complexity; while the argumentative essay is looking for just ‘positive’ arguments, i.e. those that are meant to persuade the opposition. The Structure of the Critical Essay A well-formatted critical essay will succinctly state its thesis and then provide support for that thesis in a logical manner. It may be conceived of as a formal argument, with the conclusion stated early on in the paper as a thesis, and the evidence and logic that support the claim following the thesis. While the thesis and support are the two main components, the structure can be further broken down into five sections. In order, they are the following: an introduction a thesis a summary of relevant parts of the text being studied an argument that uses the text and supports the thesis a conclusion The purpose of the  introduction  is to immediately introduce the subject at hand. The introduction should be succinct and state only the necessary information: the text or work being studied the author or creator of the text or work in question the main idea All of this can often be stated in just one to three sentences, which provides room for including the thesis as the last sentence of the introduction. (The final sentence of the introduction is usually where the thesis is placed in any literary essay.) In just one sentence, a thesis should both define the scope of a paper and make an arguable claim. Following the thesis, its often wise to include a brief summary of the relevant parts of the text. The purpose of this summary is not to restate the text in a shorter form. Only pertinent passages or features should be included in this summary, as the primary aim of this section is to provide the evidence that will be used to form the argument in the rest of the critical essay. The argument will form the largest portion of the critical analysis, comprising at least several paragraphs. In longer papers, the argument will take up several pages, possibly even several chapters. Because a critical analysis is an objective study, the logical flow of the paper is of the utmost importance. To help readers of the essay follow the  argument, each paragraph should make a specific pointand only one pointthat advances the argument. Most paragraphs should start with a topic sentence and then have several sentences that support the topic sentence. In order to avoid extraneous details from clouding the logical flow, any paragraphs that do not directly support the thesis of the paper should be eliminated. Once the argument has been made, the paper should close with a brief  conclusion. There are several approaches to writing a conclusion. It may summarize the main points, explain how the thesis affects the reader, call the reader to an action or present a new question that the essay raises. Language and Tone Critical analysis essay requires the author to remain impartial and objective in the paper. The reader is not expected to see any of the personal beliefs of the author; if the author wants to make a claim, he or she is expected to make a reference to a reputable source. With the tone of the critical essay being objective, the use of first person pronouns (I, we, you etc) is discouraged, if not prohibited. Objective nature and tone of the critical essay can change depending on the audience (depending on the case, it can get lighter or even humorous). While writing a critical essay, it is best to use the claims and evidence approach. The author should be specific about the points that are being made about a novel, play, poem or essay. Again, all claims need to be backed up with facts that your audience finds credible and appropriate. Writing Always refer to the original requirements. If they have not been explicated, ask your instructor to provide more details on them. Make sure you fully understand the purpose of this assignment and the set requirements. It’s always a better idea to ask questions before starting the actual writing. This part is critical to the overall project success, so please do not ignore the initial instructions. This stage is called pre-writing, and can be compared to laying the foundation of a building. If it’s solid, the entire building will be strong and will last forever; if it’s shaky and unstable, it will ruin the entire undertaking. Once everything has been set and confirmed, proceed to the actual writing. Begin with the first draft and start a research in the background. Results of this research will then strengthen your argument and will make your critical essay effective. Once the backbone of your essay has been established, you can work on the wording. Ensure your essay flows and uses the language that is understandable to your target audience. In the end, run a spell checker to get rid of the typos and grammar mistakes. Finally, come back to read your paper again in a little while. If you like the final version and think you have expressed the ideas you were intending to express originally, you are ready to submit your paper! How Are Critical Essays Used Critical essays are widely used outside of the classroom, although they go by other names. Theyre used in all of the following: article and book reviews critiques of political speeches written academic debates literary studies Topic Ideas for Critical Essays Critical essays can examine almost any text, as long as they make an interesting claim about a pattern or problem within the text. Here are a few  examples of fruitful critical essay topics  from a variety of works: how the politics of a political candidate are expressed in a particular speech how symbolism functions in a book how a fictional characters dialect affects your interpretation of them how the perspective of a book influences the way its told how a particular work conforms to and differs from the standards of its genre what the meaning of a particular feature in a book is These general ideas are just a few ways you may approach your text. As long as your paper makes an arguable claim and supports it with examples from the work youre studying, youll have a good critical essay. – Expert in Critical Essay Writing   can boast extensive experience in critical essay writing. If you lack the research, language or writing skills, our expert writers are able to provide quality service and academic guidance.   If you are looking for some free samples, they are available for download free of charge. To view such an essay, simply go to our homepage and download the required sample from there. The downloaded file will give you a rough idea of  how to write  a critical essay. Alternatively, you can  entrust the writing process to the professionals  of critical essay writing, and the paper will be tailored to meet your needs. To order, contact live support via chat, phone or email or simply  visit our order page  to place your order – and we will be happy to assist you!

Battle of Blenheim in the War of Spanish Succession

Battle of Blenheim in the War of Spanish Succession Battle of Blenheim - Conflict Date: The Battle of Blenheim was fought August 13, 1704, during the War of the Spanish Succession (1701-1714). Commanders Armies: Grand Alliance John Churchill, Duke of MarlboroughPrince Eugà ¨ne of Savoy52,000 men, 60 guns France Bavaria Duc de TallardMaximilian II EmanuelFerdinand de Marsin56,000 men, 90 guns Battle of Blenheim - Background: In 1704, King Louis XIV of France sought to knock the Holy Roman Empire out of the War of Spanish Succession by capturing its capital, Vienna. Eager to keep the Empire in the Grand Alliance (England, Habsburg Empire, Dutch Republic, Portugal, Spain, the Duchy of Savoy), the Duke of Marlborough made plans to intercept the French and Bavarian forces before they could reach Vienna. Executing a brilliant campaign of disinformation and movement, Marlborough was able to shift his army from the Low Countries to the Danube in only five weeks, placing himself between the enemy and the Imperial capital. Reinforced by Prince Eugà ¨ne of Savoy, Marlborough encountered the combined French and Bavarian army of Marshall Tallard along the banks of the Danube near the village of Blenheim. Separated from the Allies by a small stream and marsh known as the Nebel, Tallard arrayed his forces in a four mile-long line from the Danube north towards the hills and woods of the Swabian Jura. Anchoring the line were the villages of Lutzingen (left), Oberglau (center), and Blenheim (right). On the Allied side, Marlborough and Eugà ¨ne had decided to attack Tallard on August 13. Battle of Blenheim - Marlborough Attacks: Assigning Prince Eugà ¨ne to take Lutzingen, Marlborough ordered Lord John Cutts to attack Blenheim at 1:00 PM. Cutts repeatedly assaulted the village, but was unable to secure it. Though the attacks were not successful, they caused the French commander, Clà ©rambault, to panic and order the reserves into the village. This mistake robbed Tallard of his reserve force and negated the slight numerical advantage he possessed over Marlborough. Seeing this error, Marlborough altered his orders to Cutts, instructing him to simply contain the French in the village. At the opposite end of the line, Prince Eugà ¨ne was having little success against the Bavarian forces defending Lutzingen, despite having launched multiple assaults. With Tallards forces pinned down on the flanks, Marlborough pushed forward an attack on the French center. After heavy initial fighting, Marlborough was able to defeat Tallards cavalry and routed the remaining French infantry. With no reserves, Tallards line broke and his troops began fleeing towards Hà ¶chstdt. They were joined in their flight by the Bavarians from Lutzingen. Trapped in Blenheim, Clà ©rambaults men continued the fight until 9:00 PM when over 10,000 of them surrendered. As the French fled southwest, a group of Hessian troops managed to capture Marshall Tallard, who was to spend the next seven years in captivity in England. Battle of Blenheim - Aftermath Impact: In the fighting at Blenheim, the Allies lost 4,542 killed and 7,942 wounded, while the French and Bavarians suffered approximately 20,000 killed and wounded as well as 14,190 captured. The Duke of Marlboroughs victory at Blenheim ended the French threat to Vienna and removed the aura of invincibility that surrounded the armies of Louis XIV. The battle was a turning point in the War of Spanish Succession, ultimately leading to the Grand Alliances victory and an end of French hegemony over Europe.

Is there a role for Trade Unions in the new employee relations Essay

Is there a role for Trade Unions in the new employee relations - Essay Example Current paper focuses on the examination of the role of trade unions in the new employee relations developed in businesses across Britain. The studies published on the above issue will be critically analysed; the studies will be identified using the following two criteria: a) studies published in Britain will be preferred by those published in other countries and b) recent studies - of the last 3 years - will be preferred - aiming to represent the actual interaction between the trade unions and new employee relations in firms across Britain. It is proved that the value of trade unions in supporting the rights of employees in Britain is quite high; however, in certain cases trade unions in Britain fail to respond to their role-mistakes in their strategies and their management style seem to be the main reason for this failure. On the other hand, the support of the state towards the unions has been limited - a fact that led to the further limitation of the importance of trade unions in representing employees in Britain. ... In fact, these unions have helped towards the improvement of the terms of employment in Britain - even under difficult political and social conditions. The development of trade unions in Britain has been extensively examined in the literature. Different approaches have been used in order to evaluate the role of trade unions in the specific country; all these approaches seem to have a common point of reference: the importance of trade unions for the improvement of employment in Britain is not doubted; however, it is assumed that the policies used by trade unions should be updated in order to meet the needs of current employee relations. 2.1 History of trade unions The history of trade unions is an issue that is often given less attention than required. In fact, most commonly, trade unions are related with their role - as intervening bodies in the resolution of employment disputes; the specific view is supported by Howell (2007, 5) who notes that 'trade unions often appear to exist only in order to solve collective action problems for employers having little independence existence or history'. Through a different approach is stated by Upchurch et al. (2009, 26) that 'trade unions in Britain have been less integrated into the post war body politik than in more corporatist countries like Germany'. The above view focuses on the relationship between trade unions and politics rather than on the importance of the history for the evaluation of the role of trade unions in British employment relations - like in the study of Howell (2007) mentioned above. In their first appearance trade unions were considered to be in opposition with law; for this reason, the participation of a person into these unions was punished. In accordance with the Combination Acts

The University's Code of Conduct Lab Report Example | Topics and Well Written Essays - 1750 words

The University's Code of Conduct - Lab Report Example But CQU guarantees the environment that is free from bullied, unlawful discrimination or sexually harassment. Supervisors are not only responsible for this code of conduct but staff members are also responsible to maintain an environment free from bullied, unlawful discrimination or sexually harassment. To avoid harassment and unlawful discrimination in the institution, supervisor is aware of workplace culture, staff attitude, rate of absenteeism of the staff and staff turnover. Staff members have right to make a complaint if they are suffering from workplace harassment, sexual harassment and unlawful discrimination. There are different options for the resolution of complaints, such as: (i) Expressing mistakes, responsible for workplace harassment, to a person who is conducting them (ii) Making complaint to the relevant person who is dealing with lodging of formal complaints (iii) Seeking advice from cultural director (iv) Getting fruitful advice from Employee Assistance Program (EAP ) (v) Bringing the issue in the notice of Anti-discrimination Commission or Human Rights Commission. Ethically it is required that the issue of harassment or unlawful discrimination is kept confidential and the issue should be resolved at best lowest possible level to win the trust of the staff members. The purpose of the avoiding such type of harassment and discrimination, which is an undesirable situation, is that to provide employees an opportunity to work in safe and respectable environment, that is free from bullying, sexual harassment, and any kind of discrimination. University Staff members, Visitors, Council members and Contractors head this policy. The policy does not cover the grievances related to the classification level, workload and condition of employment. It is necessary that resolution must be addressed in accordance with the resolution mechanism. Two major parties are involved in this procedure: first is the complainant; who identifies the staff member who witnesse d the bullying, sexual harassment, or unlawful discrimination. The other party is respondent; is a person whom complaint has been made regarding bullying, sexual harassment, or unlawful discrimination. Responsibility for implementation puts on Vice Chancellor, President and Immediate Boss to comply with the policy and no to tolerate any unacceptable behavior in the institution. The policy implementation is monitored by the people and cultural director of the institution. Complaint Resolution Overview CQ University ensures the working environment that is free from bullying, sexual harassment, or unlawful discrimination and Central Queensland University Enterprise Agreement (2009) ensures solid procedure that will not tolerate these behaviors that cause this situation. To resolve the harassment and discrimination, university uses different procedures that will be discussed later on. Complaint Resolution Procedures One-on-One Resolution In the first instance, complainant may seek to ad dress the issue to the respondent if he/she feels comfortable and safe for doing so. Otherwise complainant may seek assistance from the supervisor or cultural director who deals with this procedure. The issue can be resolved by apologizing, providing training or counseling or stopping the alleged behavior. Other way is to seek policy advice, support or guidance on how to address the is

Macbeth vs Hamlet Essay Example for Free

Macbeth vs Hamlet Essay Both Hamlet and Macbeth (the plays) are considered tragedies and both main characters are considered tragic heroes so you might begin there with your comparison. One of Hamlets problems in the play is that he takes a long time to seek the revenge he promised his fathers ghost that he would seek. He tends to overthink matters. Macbeth, on the other hand, tends to act very quickly and rashly. Hamlet is a generally likeable character and dies a heroic death having finally fulfilled the promise to his fathers ghost. Macbeth however, dies a far less noble death as he is considered a murderous tyrant by the end of the play. I suggest that you follow the links below for further help. One way of looking at it is through the lens of honor. Both Macbeth and Hamlet fight and ultimately are killed, but only one is honorable Hamlet. While Macbeth kills many people in pursuit of becoming King, Hamlet delays killing his Uncle because of philosophical concerns and doubts about what is the right thing to do and how to do it. Hamlet finally is able to avenge his fathers death, but dies honorably in the process. In contrast, Macbeth also dies, and although he does die in battle on the battlefield it can not be called an honorable death as he has caused the deaths of so many other people purely for his own potential benefit. One thing they have in common is that their journeys, both of which end in blood and death, start with something mystical Hamlet with the ghost of his father, and Macbeth with the witches. There are so many ways to contrast the characters! Both Hamlet and Macbeth have characters who appear to have a mental breakdown. However, Hamlet is acting the part to deceive Claudius, while Macbeth has truly gone mad in his lust for power. Macbeth and Hamlet are different in many of their characteristics as people. Macbeth is very war orriented and wants to rule everything that he touches while Hamlet is very calm, artistic and sensitive (you can see this by the way he handles his fathers death and by the way he handles his emotions). You could say that Macbeth and Hamlet are on opposite ends of the good/evil spectrum. Hamlet is very much on the good side as he is trying to make right what his uncle has spoiled and unveil the wrongdoing he has done. Macbeth on the other hand is the one who has done the wrongdoing and is trying to remain in power as king while McDuff is trying to put it right. Neither of them are able to survive at the end of the play. Hamlet and Macbeth are both murdered because they are trying to, in their minds, put the right king on the thrown. Macbeth and Hamlet are similar in their halucinations. Both see the ghost of a dead king that brings on important plot movement. Hamlet sees his father who was killed by his uncle and Macbeth sees the king whom he/Lady Macbeth killed. Thesis: Shakespeare used the same definition of tragedy when he wrote Macbeth, and when he wrote Hamlet; Shakespearean tragedies use supernatural incidents to intrigue the readers interest, and his plays consist of a hero that has a tragic flaw (sometimes the want for the supernatural) which causes him to make a fatal mistake.

Hopeful Hell: The Search for Hope in a Post-Apocalyptic World Essay

Death and destruction are the epitome of a doomed world. Everything is destroyed and murders march the streets at night. Hell on earth is a gentle description. Cormac McCarthy's speculation of the end of the world, however, ensures that evil is not victorious. The biblical allusions Cormac McCarthy addresses in The Road illuminate a sense of hope in a bleak, empty world. Despite a grim first impression, the repetitive imagery of ash represents hope according to symbolism found in the Bible. Ash becomes a natural setting, described throughout the whole book, with a seemingly melancholy mood. McCarthy introduces ash within the first pages: â€Å"Everything paling away into the murk. The soft ash blowing in loose swirls over the blacktop† (McCarthy 4). Normally, the connotations of ash create a dark gloomy atmosphere. McCarthy's intentional diction in this passage, however, create an opposing mood. The phrases â€Å"soft ash† and â€Å"loose swirls† create a relaxed image, allowing the ash to be interpreted in a hopeful manner. This hopefulness is enforced by the symbolism of ash in the Bible. After Adam and Eve committed the first sin, God warns them of his power, â€Å"For dust you are and to dust you will return† (Genesis 3:19). First of all, this verse exemplifies the great power of God. He created the complex human bod y out of mere dust. In relation to The Road, the ash represents the presence of a great power. This brings hope to the father and the son, knowing that the ability to create something out of the ash exists. Similarly, the concept of fire found throughout the novel, although serving as a representation of destruction, sheds light on the underlying theme of hope. We are led to believe, through various descriptions, that the world w... ...† describes the world as a puzzle to be solved. The answer is not easily deciphered, but rather is a learning experience. Secondly, the â€Å"thing which could not be put back† is the customs of the old world. The images of the old world and their meanings fade away, as the world fades away itself (Schaub). These things cannot â€Å"be made right again†. The meaning of the world is not gone. It just changed (Kunsa). The world is left with a â€Å"hum of mystery†, a place full of possibility and potential. This last paragraph brings hope to the future, and promises for a better world. Through many biblical allusions, the father and the son experience the affects of hope. Despite the destroyed world, they come together to survive the post apocalyptic world. The â€Å"good guys† bring hope for the future and for the defeat of evil. Promise and prospect will guide the new, hopeful world.

Frequently asked questions

We review ND make recommendations to you if you bring your resume in to ensure your resume reflects your skills and abilities. We provide you websites for recruitment of federal, non-federal and contract positions and walk you through the process when you come in for one-on-one counseling by appointment. We also give you our inappropriate funds applications packet and provide guidance on how to submit and apply for NAP positions. In addition, we offer quarterly Job Search Workshops that bring you In contact with employers who have Job openings.We teach a quarterly Resume Writing Workshop that assists you In creating your resume and vomiting your resume Into the federal databases (COOP, JACOBS, and DEAF). Question: Who do I call to get information about activities available on and off post? Answer: Army Community Service has an information line, 531-1941 , that is answered Monday – Friday, from 8 a. M. -4:30 p. M. The intake specialist has information about on-post and offset a ctivities and resource agencies. ACS has a website on the CRT and Fort Polk Home Page, http://WV. CRT-Polk. Army. Mil/ACS/index. Tm, which includes the ACS Monthly Calendar, program information, and the Community Action Council slides with on-post and off-post activities. The CRT and Fort Polk Home Page has a link to community events: http://YMMV. Crackpot. Army. Ml/Calendar/ FEB.._MAR_2011 . PDF. ACS has Information on the Morale, Welfare and Recreation web site and an ACS link from the MR.. Site. Question: Why are there so few items for sale in the (Golf Course) Pro Shop? Answer: With a customer's ability to purchase items online and the smaller facility, management has decided to carry essential items at a very low cost.Pro Shop staff has the ability to order whatever a patron would like or needs and generally have it o them within 72 hours. Question: Why have there only been country-western singers for the large post events? Answer: All performers are evaluated to ensure the per formance venue Is conducive to Family type entertainment and availability. Price Is also a major factor. Question: How do I register my children for Child, Youth and School Services? Answer: Parents wishing to register their children with Child, Youth and School Service can Youth & School (SYS) Services/Parent Central Services link.You will find all the forms that you will need to register your child, as well as additional information that will be deed when you come in to complete the registration. Call 337-531-1955 to make an appointment. If you were previously enrolled in an Army SYS Services program, you can have your information transferred to our office by calling the previous SYS Services or speaking with our administrative staff. They can assist you in having this information transferred. The Army Family Covenant pledge will cover all registration fee costs.There is no monetary cost to register your children. Your time and information is the only thing needed to get your chil d registered with SYS Services. Question: My child is registered for SYS Services; what programs are available? Answer: By visiting the website you can get up-to-day information on programs offered, as well as enroll your child in the programs. By clicking on the WEBSTER button you can register your child for programs offered and make any necessary payments. This is a huge timeserver as it is available 24 hours† days a week.Once you have registered, the Parent Central Services admit will get the information, complete the process or contact you for additional information needed. Within 24 to 48 hours you will receive confirmation that the process has been completed. If information is entered during a federal holiday, post closure, or weekend it may take a little longer. Question: How do I conduct a home-based business on post? Answer: Fort Polk Soldiers or Family members wanting to conduct business ventures on Fort Polk or in military Family housing must obtain a solicitor's pe rmit from the Directorate of Family Morale, Welfare and Recreation.The process entails completing an application to solicit. The application will indicate the product to be sold and the process for soliciting on Fort Polk. The application must be notarized prior to benison and must receive concurrence from Picture Military Housing (obtained by DEFORM). For information regarding home-based businesses call 337-531-7421. Question: How do I find out about the NAP sale? Answer: Individuals interested in participating in a NAP sale must register to view the property up for bid. Once registered, they are allowed to view the property and place a bid.Bids are opened at the end of auction and the highest bidder wins. The winner will pay for and pick up the property purchased. Property not picked up or declined by the winner will go to the next highest bidder. All NAP sales are publicized in the coal papers, all users email, and the Guardian. For information, call 337-531-8765. Question: What is happening with the open classroom concept at South Polk Elementary? Answer: The open classrooms at South Polk Elementary are expected to be renovated to enclose classrooms beginning in the fall 2011.Question: How are the hours of operation at the access control points determined? Answer: By reviewing the Directorate of Emergency Service's annual traffic study, it was determined the traffic flow at all Caps decreased dramatically, but it is no longer cost effective to keep Caps 2, 5 and 6 open 24 hours. Closing these Caps also allowed the redistribution of security personnel to our peak traffic hours in the morning and points? Answer: CAP 1 (main gate at Louisiana Eve. ): Open 24 hours per day, seven days a week; CAP 2 (University Parkway, La. Why 467 North): Open from 5 a. . -9 p. M. Seven days a week; CAP 3 (Mill Creek Road adjacent to the Ammunition Supply Point): Closed; CAP 4 (Entrance Road and La. Why 10): 5 a. M. -6 p. M. Seven days per week; CAP 5 (La. Why 457 South and La . Why 10): 5 a. M. -9 p. M. , seven days per week; CAP 6 (Chaffed Road, adjacent to North Fort housing): 5 a. M. 9 p. M. Seven days per week; CAP 7 (K Avenue and Alligator Lake): Open 24 hours per day, seven days per week); CAP 8 (Artillery Road and K Avenue into box – rotational traffic only, open 24 hours a day, seven days per week during rotations.Question: What can be done about the congestion at the access control points? Answer: Personnel entering Fort Polk make it a habit of entering the installation at the same time each morning. You would be surprised at what a difference 15 minutes will make. Try varying your access times and make sure that you have all the required information and avoid commonly used access points, like the main gate. Question: How is my billing for electricity calculated?Answer: The manner in which the billing for the electric utility is devised, in accordance with the Department of Defense Go Army Green program, is that all like homes are placed into groupings and an average is calculated each month for each grouping based on the average consumption of the fully occupied homes in each grouping. The groupings are defined by three factors: the size of home in square feet, age of home by the date it was built, and type of home such as a townhouse. All of the homes in these groupings contribute to the floating average each month.The looting average is determined by the amount of electricity each home uses in the grouping. The top and bottom 10% of homes in each group are eliminated, as are homes that are not rented for the full month. Once this average is figured for each of the 48 groupings of homes, a 10% buffer is added above the baseline to offset any anomalies that may occur. Once this floating average is determined a family that is above the 10% adjusted baseline by $15. 00 will receive a bill for the difference between the adjusted baseline and their actual consumption.Inversely any family that falls below the adjusted b aseline by $15. 0 will receive a refund check for the difference between the adjusted baseline and their actual consumption. No bill or refund will be sent to a family until they exceed a fifteen dollar trigger and any balance less than fifteen dollars will be tracked until the account is closed or the amount exceeds the fifteen dollar trigger. Question: Is Fort Polk the only military installation with the Resident Responsibility Program? How did the program originate?Answer: Across the Department of Defense, energy conservation programs are underway with a goal to reduce our overall energy consumption in the United States y 20%. Picture Military Housing has looked at every aspect of this Congressionally- mandated, Department of Defense Utility Conservation Program and the way it's managed at Fort Polk. This is not a program in which all current homes would be required to be updated into energy efficient homes. The basis of the program is to family housing. Question: How is the wait list for housing derived? Answer: Picture Military Housings published wait times are estimated.They can vary week to week depending on the availability and need for these homes by both incoming families and families who have outgrown their current home. Question: Can the Garrison provide a shuttle service to the airport? Answer: A shuttle service for airport support would be limited to official use travel and have to fall within the funding capabilities of the garrison. Military can present taxi drivers with a copy of their orders (to/from Alexandria Airport) and pay no charge. Travel to and from the airport for civilians travel on orders is an authorized expense that is claimed with their travel voucher.

Exam Guide Ling

LING 160 Guidelines for Exam 2 Exam Date, Time, and Room # Exam 2 is on Thursday, March 28, 2012, room #3310, at 2:30 p. m. It will be about one hour long. Exam Format Mostly multiple-choice questions and a few open-ended, short-answer questions, like exam 1. We’ll have between 45 and 50 questions total. Unless stated otherwise, provide short, bullet-like, answers to the open-ended questions including only the relevant information and skipping unnecessary parts. For example, do not write â€Å"I believe that one of the most important factors for XXX is†¦Ã¢â‚¬ ; just provide the most important factor(s), and do not exceed the space provided.If you have one line for an answer, do not write more than that. There will be deductions for lengthy answers. What to Bring Your SFU student ID, a pencil and an eraser for the Scantron Sheet, and a non-erasable blue or black pen for the open-ended questions. General Guidelines ? Practice doing the exercises in the text. Answers for m ost of them can be found at the end of each chapter. ? Though exam 2 will mostly cover the material discussed after exam 1, exam 2 will be cumulative. It will cover everything up to and including week 9, i. . , Chapters 1-10 from the textbook, including Ch. 10 â€Å"Style, Context and Register†, and the accompanying articles from the Reading List. ? Focus on main ideas and key examples supporting them. ? You do not have to memorize every single example in the textbook chapters and articles from every language. However, you do have to know the definitions of major terms, their application, and be able to provide examples illustrating the terms discussed in the texts and in the lectures. 1 LING 160/Dr.Ivelina Tchizmarova March 14, 2013 What will the Exam Cover? Textbook: It will cover Ch. 1-10, including Ch. 10 from the textbook. Articles: It will also cover the articles from the reading list up until and including week 9’s readings on Style, Context, and Register (see t he Reading List). Focus particularly on the following six articles and book chapters; there may be open-ended questions on them, so read them carefully, and be prepared to come up with your own answers: 1. De Wolf, Gaelan Dodds. 990. Social and Regional Differences in Grammatical Usage in Canadian English: Ottawa and Vancouver. American Speech. 65. 1:3-32. 2. Clarke, Sandra. 2006. Nooz or Nyooz? : The Complex Construction of Canadian Identity. The Canadian Journal of Linguistics. 51. 2/3:225-246. 3. Hoffman, Michol and James Walker. 2010. Ethnolects and the City: Ethnic Orientation and Linguistic Variation in Toronto English. Language Variation and Change. 22:37-67. 4. Clarke, Sandra and Philip Hiscock. 2009.Hip-hop in a Post-insular Community: Hybridity, Local Language, and Authenticity in an Online Newfoundland Rap Group. Journal of English Linguistics. 37. 3:241-261. 5. Battarbee, Keith. 2010. Shifts in the Language of Law: Reading the Registers of Official Language Statutes. Tex t and Talk. 30. 6:637-655. There may be multiple-choice questions on all of the remaining articles from the reading list for weeks 1-9 (not just the articles after exam 1); they will be based on main ideas and key supporting examples. ? Below is a sample list of topics to review for exam 2.For each topic: (1) be able to provide definitions of the sociolinguistic terms; (2) illustrate them with specific examples from different parts of the world; (3) relate the term specifically to Canada based on the articles in the reading list and the group presentations; (4) when terms are given in pairs (or groups), you need to be able to tell how they are similar and how they are different from each other. ? For a more detailed list of topics, see the main text’s table of contents on pp. ix-xii. 2 LING 160/Dr. Ivelina Tchizmarova March 14, 2013Sample List of Topics to Review Please note that this is not an exhaustive list, and the questions on the actual exam may differ from these in con tent and format. 1. Regional and Social Dialects. 2. National and Official Languages. 3. Vernacular and Standard Varieties. 4. Language loss, language death, and language revival. 5. Gender-exclusive and gender-preferential language. 6. Age-graded features of language. 7. Ethnicity and language. 8. Social networks. 9. Language Variation and Language Change. 10. Style, context, and register.Other Reminders: 1. Be on time. If you are late, you will not be given extra time to complete the exam. 2. Write legibly. If your answer is illegible, we’ll mark it as wrong. 3. Please remember that there are no makeup exams in this course. If you are sick and can’t write the test, inform me by email. Make sure you see a doctor and obtain a doctor’s note for that day. The only medical form I accept is the Health Care Provider Statement from the SFU website below. If you need it, print it out, and have your doctor complete it: http://students. sfu. a/content/dam/sfu/students/pd f/healthcare-statement-general. pdf 4. Please do not email me questions about the exam. Ask your questions in class, so everyone can have the chance to contribute to and hear the answer. 5. Answers to exam questions will not be posted on webct or distributed to students. However, we’ll discuss the answers to exam 2 in class a week after the exam, so if you would like to hear them, you need to attend the lecture. Remember also to bring your instructions with you, so you can check your answers. 3 LING 160/Dr. Ivelina Tchizmarova March 14, 2013

Cancer In Malaysia

Cancer In Malaysia 30% of all cancers in the world, such as lung, nose, mouth, throat and bladder cancer and even brain damage is caused by Smoking!!!Smoking is hazardous. However, still many people get hook on it and the number is increasing. Once you get addicted, it will be hard to get rid of it. People are aware of the consequences yet there are so many lables of cigarettes available in the market. Some smokers believe that smoking help to relieve stress and pressure. The fact is that it is destroying our health.Cigarettes or cigars mostly made from tobacco are leaves, contained tar and nicotine, which will slowly attack our organs. Smoking cause 30% of all cancers in the world, such as lung, nose, mouth, throat and bladder cancer and even brain damage. An innocent second hand smoker, for example, a pregnant wife, inhale smokes when the husband is smoking, it will increase the risk to diseases and affect the baby in the womb which will may even be fatal.Smoking Kills-hyOther than that, a smoker wil l have yellowish teeth and bad breadth. Our health will slowly go downstream.In Malaysia, the typical smoker spend about RM 700 a year on cigarettes, where by it can be used for other purposes, such as saving. A lower income man might not be able to afford to spend this extra expenditure. It will be worst if ha has been diagnosed to have one of the illness caused by smoking, more money would be needed for medical expenses. Also, it will be a bad example to smoke in front of the children too.Everyday there are people who are dying of smoking. At the same time, there are people who are taking up this habit. Though, the government has included the awareness in...

4 Simple Brainstorming Techniques To Help Write Killer Content

4 Simple Brainstorming Techniques To Help Write Killer Content Brainstorming is supposed to be about harnessing the power of thinking outside the box to solve that  impossible problem.  Its the magic that helps you find amazing, unique ideas. Its not magic,  of course, but when youre desperate- possibly with writers block- magic sounds good. Brainstorming techniques are what you turn to  when youre stuck and dont know what to do next. They can be  great tools because anyone- group or single person- can use them. 4 Simple #Brainstorming Techniques That Will Help You Write Killer #Content via @JulieNeidlinger4 Reasons You Should  Brainstorm If You Want To  Become A Better Writer But why go through the hassle of  using brainstorming techniques at all? There are generally four reasons that people turn to brainstorming: You need ideas. You have a problem to solve. You are looking to improve creative thinking. You want your team to work together better. The first two reasons get the lions share of the attention, but the last two, which lean toward extra-curricular exercises, are just as important. If you want to be ready during go-time for the first two, youd better take a few practice swings at it using the last two. Whether its just you or youre a part of a team, make brainstorming and creative challenges a regular habit. Brainstorming as a group. First, a caveat. Its no secret that Im wary of group brainstorming. That particular method of getting ideas has become a  standard solution for teams trying to solve problems. While it can sometimes create more problems than it solves by encouraging social loafing and rewarding some personalities over others, there are times when your team has to get together and come up with ideas. Brainstorming techniques  are also good for helping teams learn to work together. Brainstorming on your own. Brainstorming isnt reserved for groups of people, though thats how most of us think of it. There are times when youre on your own and need to generate ideas and solve problems all the same. As an artist and writer with deadlines, Im most familiar with brainstorming on my own.  In fact, I did a little solo brainstorming recently, for this very topic. While trying to come up with an idea for my own  blog post, I realized that it might be helpful to readers if I told them how I came up with ideas and got  past creative blocks in my own work- 14 ideas in all. As I looked through those 14 brainstorming techniques, I began to see three basic approaches to brainstorming that I thought would be useful to you. When you come to a roadblock, take a detour. - Mary Kay Ash 4 Brainstorming Techniques That Will Help You Write Creative Content Brainstorming techniques can take a few basic approaches. Once you understand how they work, you can mix and match them for the best results. 1. Use associative brainstorming techniques to get unstuck. Association is a powerful way to get past typical thinking, and to get out of a rut. We generally come up with ideas that are obvious at first, and associative brainstorming is a good way to artificially force yourself past that point instead of hours of work. Its a kind of shortcut that taps into the subconscious, the associations you already know but dont allow yourself to think. Associative brainstorming works best for copy writers, creativity exercises, or when youre stuck in a creative project and dont know what content to create next. This  can also be fun during your regular team building exercises. Word storm. A word storm is where you write down the words that come to mind when you see another word. You might start with a word or two based on your project, and begin writing down any word that comes to mind. These words are then grouped together according to how they are related to each other. Youll quickly create words that are associated or related, according to categories. There is a Word Storm website that can help you get started with word storm techniques. Word association. Word associations are the same as a word storm, except that you dont group according to how the words are related to each other. It works better as a technique to get creativity flowing when you dont want to bother with over-thinking how words are related. Start with a word or two, and write down the first words that come to mind. Dont over-think the process; you should be surprised at the words that pop into your head, particularly as you get warmed up. The goal is to find those hidden words that people associate with a topic that you dont immediately think of. Mind mapping. Using a mind map is a way to visually organize data and information.  Mind mapping has proven popular, particularly if you are better able to understand data visually instead of as lists or outlines. Organized around a central idea, a mind map works like the branch of a tree. Ideas and then sub ideas that are associated with the main idea branch off from the central idea. Word banks. Word banks are collections of words based on the kind of word you need based on a specific topic or theme. This kind of brainstorming technique works well for copywriters who want to find a variety of words that suit a specific project without repeating themselves. You can also use it to build a bank of words to keep on hand when writing your headlines. This is an example of power words we pulled together in a word bank to help you write more emotional headlines. Using a word storm might be one way to start a collection of words for your word bank, though the two techniques are not the same. Visual association. While visual associations aren't a typical tool for content marketers, they can be useful  both in planning beforehand as well as after visual content has been created. Using visual association after a project is completed would make sure that what you've created doesn't raise negative associations in your audience. It is best done by people who weren't on the team so that their associations are honest and not tainted by being too familiar with the project. Visual association is much like word association. Think of a Rorschach test, in which you jot down whatever words or thoughts come to mind when you see an image. The control for this method is what images you will use. I actually have a book where I collect images from magazines and other sources. You might do the same, or use a different image source. Need #brainstorming inspiration? Try word storms, word associations, mind mapping, or word banks.2. Use measurable brainstorming to choose the best solution. In some situations, you need to make decisions that are based on more than random associations. This is where problem solving brainstorming steps in, when you need something concrete. Pros and cons. You probably already use an on-the-fly method of pros and cons to make decisions in life. Writing down pros and cons in a structured manner with a few rules can make this a powerful tool. Write down what you are trying to choose between. Then, list the pros and cons to tally up a total. The option with the most pros is the route to go. You have to be careful to not cheat, though, and purposefully stack the list the way you want it to go. Let's look at an example of cheating. Say that Jim, Todd, and Erica make up Team B.  Cheating would look like this: Con: Team A will be upset. Pro: Jim will be happy. Pro: Todd will be happy. Pro: Erica will be happy. Three pros, one con, the pros have it! Pros and cons help you cut through the gray area where you either aren't sure what to do, or don't want to admit what you know you should do. When done right, the numbers are convincing. Pros and cons (weighted). There are times when some pros and cons outweigh others. In this case, you would need to weight the list because each item is not equally important. To do this, you'd need to start by listing your top goals, the things most important to you. Instead of each list item being counted as one, the more important items in your list of goals would have a higher weight. Pros and cons seem simple, but we have a tendency to cheat. Often, there is a decision we want to be the right one and we try to validate it by loading the pros and cons either way. When pros and cons just don't work, try weighted measurable #brainstorming.3. Take a new view to gain an entirely new perspective. While associative brainstorming helps you find entirely new paths, and measurable brainstorming gives you confidence to make decisions, finding a new view works when you're on the right track but just not able to nail it down. It's that feeling of being so close, but not quite there. Ask, "What if..." By simply asking, "What if?", you can turn everything on its head. Many fiction writers advocate asking yourself "what if" not only when you're stuck, but even when the writing is going well. Wondering what might happen if something changed, and using your brainstorming prowess to run with it, is a good way to get a different view on the project or problem. Think prepositionally. My 7th grade English teacher did me a great service when she helped us understand prepositional phrases by visualizing a box. Prepositional phrases generally tell where something was, and so she said that any time you saw a phrase in a sentence that could be used in relation to a box, you probably were dealing with a prepositional phrase. For example: in the box, under the box, over the box, beside the box, and so on. When it comes to brainstorming, it's not about writing prepositional phrases, but it's about imagining the problem or project you are working on to be like that box. What if you took a swing at it from the other side? From under it? From ahead of it? Now you start challenging yourself to think of something from a different perspective, from a different time (past or present) and all sorts of directions. Ask questions. Oddly, most of us, particularly when working in teams, have the answers we're looking for (or close to it). We feel stuck, though, because we aren't able to sift through all the questions and the rest of the creative noise and pare down to that answer we wanted. By whittling away at what you know and removing the extraneous from the table, you can push aside the curtain and finally see the answer. This is where questions come into play. Write down the questions you have about the project or problem. Then, for each of these questions, start listing the answers quickly. As you begin to answer the initial questions, other questions will come to mind that are associated with the answers you're jotting down. Write down these sub-questions and do the same procedure. In a way, it's like creating an outline that is based on questions.