Jazz Concert Critique Essay Example

Jazz Concert Critique Essay Example Jazz Concert Critique Paper Jazz Concert Critique Paper On Monday, September 27, I had the pleasure of attending a performance by the Amherst Jazz Orchestra. Founded and headed by Bandleader Dave Sporny this professional big band played rare and historically big band works to some of the newest original contemporary jazz music. The Amherst Brewing Company looked small from the outside, even when I got inside there were many dining tables and a small place by the window for a fifteen piece band to fit in. Surprisingly they all fit perfectly. They took their seats and were about to start performance. Every musician was preparing his instrument very carefully; making sure it is in tune and ready to be used. The front row of the big band comprised the following instruments: one electric guitar, five saxophones. Second row had three trombones and a keyboard player (conductor). The back row consisted of four trumpets, bass player and a drummer. They opened the evening with the song called â€Å"Where’s Reg†. Everybody were playing melody when all of a sudden alto saxophone exploded in a breath taking solo, which was followed by less intense but nonetheless beautiful soprano. From the first sound you could tell that it’s going to be a nice evening. Their live performance sounded so superb and flawless as if listening them on the CD. A strange thought cross my mind: I wondered if the immaculate play of big bands comes by countless number of rehersals that made it impossible for performers to make a mistake or that experience made an instrument a projection of the musician’s soul so that playing is as easy as thinking?! I think it’s both. It has to be. The soloist would stand up in order for the people to see who was playing it. Upright bass was doing a walk part which really highlighted the style and moved the song in especial smooth rhythm. Trombone played one more solo and drummer concluded the song by performing one of his own. What really caught my attention was that all other musicians stopped while the drums were playing. I guess you can call it a drum solo. After the song ended the conductor introduce the musicians to the audience so people would have an idea who was doing what. Before and after the songs, the conductor would take a little time to explain a bit about the song they were about to play. For the second song the bass player switched from upright to electric bass. Flute started off very slow and guitar joined them a few seconds later. Even though only some of the musicians were playing, all other musicians follows them on the charts in order for them not to lose track of where they were in the song. In my opinion guitar was the main instrument for this tune. Solo was incredible and guitar player put his heart and soul into it. When he was improvising he would close his eyes and swing back and forth showing how much he was putting into it. At the end of the song saxophone stared his solo and everybody joint in unison to finish it off. Conductor showed the sign that marked the end and music stopped. In my opinion it’s a weird place for the conductor to conduct standing in the second row. The saxophonists had to turn their heads or look right behind them in order to see what signs he was showing. Usually conductors stand at the front of the band, but lack of space at the front forced him to stand where he was. â€Å"Still crazy after all this years† was a slow melody. The song started with clarinet. I noticed that the saxophonists would switch from one instrument to another, different sax, clarinet, flute was the part of their job. Trumpets put on the mutes for smoother sound. Some musicians were young guys probably students that have reached the level to play professional stuff like this. Saxophone played a solo, then guitar and back to the saxophone solo. In my opinion three clarinets and muted trumpets in the fourth song sounded the best. It was my favorite song for the night. They started off with the bass at the beginning and slowly built up through the end of the song. Trumpet played a solo in the middle of the song with guitar accompaniment. Guitar would change chords slowly while trumpet poured his heart out. And at the end of it flute player just blew my mind away with the speed he played. The fifth song they played had an awkward beginning. The whole band started playing at the once. It sounded like the different parts of a thunder storm. And all played upbeat rhythm and catchy melody. It sounded very unique and I bet it caught people’s attention even if they didn’t come to see the band playing. You don’t hear this kind of a beginning on the radio. It was cool! When two saxophone players were soloing I noticed elements of call and respond in their play. For the last three songs conductor introduced a female vocalist that sang beautifully. The first song she sang sounded very old and reminded me a swing era of jazz music. Bass player picked up his upright bass. Every time vocalist stopped singing, trumpet played solo. â€Å"Something got a hold on me† was the last song and was really a dance like song in a boogie woogie style. Vocalist sang the beginning very slow almost with no music in the background and then it just went flying with upbeat melody. Saxophone played solo and then piano right after it, leaving that jazzy feeling in you for the rest of the night and made a lasting impression upon myself. All together it was only eight nicely done songs, but let me tell you, one and a half hour just flew by when I listened to these guys!

Employee Relations Service-Profit Value Chain

Employee Relations Service-Profit Value Chain The service-profit value chain (SPVC) is a model of the relationship between employee productivity, service delivery, and customer satisfaction that explains the link between customer service as a broad concept and business profitability. Although the model is generally well-known, it does not seem to attract as much academic attention as other concepts in CRM. That is unfortunate because the SPVC is one of the more flexible and practical analytical models available; if understood and applied correctly, it is equally useful as a tool for external analysis of firms as well as a tool for planning. The Basic Concept behind the SPVC: Employees Come First The development of the SPVC is attributed to a group of Harvard Business School faculty members led by James L. Heskett, and the model was introduced in an article in the Harvard Business Review in 1994 (â€Å"Putting the Service-Profit Value Chain to Work†, Harvard Business Review, March-April 1994). The basic concept of the SPVC, the ‘links’ in the chain, is expressed as a series of propositions: Profit and growth result from customer loyalty. Customer loyalty results from customer satisfaction. Customer satisfaction results from service value. Service value results from employee loyalty and productivity. Employee loyalty and productivity are results of employee satisfaction. Employee satisfaction results from internal service quality. Internal service quality refers to the working environment – working conditions, compensation and rewards, policies, and support that facilitate the delivery of service by employees. The philosophy â€Å"Take care of your employees and they will take care of your business,† expressed in different ways by management icons like Virgin’s Richard Branson, Southwest Airlines’ Herb Kelleher or Enterprise Rent-a-Car’s Jack Taylor is not just homespun wisdom, but really the fundamental idea behind the SPVC. The customer is naturally the highest priority, but the business can’t meet the customer’s needs unless it has something to deliver; and the only way the business can accomplish that is to cultivate its workforce, which makes internal service quality the first objective. You may be interested in: Five Forces Analysis SWOT Analysis Five Components of Service Management The ADL Matrix and Gap Analysis Ansoff, Boston, and the Strategy Clock The SPVC as an Empirical Model One of the advantages of the SPVC as an analytical tool is that it can be configured as kind of empirical model. Heskett, et al. made the argument that customer satisfaction – and consequently, customer loyalty leading to profitability for the firm – is the result of the customer’s perception of service value. The service value perception is a judgment by the customer that compares the outcomes of the service and the quality of the process to the price of the service and other costs to the customer to obtain the service. The customer assessment can be expressed as a customer value equation: [SO + PQ]/[P + C] = CV → CL → PROFIT Of course, in order for this equation to be useful, some meaningful values have to be assigned to the variables, and that might present a bit of a challenge. The easiest way to approach the problem is to start with the variables that have a known value: Price (P) and Profit; profit should be expressed as a numerical value, i.e. price times profit margin. Other customer costs (C) can be estimated; factors such as the price differential between the firm’s product or service and that of a competitor, the difference in distance a customer has to travel to reach the business rather than a competitor, shipping or transfer costs, and costs in time required for the customer to obtain the product or service all account for C, and with a little research a fairly accurate estimate can be generated. Service Outcome (SO) is a bit more difficult, but if it is generalized to represent ‘completion of a transaction’, it can be handled with a Likert Scale. For example: 1 – Transaction not completed 2 – Transaction completed, but below customer expectations 3 – Transaction completed, met customer expectations 4 – Transaction completed, exceeded customer expectations Note that in this scale there is no ‘0’. A transaction that is not completed or is otherwise entirely unsatisfactory to the customer probably deserves a ‘0’, but that would also increase the likelihood that the left side of the equation would equal ‘0’; not only would that be mathematically incorrect (unless profit happens to equal ‘0’ as well), but it is simply not very helpful in analyzing problems with service. Process quality (PQ) is the most subjective factor, but because this entire formula is an expression of customer perceptions, a scale similar to the one used to assign a value to SO can be used here. Here’s how it looks with real numbers plugged in: Wacky Lube, a chain of auto service shops, has done a customer survey about their $9.99 quick oil change service, which at that price has a margin of 15%. The company has decided to focus on the time to complete the service as the key factor in other customer costs; they learn through the survey that their customers have an average income of about $30,000, and spend an average of 21 minutes waiting for the service to be completed. Overall, the customers surveyed rate the service outcome at 2.5, and the process quality at 3.1. Thus, SO = 2.5 PQ = 3.1 P = 9.99 C = 5.25 (at $30,000 a year, a full-time worker is earning $0.25 per minute) PROFIT = 1.50 ($9.99 x 15%) [2.5 + 3.1]/[9.99 + 5.25] = CV → 1.50 0.3675 = CV, which corresponds to $1.50 profit for the quick-oil-change service. This is the point where the equation becomes only â€Å"sort of† empirical. First and most noticeably, the contribution of internal service quality and employee satisfaction is completely missing from this formula. That is an omission in the research literature as well; despite the importance given to employee satisfaction, there has been very little if any scholarly work done to this point to try to model it, possibly because internal service environments differ greatly from one workplace to another. As it is, the equation only indicates that some undefined status quo in Wacky Lube’s internal service environment correlates to a CV of 0.3675, leaving Wacky Lube’s management with a bit more work to do to figure out the connections. The second problem is that the profit and the CV can be and probably are mutually exclusive; revenues are a function of customer value/customer loyalty as a sales driver, but profits are a function of costs. There are some circumstances where costs are related to customer loyalty – for instance, greater customer retention or repeat business tends to lower some costs – but caution must be exercised in applying the results of the SPVC analysis.

Economics Essay Example | Topics and Well Written Essays - 1500 words - 24

Economics - Essay Example This capital expenditure takes time which cannot be completed in the short-run. Similarly, no existing firm can leave the industry in the short-run. The reason behind this is that whenever a firm sets up in any industry it has to incur some sunk costs. In lay man terms, sunk costs are actually setup costs. These costs are barriers that do not let the firms leave the industry in the short-run as no firm wants to leave the industry without minimizing or cashing in on some of their sunk costs. As we have already discussed, that no firm can be lured into or pushed-out of the industry in the short-run. The reasons that may tempt the other businesses entering into industry are off course profits, as discussed above. There are two types of profit that firm makes in the short run based on its costs and revenue. A firm may be making large profits or break-even in this time-scale. In economic terms break-even is known as normal profit because the calculation includes implicit or opportunity co sts, which are not actual cost and hence a firm which is breaking even is making a profit in accounting terms. Normal Profits are usually denoted by AR=AC. Similarly, apart from normal profit a firm might also be making a Supernormal profit denoted by a equation AR>AC. These profits positions can be shown in the following diagrams: In figure 1 we see the condition in which the firm is making a level of profit that is just enough to persuade the firms to stay in the industry in the short-run but not enough to attract new firms. In short-run when the firm is earning normal profits, the firm is just covering total costs. Since the TC (Total Cost Calculations) also includes implicit costs like opportunity cost of capital employed, return of capital in alternative uses etc. These are not actual costs and hence breaking even would mean that firm is earning profit which it could earning in alternative businesses and hence

ALCESTIS Essay Example | Topics and Well Written Essays - 500 words - 1

ALCESTIS - Essay Example On Alcestis and Admetos’ wedding day, the groom is faced with imminent death for failing to sacrifice Artemis. To atone for this failure and avoid death, Admetos is forced to exchange his life for another person. However, to his disappointment, there is no one from his household who is willing to lay down their life for his. It is during this moment that Alcestis, his wife, offers to die for him. This paper aims to address the notion that Alcestis should have never died for Admetos, considering his character, was a serious mistake. Admetos was well aware of the customs, tradition and rites that were practiced by his people. His failure to perform the rite of sacrificing to Artemis, the god who determined an individual’s destiny, was an act of ignorance on his part. He should have followed the right protocol required of any man in his society when marrying. Admetos showed kindness and generosity towards his wife, but this does not justify that he should accept her sacrifice to die for him. He says, â€Å"Old men’s prayers for death are lying prayers, in which they abuse old age and long extent of life. But when death draws near, not one is willing to die, and age no longer is a burden to then (Euripides et al. 219). This is because his acts of kindness and generosity do not dictate or demand that his wife bear the burden if his mistakes. If Admetos truly loved his wife, he should not have allowed her to sacrifice herself for him, and this clearly illustrated when Apollo battles death to save Alce stis. When Apollo realizes that nobody, in the house of Admetos, gave their life for him apart from his wife, he rectifies the mistake done by rescuing Alcestis from Hades and restoring her back to life with the help of Heracles. It was a grave mistake for Alcestis, to lay down her life for Admetos because, even if she was his wife, he did not love her for his heart belonged to a god. The mistake is highlighted by Apollo’s act of setting out to rescue her from Hades

How Have Us-China Relationship Been Refashioned By The Crisis Essay Example for Free

How Have Us-China Relationship Been Refashioned By The Crisis Essay The economic crisis experienced over the recent past has had a resoundingly negative effect across the globe. Altman (2009a, p. 527) describes it as â€Å"the worst in over 75 years. † Different people and different occurrences contributed variedly toward this crisis. However, most researchers tend to point fingers towards the US and blame it solely for orchestrating the crisis through its dubious economic policies and financial excesses (Dibb, 2009, p. 3 and Altman, 2009a, p. 527). Wright (2009, p. 59) furthers this ideology by saying that the recession originated in New York and, and like a wildfire, spread to Asia and other parts of the world. According to Altman (2009b, p. 5), as a result, â€Å"The overall picture is a grim one: a deep, truly global and destabilizing downturn, with world GDP falling for the first time in post-war period. Given rising populations, such an outright contraction is stunning. † China on the other hand chooses to distant itself away from the blame game. Wright (2009, p. 64) supports this reaction by saying that â€Å"China is not blaming US for the crisis. † According to them, the crisis was a culmination of a series of events performed by different countries in relations to their trading methods, economic policies, domestic marketing tendencies as well as overall governance. This has been a tactful stand for china more so with the looming speculations of them wanting to take full advantage of the crisis to impose influence of their minimally scathed domestic economy. It also provides a platform for good interrelations with the US, if need be, since there is no bad-blood between them as opposed to the critiquing nations. For china, their strong domestic market acts as a cushion in this tough time that many nations are languishing in economic distress. Despite facing low revenues from their exports and generally having to deal with the challenge of fluctuating prices of commodities, it has been able to get solace from their stable Foreign exchange trading (Altman, 2009a, p. 31). In sharp contrast, the US-the strongest nation in the world is finding it difficult to cope with the crisis. Apart from allegedly overspending beyond their means, the financial injuries in their banks and credit-markets combined with the unprecedented liquidity levels have forced US down on their knees (Altman, 2009b, 529). To make matters worse, there have been recent concerns of the US loosing its focus from ensuring coherence, coordination and leadership. Altman (2009b, p. ) equates this tendency to the inward preoccupation of the US with severe unemployment, housing challenges and fiscal pressures. He exemplifies this by saying, â€Å"US household lost 20 percent of their net worth in just 18 months, dropping from a peak of $64. 4 trillion in mid 2007 to $51. 5 billion at the end of 2008 (p. 3). On the other hand, it looks like china could increase its diplomatic presence in the development world by sharing its vast acumen of resources and ideologies (Altman, 2009b p. 3). According to Altman (2009a p. 28), â€Å"This relatively unscathed position gives china the opportunity to solidify its strategic advantages as the united States and Europe struggle to recover† by investing in places where US and Europe can’t. In essence, this rise by china combined with other Scandinavian countries threatens to overthrow USA from the global driving seat. Altman (2009a, 527) aptly describes it as â€Å"shifting the world’s centre of gravity away from the united states. †An Analyst like Dibb (2009, p. 2) is already voicing out his opinions to this by saying the global wealth is speeding from the east to west. In fact, he goes further and says â€Å"We think that the global financial crisis will hasten the relative decline of America and Improve China’s status (2009, p. 5). † Such opinions are, however, greatly discouraged as they may just aggravate the highly polarised relationship between China and USA. Rediker (2009, p. 555-556) challenges America to copy from other well doing countries if they are to survive. He further voices out the deficit in ideology and capital which has facilitated null movement of the US economy, and asks them to swallow their pride by borrowing a leaf from the attested pages of China’s ideologies. This is especially important with the rising concerns of China’s ascendancy in geopolitical standings based on the increased car sales, freight shipment and electricity consumption; thus offering it great financial leverage (Altman, 2009b, p. 7). Nevertheless, other analysts believe that this crisis may lead to a better relationship between China and US. This they believe can be done by Obama administration giving China a more central role in the IMF as well as bringing them to the G8 (Altman, 2009a, p. 528). To them, China ideologies in terms of geopolitical measures are similar to those of the US i. . both do not want Iran to acquire nuclear weapons. Again, both China and US are capitalist in nature and therefore finding a middle ground for a starting a mutual relationship will not be very problematic. Based on such factors, Altman (2009b, p. 7) concludes that â€Å"It is increasingly clear that the US-Chinese relationship will emerge as the most important bilateral one in the world. † As a point of caution, Dibb (2009, p. 3) warns that USA and China should treat one another with respect-if such a deal is struck- or else, dire consequences could erupt in the event of a mass unrest from either ends. Of course there are underlying issues like USA routing for free markets and China supporting a controlled market; which may presumably conflict. However, proponents of better relations between China and US believe that the overall good of the world will supersede such minor differences (Dibb, 2009, p. 4). It is desperate times for US and maybe, that is the reason why they are going for desperate measures. Being into the unchartered waters of financial down-surge, the US has taken stern measures to resuscitate its economy. This is based on the trial and failure of an example is them stopping to spend on discretionary items and are only focusing on only the basics. Through this, they are able to save more and pay down their debts. China has commended this move and said it opens doors for fostering better relationships with other countries (Altman, 2009a, p. 531). In conclusion, hope is not lost even in these difficult times of financial distress. Coincidentally, this crisis coincides with the tenure of Barrack Obama as president and his message of hope even in times of hopelessness. As for now, Atman (2009a, p. 39) say that â€Å"The united states will have to operate from a smaller global platform-while others, especially china, will have a chance to rise faster. † Critics should nevertheless watch for USA’s comeback; their slip does not mean they have fallen (Wright, 2009, p. 556). In fact, this should be a chance for both China and USA to demonstrate good leadership by working together. By doing this, the economic crisis-which not only affects the US and China but also other parts of the world will eventually be a thing of the past (Wright, 2009, p. 566).

The Theme of Justice in King Lear Essay examples -- King Lear essays

The Theme of Justice in King Lear      Ã‚  Ã‚  Ã‚   Many themes are evident in King Lear, but perhaps one of the most prevalent relates to the theme of justice.   Shakespeare has developed a tragedy that allows us to see man's decent into chaos.   Although Lear is perceived as "a man more sinned against than sinning" (p.62), the treatment of the main characters encourages the reader to reflect on the presence or lack of justice in this world.   The characters also vary in their inclination to view the world from either a fatalistic or moralistic point of view, depending on their beliefs about the presence or absence of a higher power.   The theme of justice in relation to higher powers can be illustrated from the perspective of King Lear, Gloucester, and Edgar.      Ã‚  Ã‚  Ã‚   When reading King Lear, it is helpful to understand the Elizabethan "Chain of Being" in which nature is viewed as order. Rosenblatt (1984) states that there was a belief in   an established hierarchy within the universe.   Everything had its own relative position beginning with Heaven, the Divine Being, and the stars and planets which are all above. On earth the king is next, then the nobles, on down to the peasantry.   Holding the lowest position were the beggars and lunatics and finally, the animals.   Interrupting this order is unnatural.      Ã‚  Ã‚  Ã‚   King Lear's sin was that he disrupted this chain of being by relinquishing his throne.   By allowing his daughters and their husbands to rule the kingdom, the natural order of things was disturbed.   His notion that he can still be in control after dividing the kingdom is a delusion.   According to Elizabethan philosophy, it wou... ...the universal conflict that members of society have always had in understanding their fate in this world.    Works Cited and Consulted Bradley, A.C. "King Lear." 20Lh Century Interpretations of King Lear. Ed. Jane Adelman. New Jersev; Prentice-Hall, 1978. Colie, Rosalie. Some Faces of King Lear. Ed. R. Colie & F.T. Flahiff. UniversitV of Toronto Press, 1994. Curry, Walter. Shakespeare s Philosophical Patterns. London: Mass Peter  Ã‚   Smith, 1968.  Ã‚   Hunter, Robert G. Criticism on Shakespeare s Tragedies.. University of Georgia Press, 1996. Matthews, Richard. "Edmund's Redemption in King Lear". Shakespeare Quarterly. Winter, 19q5. pps. 25-29. Shakespeare, William. King Lear. Harcourt Brace Jovanovich Canada Inc. Toronto. 1990. Snyder, Susan. "King Lear and the Prodigal Son." Shakespeare Quarterly. Autumn 1966. pps. 361-369.

Language Techniques Essay

1. Abstract Language: Language describing ideas and qualities rather than observable or specific things, people, or places. 2. Alliteration: The repetition of initial consonant sounds, such as â€Å"Peter Piper picked a peck of pickled peppers. † 3. Allusion: A reference contained in a work 4. Ambiguity: an event or situation that may be interpreted in more than one way. 5. Analogy: a literary device employed to serve as a basis for comparison. It is assumed that what applies to the parallel situation also applies to the original circumstance. In other words, it is the comparison between two different items. 6. Anaphora: repetition of a word, phrase, or clause at the beginning of two or more sentences in a row. This is a deliberate form of repetition and helps make the writer’s point more coherent. 7. Anecdote: A story or brief episode told by the writer or a character to illustrate a point. 8. Annotation: explanatory notes added to a text to explain, cite sources, or give bibliographical data. 9. Antithesis: the presentation of two contrasting images. The ideas are balanced by phrase, clause, or paragraphs. â€Å"To be or not to be . . . † â€Å"It was the best of times; it was the worst of times . . . † â€Å"Ask not what your country can do for you, ask what you can do for your country . . . † 10. Argument: A single assertion or a series of assertions presented and defended by the writer 11. Assonance: Repetition of a vowel sound within two or more words in close proximity 12. Attitude: the relationship an author has toward his or her subject, and/or his or her audience 13. Authority: Arguments that draw on recognized experts or persons with highly relevant experience. 14. Backing: Support or evidence for a claim in an argument 15. Balance: a situation in which all parts of the presentation are equal, whether in sentences or paragraphs or sections of a longer work. 16. Begging the Question: Often called circular reasoning, __ occurs when the believability of the evidence depends on the believability of the claim. 17. Causal Relationship: In __, a writer asserts that one thing results from another. To show how one thing produces or brings about another is often relevant in establishing a logical argument. 18. Character: those who carry out the action of the plot in literature. Major, minor, static, and dynamic are the types. 19. Colloquial: the use of slang in writing, often to create local color and to provide an informal tone. Huckleberry Finn in written in a __ style. 20. Comic Relief: the inclusion of a humorous character or scene to contrast with the tragic elements of a work, thereby intensifying the next tragic event. 21. Conflict: a clash between opposing forces in a literary work, such as man vs. man; man vs.  nature; man vs. God; man vs. self 22. Connotation: the interpretive level or a word based on its associated images rather than its literal meaning. 23. Consonance: Repetition of a consonant sound within two or more words in close proximity. 24. Cumulative: Sentence which begins with the main idea and then expands on that idea with a series of details or other particulars 25. Deduction: The process of moving from a general rule to a specific example. 26. Denotation: the literal or dictionary meaning of a word 27. Description: The purpose of this rhetorical mode is to re-create, invent, or visually present a person, place, event, or action so that the reader can picture that being described. Sometimes an author engages all five senses. 28. Dialect: the recreation of regional spoken language, such as a Southern one. Hurston uses this in Their Eyes Were Watching God. 29. Diction: the author’s choice of words that creates tone, attitude, and style, as well as meaning 30. Didactic: writing whose purpose is to instruct or to teach. A ___ work is usually formal and focuses on moral or ethical concerns. 31. Dramatic Irony: In this type of irony, facts or events are unknown to a character in a play or a piece of fiction but known to the reader, audience, or other characters in the work 32. Either-or reasoning: When the writer reduces an argument or issue to two polar opposites and ignores any alternatives. 33. Ellipsis: Indicated by a series of three periods, the __ indicates that some material has been omitted from a given text. 34. Ethical Appeal: When a writer tries to persuade the audience to respect and believe him or her based on a presentation of image of self through the text. 35. Ethos: an appeal based on the character of the speaker. An __-driven document relies on the reputation of the author. 36. Euphemism: a more acceptable and usually more pleasant way of saying something that might be inappropriate or uncomfortable. â€Å"He went to his final reward† is a common __ for â€Å"he died. † They are also used to obscure the reality of the situation. 37. Example: an individual instance taken to be representative of a general pattern 38. Exposition: The purpose of this rhetorical mode is to explain and analyze information by presenting an idea, relevant evidence, and appropriate discussion. 39. Figurative Language: Writing or speech that is not intended to carry literal meaning and is usually meant to be imaginative and vivid. 40. Figure of Speech: A device used to produce figurative language. Many compare dissimilar things. Examples are apostrophe, hyperbole, irony, metaphor, metonomy, oxymoron, paradox, personification, simile, synecdoche, and understatement. 41. Genre: The major category into which a literary work fits. The basic divisions of literature are prose, poetry, and drama. 42. Homily: This term literally means â€Å"sermon,† but more informally, it can include any serious talk, speech, or lecture involving moral or spiritual advice. 43. Hyperbole: a figure of speech using deliberate exaggeration or overstatement 44. Imagery: The sensory details or figurative language used to describe, arouse emotion, or represent abstractions. On a physical level, __ uses terms related to the five senses; we refer to visual, auditory, tactile, gustatory, or olfactory. For example, a rose may present visual __ while also representing the color in a woman’s cheeks. 45. Infer: To draw a reasonable conclusion from the information presented. 46. Irony: The contrast between what is stated explicitly and what is really meant. The difference between what appears to be and what actually is true. 47. Metaphor: a direct comparison between dissimilar things. â€Å"Your eyes are stars† is an example. 48. Metonomy: a term from the Greek meaning â€Å"changed label† or â€Å"substitute name† __ is a figure of speech in which the name of one object is substituted for that of another closely associated with it. For example: a news release that claims â€Å"The White House declared† rather than â€Å"The President declared† 49. Mood: This term has two distinct technical meanings in English writing. The first meaning is grammatical and deals with verbal units and a speaker’s attitude. The second meaning is literary, meaning the prevailing atmosphere or emotional aura of a work. 50. Narration: The purpose of this type of rhetorical mode is to tell the story or narrate an event or series of events. 51. Narrative: The telling of a story or an account of an event or series of events. 52. Narrative Device/convention: This term describes the tools of the storyteller, such as ordering events to that they build to climatic movement or withholding information until a crucial or appropriate moment when revealing in creates a desired effect. 53. Onomatopoeia: a figure of speech in which natural sounds are imitated in the sounds of words. Simple examples include such words as buzz, hiss, hum. 54. Oxymoron: From the Greek for â€Å"pointedly foolish,† ___ is a figure of speech wherein the author groups apparently contradictory terms. Simple examples include â€Å"jumbo shrimp† and â€Å"cruel kindness. † 55. Paradox: A statement that appears to be self-contradictory or opposed to common sense but upon closer inspection contains some degree of truth or validity. 56. Parallelism: refers to the grammatical or rhetorical framing of words, phrases, sentences, or paragraphs to give structural similarity. 57. Parody: A work that closely imitates the style or content of another with the specific aim of comic effect and/or ridicule. 58. Pathos: an appeal based on emotion. 59. Pedantic: An adjective that describes words, phrases, or general tone that is overly scholarly, academic, or bookish. 60. Personification: The assigning of human qualities to inanimate objects or concepts. An example: Wordsworth’s â€Å"the sea that bares her bosom to the moon. † 61. Point of View: In literature, the perspective from which a story is told. 62. Prose: One of the major divisions of genre, ___ refers to fiction and nonfiction, including all its forms, because they are written in ordinary language and most closely resemble everyday speech. 63. Repetition: The duplication, either exact or approximate, or any element of language, such as sound, word, phrase, clause, sentence, or grammatical pattern. 64. Rhetorical question: A question that is posed by a writer or speaker to make the audience think. It does not require a reply. Often used to engage an audience. 65. Sarcasm: from the Greek meaning â€Å"to tear flesh,† ___ involves bitter, caustic language that is meant to hurt or ridicule someone or something. It may use irony as a device. 66. Satire: A work that targets human vices and follies or social institutions and convention for reform or ridicule. Regardless of whether or not the work aims to reform humans or their society, ___ is best seen as a style of writing rather than a purpose for writing. The effect of __, often humorous, is thought provoking and insightful about the human condition. 67. Situational Irony: a type of irony in which events turn out the opposite of what was expected. 68. Stream-of-consciousness: This is a narrative technique that places the reader in the mind and thought process of the narrator, no matter how random and spontaneous that may be. 69. Style: an evaluation of the sum of the choices an author makes in blending diction, syntax, figurative language, and other literary devices. 70. Symbol: generally, anything that represents, stands for, something else. Usually, a ___ is something concrete—such as an object, action, character, or scene—that represents something more abstract. 71. Synecdoche: . a figure of speech that utilizes a part as representative of the whole. â€Å"All hands on deck† is an example. 72. Syntax: The grammatical structure of prose and poetry. 73. Theme: The central idea or message of a work, the insight it offers into life. Usually, __ is unstated in fictional works, but in nonfiction, the __ may be directly stated, especially in expository or argumentative writing. 74. Third Person Limited Omniscient: This type of point of view presents the feelings and thoughts of only one character, presenting only the actions of all remaining characters 75. Third Person Omniscient: In ___, the narrator, with a godlike knowledge, presents the thoughts and actions of any or all characters. 76. Tone: Similar to mood, __ describes the author’s attitude toward his or her material, the audience, or both. 77. Transition: a word or phrase that links one idea to the next and carries the reader from sentence to sentence, paragraph to paragraph. 78. Understatement: the opposite of exaggeration. It is a technique for developing irony and/or humor where one writes or says less than intended. 79. Verbal Irony: In this type of irony, the words literally state the opposite of the writer’s true meaning 80. Voice: can refer to two different areas of writing. One refers to the relationship between a sentence’s subject and verb (active and passive). The second refers to the total â€Å"sound† of the writer’s style. 81. Wit: In modern usage, intellectually amusing language that surprises and delights. Usually uses terse language that makes a pointed statement.

Learning Psychology Essay

Education and learning are one of the most important ingredients to becoming all that you can be. How open you are to learning will help determine your path in life. Education and learning are one of the most important ingredients to becoming all that you can be. How open you are to learning will help determine your path in life. Education does not just happen at school. It is not just about Math and other subjects. Your education and learning are happening all the time. They happen any time your mind is open to learning. Education is not just about learning facts, but more so about learning how to think. It is learning to make good choices. It is learning to act with purpose. Becoming educated is a lifelong process. It can be hard and frustrating at times, but it can also be incredibly exciting and enriching. Most importantly, learning and education can help you: Change the world Become a better person Reach your potential Eliminate your fears Make the most of mistakes Support your family Here are some inspiring quotations that capture the power of education and what it can do for you and the world: Motivation in Learning by Haibat Khan haibiniazi@gmail. com. â€Å"Education is the most powerful weapon which you can use to change the world. † – Nelson Mandela â€Å"When you know better you do better. † – Maya Angelou â€Å"Somewhere, something incredible is waiting to be known. † – Carl Sagan â€Å"Even the wisest mind has something yet to learn. † – George Santayana â€Å"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. † – Henry Ford â€Å"The important thing is not to stop questioning. † – Albert Einstein â€Å"Learning is a treasure that will follow its owner everywhere. † – Chinese Proverb â€Å"None of us is as smart as all of us. † – Ken Blanchard â€Å"A house is not a home unless it contains food and fire for the mind as well as the body. † Benjamin Franklin â€Å"The mind is not a vessel to be filled, but a fire to be kindled. † – Plutarch â€Å"Educating the mind without educating the heart is no education at all. † Aristotle â€Å"You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions. † – Naguib Mahfouz â€Å"Education is not the filling of a pail, but the lighting of a fire. † – W. B. Yeats â€Å"If you can’t explain it simply, you don’t understand it well enough. † – Albert Einstein. â€Å"Nothing in life is to be feared. It is only to be understood. † – Marie Curie â€Å"A mistake is a crash-course in learning. † – Billy Anderson â€Å"We are not what we know but what we are willing to learn. † – Mary Catherine Bateson â€Å"He who opens a school door, closes a prison. † – Victor Hugo â€Å"Knowledge will bring you the opportunity to make a difference. † – Claire Fagan â€Å"Education is teaching our children to desire the right things. † – Plato â€Å"I believe that we learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the  same. Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired. † – Martha Graham†Ã¢â‚¬Å"Education is the power to think clearly, the power to act well in the world’s work, and the power to appreciate life. † – Brigham Young â€Å"I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy  books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. †- Isaac Asimov â€Å"Painful as it may be, a significant emotional event can be the catalyst for choosing a direction that serves us – and those around us – more effectively. Look for the learning. † – Louisa May Alcott â€Å"Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand. † – Albert Einstein Haibat Khan haibiniazi@gmail. com.

Stephen Decatur, Naval Hero of the War of 1812

Stephen Decatur, Naval Hero of the War of 1812 Stephen Decatur (Jan. 5, 1779–March 22, 1820) was a U.S. naval officer who became famous for his exploits during the  Tripoli War. He later served as a heroic commander in the  War of 1812. He was killed in a duel by a fellow officer whose court-martial he had participated in years before. Fast Facts: Stephen Decatur Known For: Naval exploits during the Tripoli War and War of 1812Born: Jan. 5, 1779 in Sinepuxent, MarylandParents: Stephen Decatur Sr., Anne PineDied: March 22, 1820 in Bladensburg, MarylandSpouse: Susan WheelerNotable Quote: â€Å"Our country! In her intercourse with foreign nations may she always be in the right; but our country, right or wrong!† Born at Sinepuxent, Maryland, on January 5, 1779, Stephen Decatur was the son of Captain Stephen Decatur, Sr. and his wife Anne. A naval officer during the American Revolution, Decatur, Sr. had his son educated the Episcopal Academy in Philadelphia. Graduating, young Stephen enrolled at the University of Pennsylvania and was a classmate of future naval officers Charles Stewart and Richard Somers. At the age of 17, he secured employment with the firm of Gurney and Smith and aided in securing timber for the keel of the frigate USS United States (44 guns). Early Career Wishing to follow his father in the naval service, Decatur received the aid of Commodore John Barry in obtaining a midshipmans warrant. Entering the service on April 30, 1798, Decatur was assigned to United States with Barry as his commanding officer. He sailed aboard the frigate during the Quasi-War and saw action in the Caribbean as United States captured several French privateers. Demonstrating his skill as a gifted sailor and leader, Decatur received a promotion to lieutenant in 1799. At the end of the conflict in 1800, the U.S. Navy was downsized by Congress with many officers discharged from the service. First Barbary War One of thirty-six lieutenants retained by the U.S. Navy, Decatur was assigned to the frigate USS Essex (36) as first lieutenant in 1801. Part of Commodore Richard Dales squadron, Essex sailed to the Mediterranean to deal with those Barbary states that were preying upon American shipping. After subsequent service aboard USS New York (36), Decatur returned the US and took command of the new brig USS Argus (20). Sailing across the Atlantic to Gibraltar, he turned the ship over to Lieutenant Isaac Hull and was given command of the 12-gun schooner USS Enterprise (14). Burning Philadelphia On December 23, 1803, Enterprise and the frigate USS Constitution (44) captured the Tripolitan ketch Mastico after a sharp fight. Renamed Intrepid, the ketch was given to Decatur for use in a daring raid to destroy the frigate USS Philadelphia (36) which had run aground and been captured in Tripoli harbor on October. At 7:00 PM on February 16, 1804, Intrepid, disguised as a Maltese merchant ship and flying British colors, entered Tripoli harbor. Claiming that they had lost their anchors in a storm, Decatur asked permission to tie up alongside the captured frigate. As the two ships touched, Decatur stormed aboard Philadelphia with sixty men. Fighting with swords and pikes, they took control of the ship and began preparations to burn it. With combustibles in place, Philadelphia was set on fire. Waiting until he was sure the fire had taken hold, Decatur was the last to leave the burning ship. Escaping the scene in Intrepid, Decatur and his men successfully evaded fire from the harbors defenses and reached the open sea. When he heard of Decaturs achievement, Vice Admiral Lord Horatio Nelson called it the most bold and daring act of the age. In recognition for his successful raid, Decatur was promoted to captain, making him, at age twenty-five, the youngest to hold the rank. For the remainder of the war, he commanded the frigates Constitution and Congress (38) before returning home at its conclusion in 1805. Three years later he served as part of the court martial that tried Commodore James Barron for his role in the Chesapeake-Leopard Affair. In 1810, he was given command of United States, then in ordinary at Washington DC. Sailing south to Norfolk, Decatur oversaw the refitting of the ship. War of 1812 Begins While in Norfolk, Decatur encountered Captain John S. Garden of the new frigate HMS Macedonian. During a meeting between the two, Garden wagered Decatur a beaver hat that Macedonian would defeat United States should the two ever meet in battle. When war with Britain was declared two years later, United States sailed to join Commodore John Rodgers squadron at New York. Putting to sea, the squadron cruised the east coast until August 1812, when it put into Boston. Returning to sea on October 8, Rodgers led his ships in search of British vessels. Victory Over Macedonian Three days after departing Boston, Decatur and United States were detached from the squadron. Sailing east, Decatur spotted a British frigate on October 28, approximately 500 miles south of the Azores. As United States closed to engage, the enemy ship was identified as HMS Macedonian (38). Opening fire at 9:20 AM, Decatur masterfully outmaneuvered his adversary and methodically pummeled the British ship, ultimately forcing its surrender. Taking possession of Macedonian, Decatur found that his guns had inflicted 104 casualties, while United States had only suffered 12. After two weeks of repairs to Macedonian, Decatur and his prize sailed for New York, arriving to a massive victory celebration on December 4, 1812. Refitting his ships, Decatur put to sea on May 24, 1813, with United States, Macedonian, and the sloop Hornet (20). Unable to escape the blockade, they were forced into New London, CT by a strong British squadron on June 1. Trapped in port, Decatur and the crew of United States transferred to the frigate USS President (44) at New York in early 1814. On January 14, 1815, Decatur attempted to slip through the British blockade of New York. Loss of President After running aground and damaging the ships hull leaving New York, Decatur elected to return to port for repairs. As President sailed home, it was attacked by the British frigates HMS Endymion (40), HMS Majestic (58), HMS Pomone (44), and HMS Tenedos (38). Unable to escape due the damaged condition of his ship, Decatur prepared for battle. In a three-hour fight, President succeeded in disabling Endymion but was forced to surrender after sustaining heavy casualties by the other three frigates. Taken prisoner, Decatur and his men were transported to Bermuda where all learned that the war had technically ended in late December. Decatur returned to the United States aboard HMS Narcissus (32) the following month. Later Life As one of the US Navys great heroes, Decatur was immediately given command of a squadron with orders to suppress the Barbary pirates which had become active again during the War of 1812. Sailing to the Mediterranean, his ships captured the Algerian frigate Mashouda and swiftly compelled the Dey of Algiers to make peace. Using a similar style of gunboat diplomacy, Decatur was able to compel the other Barbary states to make peace on terms advantageous to the United States. In 1816, Decatur was named to the Board of Naval Commissioners in Washington D.C. Taking up his post, he had a home designed for him and his wife, Susan, by famed architect Benjamin Henry Latrobe. Death by Duel Four years later, Decatur was challenged to a duel by Commodore James Barron for comments he had made regarding the latters conduct during the 1807 Chesapeake-Leopard Affair. Meeting outside the city at Bladensburg Dueling Field on March 22, 1820, the two squared off with Captain Jesse Elliott and Commodore William Bainbridge as their seconds. An expert shot, Decatur only intended to wound Barron. As the two fired, Decatur severely wounded Barron in the hip, however he himself was fatally shot in the abdomen. He died later that day at his house in Lafayette Square. Over 10,000 attended Decaturs funeral including the President, Supreme Court, and the majority of Congress. Legacy Stephen Decatur was one of the first national heroes after the American Revolution. His name and legacy, like those of David Farragut, Matthew Perry, and  John Paul Jones, became identified with the U.S. Navy.

Banish bad writing to Room 101 - Emphasis

Banish bad writing to Room 101 Banish bad writing to Room 101 Good writing is powerful. Bad writing belongs in Room 101. George Orwell, creator of that fictional torture chamber where peoples worst nightmares reside, determined to rid the world of the terrible writing habits he believed threatened our mother tongue. The six rules he laid out have been guiding writers in all fields since he wrote them in 1946. Because, after all these years, Orwells advice is as relevant today as it was 65 years ago. 1. Never use a metaphor, simile or other figure of speech which you are used to seeing in print Metaphors and similes have the potential to evoke powerful mental images. But overused phrases such as axe to grind, selling like hot cakes or strike while the irons hot no longer have the power to conjure up anything other than a slight glazing over of the eyes. A fresh, unfamiliar juxtaposition of ideas can be just the late-afternoon espresso your reader needs to awaken your ideas in their head. Having said that, imagery is difficult to get right. And beware of overdoing it. If youre writing a business report, coming up with 12 never-before-seen metaphors per page may not be the best use of your time. Save them for your creative writing class. 2. Never use a long word where a short one will do On the grounds of rule one, Orwell probably wouldnt approve of the phrase less is more. However, its often true. Short words are powerful, direct and punchy. They are more likely to be instantly understood, which means your writing will have an immediate impact on your reader. Note that this rule doesnt put a complete ban on the use of long words it discourages using them for their own sake, as this can lead to opaque, pompous writing. But, for variety, the occasional Scrabble high-scorer is acceptable. 3. If it is possible to cut a word out, always cut it out Remove all padding from your writing. This means cutting every word that doesnt add to your meaning: this isnt school and youre no longer graded by the word. And get rid of waffle-magnets such as nominalisations. This hefty word means a noun thats created from a verb for example consideration (from the verb consider) or implementation (from implement, or even just do). Not only are these noun versions heavier than their lithe verb counterparts, they need extra words (eg, of and the) to make the sentence work. Little surprise that Nike didnt go with the slogan, Just complete the implementation of it. 4. Never use the passive where you can use the active The active voice is where you put the who of the sentence before their action just as you would if you were speaking. For example: The novel Nineteen Eighty-Four was written in 1949 by George Orwell is passive, but George Orwell wrote the novel Nineteen Eighty-Four in 1949 is active. The active voice is more direct, interesting and logical and it forces you to be specific about who does what (whereas with the passive, the who can be removed from the sentence). But do keep the passive in reserve for moments of necessary tact (ie, to a customer, The form was filled in incorrectly rather than You filled in the form incorrectly); and perhaps the odd shady cover-up (Yes, boss, the coffee machine has been broken). 5. Never use a foreign phrase, a scientific word or a jargon word if you can think of an everyday English equivalent Not so straightforward, this one, as it really depends on context. For corporate teams or expert readers, jargon is not only acceptable, it can also act like shorthand, helping to clarify your meaning. But knowing your audience is key. When you need to get technical information over to a more general readership, consider how youd explain your subject matter to a friend in a different industry, and youll find the right words to use. 6. Break any of these rules sooner than say anything barbarous A lazier writer than I am might say theres an exception to every rule. A straight-talker may just say, use your brain. Even Orwell admitted he was probably guilty of violating these rules again and again in the very essay he declared them. Still, the more you write with these sensible ground rules in mind, the better youll become at spotting the odd moments when you might do well to break one.

Cash Basis Accounting Coursework Example | Topics and Well Written Essays - 250 words

Cash Basis Accounting - Coursework Example The coursework "Cash Basis Accounting" talks about the cash basis accounting particularly when it is appropriate, petty cash fund and the age of accounts receivable particularly on what basis they are determined. The cash basis accounting is used by most of the sole proprietors as well as businesses without inventory. The system is considered appropriate for a small service company, cash-based business or small businesses. On the cash basis, accounting revenue is recognized once cash is received. On the other hand, in accrual accounting expenses tend to be recognized when cash is paid. Cash basis accounting differs with the accrual basis accounting in some ways. In cash basis accounting, revenues are recorded on the income statement once cash is received while in accrual-based accounting it is recorded when cash is earned. Cash earned entails cash received from customers. In cash basis accounting expenses are reported once cash is paid out while in accrual-based accounting expenses a re reported when they expire or occur. The expiry date is different from the payment period. Cash based accounting is the common mode because it is simple and provides cash flow picture more accurately. Petty cash fund is defined as the amount of cash on hand that is used in paying small amounts owed instead of writing a check. There are ways which can be employed by companies to control petty cash fund. Reporting and audit and the acceptable use are the ways which companies can employ so as to control petty cash fund.

Theoretical Concepts Underpinning Portfolio Diversification Assignment

Theoretical Concepts Underpinning Portfolio Diversification - Assignment Example The benefits from the process of diversification can only be accrued if the securities within the portfolio are perfectly uncorrelated. The first form of diversification takes place when the company has the potential to develop beyond the existing product market. The related form of diversification can be further categorized into backward diversification, forward diversification, and horizontal diversification. Unrelated diversification takes place when an organization has the potential to develop interests that are complementary to its existing activities. When a company involved in media services can think of diversification in financial services, such kind of diversification is called unrelated diversification (Chatterjee and Wernerfelt, 1991). ... The diversification speed of the value at risk is regarded as the rate at which the value at risk changes because the number of assets included in the portfolio increases. (Ansoff n.d. p. 113). 3The criteria of value at risk are evaluated at a probability level that is fixed. One can also launch the converse analysis where the level of the value at risk is kept fixed and the level of the probability changes with an increase in the number of assets. A majority of the theoretical literature in finance assumes that returns are distributed normally. The speed of diversification is different in cases of normal and other distributions. The diversification speed is higher for the finite variance classes relative to the speed of normal distribution. The speed is lower relative to the speed of the diversification of the risk level (Hyung and Vries, 2004, p. 3). 4 Suppose there are two stocks one with return 0f 8% and another with 15%. The expected range of return of the investor is 8% to 15%. The standard deviation of the former stock is .05 while that of the later is 2. The investor will quantify the associated risk of the two assets and diversifies the investments accordingly. Country wise diversification can also arrive in the scenario (Marineilli, 2011, p. 2). 5 Measurement of the benefits of Diversification Suppose A and B are two portfolios. The former portfolio has an expected return and returns volatility of 7.5% with the qual weighing of both types of assets. But the later portfolio is leveraged in such a way that the weighing of the risk-free asset is -50% while that of the risky asset is 150%.