Trademark Assignment Example | Topics and Well Written Essays - 1250 words

Trademark - Assignment ExampleA trademark is a mark that represents the distinction of certain goods in terms of the brand name, logo, label and some(prenominal) more. This mark helps in differentiating a traders commodities and services from those of others in a place. The right of this trademark is granted in terms of its logo, smell and penchant among others. This mark is what any trader requires to own exclusive rights in commercially making use of goods and services that are under it. This also licenses the traders to engage in the various sectors of byplay that are involved in the mark. With push through this, anyone carrying out business activities in the nation is considered a criminal and can be detained. To prove their business legal therefore, one may require this trademark from the government. This familiarizes the government with the business activities taking place within the country and helps to control illegal businesses that are non healthy in terms of the welfar e of the citizens in the nation. Application for this trademark takes place in government offices. A registration fee is charged during application, and in some cases is renewed monthly. This way, apart from controlling business activities in the nation, the government also earns some revenue that later helps in running of the development projects that submit to be fulfilled in building the nation. During the application process therefore, it is wise for a businessman to consider some issues before applying. It is wise to find out whether the application is really needed in ones case, whether their brand appropriately needs the mark, the right time for application and the process involved during the application. This is do to avoid poor decisions, which later may cause downfall (Isobel, 2015).Trademarks help the owners of the goods and services to protect their commodities from claims by the

HIV and the latino community in the U.S Essay Example | Topics and Well Written Essays - 1000 words

human immunodeficiency virus and the latino community in the U.S - Essay ExampleIn the United States, 1.2 one million million people are living with HIV. African Americans have the highest prevalence of HIV by race, amounting to 45% of those infected. Latin Americans only constitute 22% of those infected with HIV. Among Latin Americans, 19% of HIV cases are attributed to heterosexual contact. The rate of infection of HIV/AIDS among Latin Americans is second only to the rate of the African Americans. They are 3.5 propagation higher than non-Hispanic White Americans (Centers for Disease Control and Prevention, 2012). Human Immunodeficiency Virus is a affection that attacks various organ systems of the body and weakens its ability to protect itself from infection. The last fix up of this disease is AIDS or Acquired Immune Deficiency Syndrome (Krapp, 2002). Aside from the physical aspects of the disease, HIV/AIDS can also affect the mental health of the individual. This disease can cause emotional distress, anxiety, and most dangerously, depression. This may stem from various sources such as the stigma associated with the disease, or it can occur if the infection forever reaches the brain of the individual. Considering that the psychiatric and psychological side effects of the disease are connected to social stigma, especially referable to its nature as a sexually transmitted disease common among the sexually promiscuous or those who engage in homosexual contact. There is a social aspect to preventing this disease parenthesis from providing care to those who have it. A study from Zea, Reisen, Poppen, Bianchi, and Echeverry (2005) examined how Latinos who tell people close to them about their HIV status helps in their mental health during the disease. It shows that telling responsible people about their disease helped them get the social support that they would need to get through the disease without losing their self-esteem or lapsing into depression. On t he other pert hand, a study by Gerbi, Habtemariam, Tameru, Nganwa, Robnet, and Bowie (n. d.) talks about how psychosocial factors can affect into resorting to substance abuse and other HIV/AIDS risky behavior. Its a harsh circle that feeds upon itself. Risky behavior increases the chances to contract HIV/AIDS. When they get HIV, they have to handle the stigma of the disease. They get pressured from not telling other people about the disease, and they get stressed by how peoples treatment of them changes from knowing about their status. This situation gives them psychological stress, which might lead them acting on more risky behavior such as substance abuse or depression, which might increase their susceptibility to other illnesses which the body cannot defend itself due to the compromised immune system. HIV is not just a systemic infection of an individual it also affects the persons life, his psyche, and the people around him. Giving him medical specialty to manage the illness i s not enough. They need help to face the emotional demands of the disease like stress, anger, grief, helplessness, depression, and even cognitive disorders if the disease reaches the brain. Aside from an immunologist, it would be wise to also consider seeing a psychiatrist it can help handle the mental aspect of the illness (American Psychiatric Association, 2006). For the case of Latinos, the risk for HIV is framed by their ethnic and racial minority status. This also connects to their socioeconomic status. These factors, plus gender, sexual orientation, and stigma increase their vulnerability to HIV/AIDS. According to a

How Communication Affects Relationships Essay Example for Free

How Communication Affects Relationships EssayCommunication affects relationships at work in a big bearing. Communicating in a affirmatory behavior go away give me a very different response to communicating in a negative manner, it is also important that I alter the way i communicate dependant on who I am speaking to as everybody will respond differently to different styles and variations of communication. One of the parts of my vocation is to communicate with my colleagues. I must insure that as the environment I work in can and often is stressful, that I speak in a calm manner and that I am clear and concise. By doing this I lessen the chance of information that I passed on being misheard or misunderstood and by being calm I have a reassuring effect on my colleagues.When speaking to families of patient I must insure that I an understanding and come across friendly and professional as a good relationship with a patients family can have positive effects on the patients beca use it is important that families understand the patients treatment plan and how they can have positive influence on the patient. I must communicate with the patients in the most effective way possible. As a health Care worker I need to be able to build trust and a good relationship with those I look after. It is important that I use variation of communication skills to relay what I am trying to get across, this will help the patient understand what is be communicated and in turn will help the patient communicate there needs.

Control cycles-a general model Essay Example for Free

Control cycles-a general model EssayA general model of organizational underwrite includes four comp onenessnts that git operate in a continuous cycle and great deal be represented as a wheel. These elements be 1. Setting a goal. Project goal setting goes beyond everywhere altogether scope development to include setting the draw baseline plan. The swan baseline is predicated on an accurate. utilisation Breakdown Structure (west by south) process. Remember that WBS establishes all the deliverables and constitute computer softwares associated with the ensure, assigns the personnel responsible for them, and creates a visual chart of the hold from highest level down by the basic chore and subtask levels. The send baseline is created as each task is laid out on a ne 2rk diagram and visions and time durations be assigned to it. 2. Measuring progress. Effective control systems require accurate couch measurement mechanisms.Project managers must demand a system in ke ister that will allow them to measure the ongoing precondition of various be sick activities in real time. We need a measurement system that weed result information as quickly as possible. What to measure besides needs to be clearly defined. Any number of devices allow us to measure one aspect of the project or an different however, the larger question is whether or not we atomic number 18 getting the type of information we can really use. 3. comparing actual with planned performance. When we have some sense of the original baseline (plan) and a method for accurately measuring progress, the next step is to comp are the two pieces of information. A gap analysis can be used as a basis for testing the projects billet. Gap analysis refers to each measurement process that first determines the goals and indeed the degree to which the actual performance lives up to those goals. The smaller the gaps between planned and actual performance, the transgress the outcome. In cases wher e we put one over obvious differences between what was planned an what was realized, we have a clear-cut warning signal. 4. Taking action. Once we detect significant deviations from the project plan, it becomes necessary to engage in some form of corrective action to minimize or remove the deviation. The process of taking corrective action is generally straightforward.Corrective action can either be relatively minor or whitethorn involve significant remedial steps. At its intimately extreme, corrective action whitethorn level(p) involve scuttling a nonperforming project. After corrective action, the observe and control cycle begins again. The control cycle is continuous. As we create a plan, we begin measurement efforts to chart progress and compare stages against the baseline plan. Any indications of significant deviations from the plan should immediately trigger an appropriate response, leading to a reconfiguration of the plan, reassessment of progress, and so on. Project moni toring is continuous, full-time cycle of target setting, measuring, correcting, improving, and remeasuring. MONITORING PROJECT PERFORMANCEAs we discovered in the chapters on project computeing and mental imagery management, once we have realised a project baseline work out, one of the most important methods for indicating the ongoing status of the project is to evaluate it against the original range of a function projections. For project monitoring and control, twain(prenominal) individual task calculates and the cumulative project compute are relevant. The cumulative budget can be broken down by time over the projects projected duration. The Project S-Curve A Basic ToolAs a basis for evaluating project control techniques, let us cope a simple example. Assume a project (Project Sierra) with four work packages (Design, Engineering, initiation, and Testing), a budget to complete of $80,000, and an anticipated duration of 45 hebdomads.To determine project performance and st atus, a straightforward time/cost analysis is often our first choice. Here the projects status is evaluated as a duty of the accumulated cost and labor hours or quantities plotted against time for both budgeted and actual amounts. We can see that time (shown on the x, or horizontal, axis) is compared with bullion expended (shown on the y, or vertical, axis). The classic project S-curve represents the typical form of such a relationship. Budget expenditures are initially low and ramp up rapidly during the major(ip) project execution stage, before starting to level off again as the project gets nearer to its completion. Cumulative budget projections for Project Sierra have been plotted against the projects roll. The S-curve figure represents the project budget baseline against which budget expenditures are evaluated.Monitoring the status of a project using S-curves becomes a simple tracking paradox. At the conclusion of each given time period (week, month, or quarter), we only t otal the cumulative project budget expenditures to go out and compare them with the anticipated spending patterns. Any significant deviations between actual and planned budget exhausted reveal a potential problem area. repose is the get a line benefit of S-curve analysis. Because the projected project baseline is established in advance, the only additional information shown are the actual project budget expenditures. The S-curve also provides real-time tracking information in that budget expenditures can be constantly up get wordd and the new comforts plotted on the graph. Project information can be visualized immediately and up eond continuously, so S-curves offer an easy-to-read evaluation of the projects status in a timely manner. (The information is not inescapably easily interpreted, however, as we shall see later.)Our Project Sierra example can also be used to dilate how S-curve analysis is employed. Suppose that by week 21 in the project, the original budget projected expenditures of $50,000. However, our actual project expenditures totaled only $40,000. In effect, there is a $10,000 budget shortfall, or prejudicious variance between the cumulative budgeted cost of the project and its cumulative actual cost. In the table it shows the track of budgeted expenditures with actual project be, including bring outing the veto variance shown at week 21. In this illustration, we see the nurture of S-curve analysis as a good visual method for linking project costs (both budgeted and actual) over the projects schedule. S-CURVE DRAWBACKSWhen project teams consider using S-curves, they need to take the curves significant drawbacks into consideration as well as their strengths. S-curves can identify cocksure and prejudicial variance (budget expenditures above or below projections), unless they do not allow us to make reasonable interpretations as to the cause of variance. contract the S-curve shown. The actual budget expenditures have been plotted to suggest that the project team has not spent the total planned budget money to date (there is negative variance). However, the question is how to interpret this finding. The link between accumulated project costs and time is not always easily resolved. Is the project team behind schedule (given that they have not spent sufficient budget to date) or might there be alternative reasons for the negative variance?Assume that your organization tracks project costs employing an S-curve approach and uses that information to assess the status of an ongoing project. Also assume that the project is to be completed in 12 months and has a budget of $150,000. At the six-month checkup, you discover that the project S-curve shows significant shortfall you have spent far less on the project to date than was originally budgeted. Is this good or bad news?On the surface, we might suppose that this is a sign of poor performance we are lagging far behind in rescue the project along and the smaller the a mount we have spent to date is evidence that our project is behind schedule. On the other hand, there are both number of reasons why this circumstance actually might be positive. For example, suppose that in running the project, you found a cost-effective method for doing some part of the work or came across a new technology that significantly cut down on expenses. In that case, the time/cost metric may not only be misused, entirely might lead to dramatically inaccurate conclusions. Likewise, positive variance is not always a sign of project progress. In fact, a team may have a serious problem with overexpenditures that could be interpreted as strong progress on the project when in reality it signals nothing more than their inefficient use of project capital resources. The bottom line is this Simply evaluating a projects status according to its performance on time versus budget expenditures may easily lead us into making inaccurate assumptions about project performance. Milestone compendAnother method for monitoring project progress is milestone analysis. A milestone is an event or stage of the project that represents a significant doing on the road to the projects completion. Completion of a deliverable (a combination of multiple project tasks), an important activity on the projects critical path, or even a calendar date can all be milestones. In effect, milestones are road markers that we observe on our travels along the projects life cycle. There are several benefits to using milestones as a form of project control. 1. Milestones signal the completion of important project steps. A projects milestones are an important indicator of the up-to-the-minute status of the project under development. They give the project team a park language to use in discussing the ongoing status of the project. 2. Milestones can motivate the project team. In large projects lasting several years, motivation can stick as team members begin to have difficulty seeing how the p roject is proceeding overall, what their specific contribution has been and continues to be, and how much longer the project is desirely to take. pore attention on milestones helps team members become more aware of the projects successes as well as its status, and they can begin to develop greater task identity regarding their work on the project. 3. Milestones offer points at which to reevaluate client needs and any potential change requests. A common problem with many types of projects is the nature of repetitive and constant change requests from clients. Using project look into milestones as formal s expire points, both the project team and the clients are clear on when they will take midcourse reviews of the project and how change requests will be handled.When clients are aware of these formal project review points, they are better able to present reasonable and well-considered feedback (and specification change requests) to the team. 4. Milestones help coordinate schedules with vendors and suppliers. Creating delivery dates that do not delay project activities is a common gainsay in scheduling delivery of key project dowrys. From a resource perspective, the project team needs to receive supplies before they are demand but not so far in advance that space limitations, holding and inventory costs, and in some cases spoilage are problems. Hence, to balance delays of late shipments against the costs associated with holding early deliveries, a well-considered system of milestones creates a scheduling and coordinating mechanism that identifies the key dates when supplies will be needed. 5. Milestones identify key project review gates. For many complex projects, a series of midterm project reviews are mandatory. For example, many projects that are developed for the U.S. government require periodic evaluation as a precondition to the project firm receiving some percentage of the contract award. Milestones allow for appropriate points for these review. Some times the logic behind when to hold such reviews is establish on nothing more than the passage of time (It is time for July 1 review). For other projects, the review gates are determined based on completion of a series of key project steps (such as the evaluation of software results from the beta sites). 6. Milestones signal other team members when their participation is expect to begin. Many times projects require contributions from personnel who are not part of the project team. For example, a quality assurance individual may be needed to conduct systems tests or quality inspection and evaluations of work done to date. The quality supervisor needs to know when to assign a person to our project, or we may find when we reach that milestone that no ones available to help us. Because the QA person is not part of the project team, we need to coordinate his or her involvement in order to minimize disruption to the project schedule. 7. Milestones can delineate the various deliverables de veloped in the work breakdown structure and whence enable the project team to develop a better overall view of the project. You then are able to refocus efforts and function-specific resources toward the deliverables that show signs of trouble, rather than simply allocating resources in a general manner. For example, indications that the initial project software programming milestone has been missed allows the project manager to specifically request additional programmers downstream, in order to make up time later in the projects development. Problems with MilestonesMilestones, in one form or another, are probably the simplest and most widely used of all project control devices. Their benefits lie in their clarity it is usually easy for all project team members to relate to the thinker of milestones as a project performance metric. The problem with them is that they are a reactive control system. You must first engage in project activities and then evaluate them relative to your g oal. If you significantly underperform your work to that point, you are faced with having to correct what has already transpired. Imagine, for example, that a project team misses a milestone by a large margin. Not having received any progress reports up until the point that the bad news becomes public, the project manager is probably not in a position to craft an immediate remedyfor the shortfall. Now, the problems compound. Due to delays in receiving the bad news, remedial steps are themselves delayed, pushing the project farther behind. clear VALUE MANAGEMENTAn increasingly popular method used in project monitoring and control consists of a mechanism that has become known as pull in Value Management (EVM). The origins of EVM date to the late 1960s when U.S. government contracting agencies began to question the ability of contractors to accurately track their costs across the like of various projects. As a result, after 1967, the Department of Defense imposed 35 Cost/Schedule Con trol Systems Criteria that suggested, in effect, that any future projects procured by the U.S. government in which the risk of cost growth was to be retained by the government must satisfy these 35 criteria. In the more than 30 years since its origin, EVM has been practiced in multiple settings, by agencies from governments as diverse as Australia, Canada, and Sweden, as well as a host of project-based firms in many industries.Unlike previous project tracking approaches, EVM recognize that it is necessary to jointly consider the impact of time, cost, and project performance on any analysis of current project status. Put another way Any monitoring system that only compares actual against budgeted cost numbers ignores the fact that the client is spending that money to accomplish something-create a project. Therefore, EVM reintroduces and stresses the importance of analyzing the time element in project status updates. Time is important because it becomes the basis for determining how much work should be accomplished at certain milestone points. EVM also allows the project team to make future projections of project status based on its current state. At any point in the projects development we are able to calculate both schedule and budget efficiency factors (the efficiency with which budget is being used relative to the value that is being created) and use those values to make future projections about the adjudicated cost and schedule to project completion.We can illustrate the advance in the project control process that Earned Value represents by comparing it to the other project tracking mechanisms.If we consider the key rhythmic pattern of project performance as those success criteria discussed in Chapter 1 (scheduling, budget, and performance), most project evaluation approaches tend to isolate some subset of the overall success measure. For example, project S-curve analysis directly links budget expenditures with the project schedule. Again, the obvious di sadvantage to this approach is that it ignores the project performance linkage.Project control charts such as tracking Gantt charts link project performance with schedule but may give budget expenditures short shrift. The essence of a tracking approach to project status us to emphasize project performance over time. While the argument could be made that budget is implicitly assumed to be spent in some preconceived fashion, this metric does not directly apply a link between the use of time and performance factors with project cost.Earned value, on the other hand, directly links all three primary project success metrics (cost, schedule, and performance). This methodology is extremely valuable because it allows for regular updating of a time-phased budget to determine schedule and cost variances, as identified by the regular measurement of project performance. Terminology for Earned ValueFollowing are some key concepts that allow us to calculate Earned Value and use its figures to make future project performance projections. PVPlanned value. A cost estimate of the budgeted resources scheduled across the projects life cycle (cumulative baseline). EVEarned value. This is the real budgeted cost, or value, of the work that has actually been performed to date. ACActual cost of work performed. The cumulative total costs incurred in accomplishing the various project work packages. SPISchedule Performance Index. The realize value to date divided by the planned value of work scheduled to be performed (EV/PV). This value allows us to calculate the projected schedule of the project to completion. CPICost Performance Index. The earned value divided by the actual, cumulative cost of the work performed to date (EV/AC). This value allows us to calculate the projected budget to completion. BACBudgeted cost at completion. This represents thetotal budget for a project. Creating Project BaselinesThe first step in underdeveloped an accurate control process is to create the project baselines against which progress can be measured. Baseline information is critical regardless of the control process we employ, but baselines are elemental when performing EVM. The first piece of information necessary for performing earned value is the planned value that is, the project baseline. The PV should comprise all relevant project costs, the most important of which are personnel costs, equipment and materials, and project overhead, sometimes referred to as level of effort. Overhead costs (level of effort) can include a variety of fixed costs that must be included in the project budget, including administrative or technical support, computer work, and other staff expertise use (such as legal advice or marketing). The actual steps in establishing the project baseline are fairly straightforward and require two pieces of data the Work Breakdown Structure and a time-phased project budget. 1. The Work Breakdown Structure identified the individual work packages and tasks necessa ry to accomplish the project. As such, the WBS allowed us to first identify the individual tasks that would need to be performed. It also gave us some understanding of the hierarchy of tasks needed to set up work packages and identify personnel needs (human resources) in order to match the task requirements to the correct individuals capable of performing them. 2. The time-phased budget takes the WBS one step elevate It allows us to identify the correct sequencing of tasks, but more importantly, it enables the project team to determine the points in the project when budget money is likely to be spent in pursuit of those tasks. Say, for example, that our project team determines that one project activity, Data Entry, will require a budget of $20,000 to be completed, and further, that the task is estimated to require 2 months to completion, with the majority of the work being done in the first month. A time-phased budget for this activity might resemble the following Activity Jan Feb Dec doData Entry $14,000 $6,000 -0- $20,000Once we have collected the WBS and applied a time-phased budget breakdown, wecan create the project baseline. The result is an important component of earned value because it represents the standard against which we are going to compare all project performance, cost, and schedule data as we attempt to assess the viability of an ongoing project. This baseline, then, represents our take up understanding of how the project should progress. How the project is actually doing, however, is, of course, another matter. Why Use Earned Value?Assume that it is now week 30 of the project and we are attempting to assess the projects status. Also assume that there is no difference between the projected project costs and actual expenditures that is, the project budget is being spent within the correct time frame. However, upon examination, suppose we were to discover that Installation was only half-completed and Project Testing had not yet begun. This e xample illustrates both a problem with S-curve analysis and the strength of EVM. Project status assessment is only relevant when some measure of performance is considered in addition to budget and elapsed schedule.Consider the revised data for Project Sierra. Note that as of week 30, work packages related to Design and Engineering have been totally completed, whereas the Installation is only 50% done, and Testing has not yet begun. These percentage values are given based on the project team or key individuals assessment of the current status of work package completion. The question now is What is the earned value of the project work done to date? As of week 30, what is the status of this project in terms of budget, schedule, and performance?Calculating the earned value for these work packages is a relatively straightforward process. We can modify the previous table to focus exclusively on the relevant information for determining earned value. The planned budget for each work package is multiplied by the percentage completed in order to determine the earned value to date for the work packages, as well as for the overall project. In this case, the earned value at the 30-week point is $51,000.We can compare the planned budget against the actual earned value using the original project budget baseline. This process allows us to assess a more realistic aspiration of the status of the project when the earned value is plotted against the budget baseline. comparing this figure with the alternative method, in which negative variance is calculated, with no supporting explanation as to the cause or any indication about whether this figure is meaningful or not. Recall that by the end of week 30, our original budget projections suggested that $68,000 should have been spent. Instead, we are projecting a shortfall of $17,000. In other words, we are not only showing a negative variance in terms of money spent on the project, but also in terms of value created (performance) o f the project to date. Unlike the standard S-curve evaluation, EVM variance is meaningful because it is based not simply on budget spent, but value earned. A negative variance of $10,000 in budget expenditures may or may not signal cause for concern however, a $17,000 shortfall in value earned on the project to date represents a variance of serious consequences. Steps in Earned Value ManagementThere are quint steps in Earned Value Management (EVM)1. Clearly define each activity or task that will be performed on the project, including its resource needs as well as a detailed budget.As we demonstrated earlier, the Work Breakdown Structure allows project teams to identify all necessary project tasks. It further allows for each task to be assigned its own project resources, including equipment and materials costs, as well as personnel assignments. Finally, coupled with the task breakdown and resource assignments, it is possible to create the budget figure or cost estimate for each proj ect task. 2. Create the activity and resource usage schedules.These will identify the proportion of the total budget allocated to each task across a project calendar. Determine how much of an activitys budget is to be spent each month (or other appropriate time period) across the projects projected development cycle. Coupled with the development of a project budget should be its direct linkage to the project schedule. The determination of how much budget money is to be allocated to project tasks is important. Equally important is the understanding of when the resources are to be employed across the projects development cycle. 3. Develop a time-phased budget that shows expenditures across the projects life.The total (cumulative) amount of the budget becomes the project baseline and is referred to as the planned value (PV). In real terms, PV just means that we can identify the cumulative budget expenditures planned at any stage in the projects life. The PV, as a cumulative value, is d erived from adding the planned budget expenditures for each preceding time period. 4. Total the actual costs of doing each task to arrive at the actual cost of work performed (AC).We can also compute the budgeted values for the tasks on which work is being performed. This is referred to as the earned value (EV) and is the origin of the term for this control process. 5. Calculate both a projects budget variance and schedule variance while it is still in process.Once we have collected the three key pieces of data (PV, EV, and AC), it is possible to make these calculations. The schedule variance is calculated by the simple equation SV = EV PV, or the difference between the earned value to date minus the planned value of the work scheduled to be performed to date. The budget, or cost, variance is calculated as CV = EV AC, or the earned value minus the actual cost of work performed. USING EARNED VALUE TO MANAGE A PORTFOLIO OF PROJECTSEarned Value Management can work at the portfolio le vel as well as with individual projects. The process simply involves the aggregation of all earned value measures across the firms entire project portfolio in order to give an indication as to the efficiency with which a company is managing its projects. other(a) useful information contained in the Portfolio Earned Value Management table includes the total positive variances for both budget and schedule, as well as determination of the relative schedule and cost variances as a percentage of the total project portfolio. The use of Earned Value Management for portfolio tracking and control offers top management an excellent window into the firms ability to efficiently run projects, allows for comparisons across all projects currently in development, and isolates both the positive and negative variances as they occur. All of this is useful information for top-level management of multiple projects.

Hey I Would Like to Smoke Weed Essay Example for Free

Hey I Would Like to Smoke Weed EssayOpinion essays are discursive essays in which we present our personal opinion on a particular topic. They are normally written in a formal style. An opinion essay consists of* an introduction in which we introduce the topic and introduce our opinion clearly. * a briny body which consists of two or more paragraphs, each presenting a separate viewpoint supported by reasons/examples. We can implicate a paragraph giving the opposing viewpoint supported by reasons/examples. * a conclusion in which we restate our opinion using different words. We cause each main-body paragraph with an appropriate topic sentence that states the main idea of the paragraph. Each topic sentence is followed by supporting sentences that further explain the main idea of the paragraph.We use present tenses in this type of essay. We also use appropriate linking words and phrases to join your ideas.To list viewpoints To start with, Firstly, In the first place, In addition, Besides, Furthermore, Moreover, Also, etc.To introduce supporting sentences (examples) for example, for instance, in particular, such as/like, etc. To introduce opposing ideas On the other hand, However, etc.To conclude All in all, Lastly, Taking everything into account, To sum up, All things considered, etc. Formal style is characterized by* formal expressions, advanced vocabulary, longer sentences, e.g. First-time buyers need to consider their financial circumstances carefully before committing to a mortgage. * Formal linking words/phrases, e.g. Moreover, steps should be taken to * No use of short forms, e.g. There is eternally something (NOT Theres always something)* Impersonal tone i.e. use of the passive, e.g. Tenants are required to contribute towards the upkeep of the garden.

Individual Learner Difference In Second Language Acquisition Education Essay

Individual Learner Difference In Second Language accomplishment Education EssaySLA (Second style skill) is a process through which an individual look ats a min address as an additional run-in after having in condition(p) a native voice communication already. SLA involves broad research and is considered a branch of employ linguistics. The concept is also related to education, neuroscience sociolinguistics, and psychology. Learning a arcsecond actors line is not an easy task, this is a practice that involves commitment, study, dedication, patient as thoroughly as time in pitch to develop. People who learn a second expression do not do it because is just a compulsory subject at school, but because they feel encouraged to learn it , considering factors such us, colloquy with foreigners, academic studies and better opportunities to find a good job.Research has shown that there be disagreements among second language scholarly mortals that signifi send wordtly happen u pon language nurture success. As a result, the study of individual disputes (IDs) especially in language learn demand and language aptitude has been attributed to researches on L2 studies dating back to the 1960s. Motivation is what guides citizenry to accomplish and be successful in all beas of life. Regarding the classroom environment, this boundary is the basis of how enthusiastic or un imparting students are to learn and the guidance advertize to maintain the extensive and any(prenominal)times tiresome learning process. Both the degree of penury and educational success frequently seem to go hand in hand, which can be all the way observed throughout the teaching practice.This essay seeks to explore and discuss in detail one individual savant difference in second language acquisition, which is penury. Apart from defining the destinationination, regarding different authors, the essay will also include the analysis of the unhomogeneous casings of motivation, as well as, the voice motivation plays in second language classrooms. And finally, ways of fostering motivation will be proposed.The term Motivation in SLAOne of the individual bookman differences in SLA is motivation, which is a term difficult to define, since its meaning could depend on the individuals and their cultures. Drnyei (2002 1) says that motivation is best seen as a broad umbrella term that covers a variety of meanings, but simultaneously this author also describes motivation as the factor in charge of determining why individuals decide to nurse out an meet, the amount of effort sight invest in the tasks as well as the rate of perseverance people put when completing various activities. Alike Drnyei, Passer and Smith (2004 327) perceive motivation as a process that influences the direction, persistence and vigour of refinement-directed behaviour. fit in to Gardner (1985), motivation is what makes people to act towards a given situation. Taking into consideration all these definitions which state what the term of motivation is, it can be deduced that the concept refer to some type of energy that guides individuals to undertake a task in their lives.The do language apprenticeLightbown and Spada (2002) point out that motivation is a factor that plays an important map in language learning success. In the context of language learning is what pushes a pupil to gain knowledge of the English language. The importance of motivation in relation to achieving the goals of learning English as a Second Language according to Naiman et al, (1978) is that it gives the learner the ability to tolerate ambiguity a need for acquisition a positive orientation towards the task utmost aspirations ego involvement perseverance and goal orientation. Therefore, a motivated language student is a person who has positive attitudes towards the target language. These attitudes are shown when the second language learner makes efforts to acquire the language and has a consistent d esire of studying and discovering bracing and additional material. Moreover, aspect for opportunities and ways where he or she will be able to put in practice the target language. An additional way of defining a motivated learner is when learning the second language is a comfortable situation for the apprentice, taking pleasure in the tasks involved. Furthermore, a pupil that experience a high level of motivation will doubtless feel pleased about learning the language.Researchers build arisen several explanations of what encourages learners to study a foreign language they have found that motivational factors are fundamental at the time of speaking about second language success.Types of motivationAs it was mentioned before, there are diverse meanings for motivation in SLA, regardless of the words they basically refer to the same notion. Also, there are different factors which somewhat vary depending on the authors points of view. I will refer in this essay to the different types of motivation, taking into consideration different authors.Extrinsic and Intrinsic motivationThe words extrinsic and natural are to some extent mingled, given that both legal injury do not seem to have a clear definition in the field of second language acquisition. Passer and Smith (2004) cite extrinsic and intrinsic motivation, even though Noels (2002) uses the terms extrinsic and intrinsic orientations. For these authors, Passer and Smith and Noel, extrinsic signifies that people persist out an action to accomplish an external goal or evade punishment, while by intrinsic motivation the authors altogether mean that students do activities, out-of-pocket to the satisfaction they get from the tasks themselves. Activities that motivate students intrinsically are likened to enjoyable activities, fun, or things that students do out of their own choice. virtually of the conducted studies assert that intrinsically motivating activities uttermostting to improved learning by the stu dents. The difference among Passer Smith (2004) and Noels (2002) is just the notion motivation and orientations, in view of the fact that both terms involved different approaches of motivation. The initial term proposes that the motivation itself buzz offs from outside or within while the term orientation suggests that it is earlier the different triggers of motivation that comes from outside or within.Although, Glasser (1996) does not use the terms intrinsic and extrinsic, he provides a third route to see where motivation comes from. He states that motivation is produced trying to comfortable the essential desires which all human beings own. For instance, the need of entertainment. He points out that even if a person is influenced by the environment, all motivation still comes from inside the individual, because it is he or she who really choose whether or not and how to carry out an activity. Though I concur with Glasser that just the individuals are the ones who make their o wn decisions, I think that what motivates people, are factors which can be both external and internal.Alternatively, Garden and Lambet (1972) coined the following terms to classify motivation.Integrative MotivationGarden and Lambet (1972) describe this term as the desire that the learners have to familiarize themselves with the culture of the ethnic group that speaks the language they intend to learn. Gardner (2002) himself perceives Integrativeness as one of the factors that conduct to motivation for second language learning, and by this he suggests that whether learners have the hope to come nearer the L2 community they will have real desire in learning and studying the second language. Besides, the term also refers to the degree at which the learner desires to understand the target community. Essentially, integrative motivation refers to a learners desire to expand their association with the community that they are targeting. Saville Troike, (2005) affirm that the main triggers of this type of motivation are emotions or affective factors. For instance, a Chilean boy who come to live in London for a time, meet an English girl and fall in love with her. He will have the desire and motivation to learn English in order to communicate with his girlfriend and integrate into the new culture and become part of the community.As Chile is mainly a monocultural society, chances to utilize the second language in daily conversations are fairly limited. Therefore, learners do not feel motivated to learn the second language to become part of the community, since they just need their first gear language to interact.It can be discussed that integrative motivation is an intrinsic factor, because it implies that learning a second language is more a final aim itself rather than a mean to accomplish a final goal, out-of-pocket to the authentic desire on the learning tasks (Noels (2002).Instrumental MotivationOne more term that Gardner and Lambert made up is instrumental motiv ation which Lightbown Spada (2002 56) introduce as language learning for more immediate or practical goals. Very standardised to integrative motivation, instrumental motivation also sees language learning as an instrument to accomplish a goal rather than the satisfaction in the action itself. However, what distinguishes both terms is the final aim, which in integrative motivation is the interaction in the L2 community while in instrumental motivation the ultimate goal is more practical, for instance, obtaining a better job, career developmental or passing exams. For most Chilean learners of English instrumental motivation is the key element at the time to learn English as a second language.For Lightbown Spada (2002) both types of motivation are important , they say that whether the students feel the necessity to interact in the second language in various social situations or to accomplish academic and professional aspirations, the communicative value of the foreign language will be perceived and therefore, they will feel encouraged to get proficiency in the language. I agree with the authors that both types of motivation are important to acquire a second language, However for Chilean people integrative motivation is far to be seen as a reason to study the second language due to the fact that Chile , as I mentioned earlier, is a monocultural and monolingual society.Classroom Learning Motivation vs. Language Learning MotivationWhen considering second language acquisition and motivation, it is important to put two motivational constructs into consideration. Research has shown that there are two categories of motivation that should be put into account when discussing SLA. This mainly deals with the difference that exists between classroom learning motivation and language learning motivation. Language learning motivation refers to the desire to learn a second language. Language learning motivation includes evaluated second language acquisition, socio-educational representation (Gardner, 1985), the preparedness to converse model (Clement, Dornyei, MacIntyre Noels, 1998) among others. It is the universal type of motivation that applies to any context of learning a language. The universal attributes of the learner relate to the need to learn the language. Clements (1980) social context model, Gardners (1985) SLA social-education model among others, agree that the motivation or desire to learn a second language is a characteristic that has considerable effects on the individual although they are different when it comes to assessment, correlates and antecedents.The other type of motivation is the learning motivation in a classroom. According to Heckhausen and Kuhl (1985), classroom-learning motivation is the general educational psychology as described by Dornyeis model of post-actional, actional, and pre-actional motivation model. Although it is seen to be an important part to motivation as a whole, the SLA socio-educational model by Gardner, (1985), characterizes it. The main focus is the persons view on the mission to be achieved and to a large extent, it is state oriented. This means that a number of issues that are related to the language class will affect the individuals perception. As a result, the atmosphere in the class, the teacher, the contents of the course, facilities and materials combined with the students personal attributes will affect the persons motivation when it comes to classroom learning.It is hard to differentiate between the two categories of motivation because they control the individual at any particular time. Therefore, it is important to consider both classes of motivation operative. Just as hard as it is to define motivation, it is equally difficult to give an explanation to the meaning of learning a second language. According to Gardner, the motivational strength can only be estimated from questionnaires based on an individuals attitude and is considered to be a hidden psychometric character istic. Other educational practices have applied the use of indicators that have been observed from individuals behavior in response to a given task. This depends on the persons selection of tasks, which is determined by the level of difficulty, the persistency of the learner to tackle the problem at hand, the extent at which an individual participates in a group or class activities, the span of attention and focus, or the qualitative information available on spoken reports of self-regulation and self-monitoring.The new research program by Crookes and Schmidt (1991) includes the advancements made in the universal educational, which has narrowed to the field of language learning motivation. This directs its focus on individuals, the approaches that the learner might implement in the learning process, the learning contexts, and the observable conduct of class members. Following the inception of the new outline, the areas of interest have shifted to the learner as an individual. In Covi ngtons self-worthy theory (1998), the importance of the learners ideas were emphasized, their own beliefs, the strategy they use, and the level of their desire to deal with the task at hand. The self- faculty concept by Bandura (1997) is a very important related characteristic which assesses the level at which learners gauge their potential and their own management. Individuals who have this ability come up with an efficient motivational thinking strategy and are able to reduce the risk of failure and increase their chances of success while depending less on outside obligatory measures and strategies.Motivation Individual Learner Difference in Chilean CultureClement and Noels (1996) indicate that the cultural settings present different language learning and individual learner differences. In the Chilean cultural setting, the motivation to learn the English language offer some challenges to the learners due to most of the students who go out Chilean public schools are in social ris k. In addition, many of the learners may be discouraged to put personal effort in learning the language because of the fact that they may not find the language useful outside the educational setting. Others may be of the opinion that their chances of travelling to a republic where English is spoken as a native language are rather minimal. Furthermore, challenges that come with teaching a class that has many students may affect the effectiveness of the teachers and the quality of the lesson. This together with the little interest towards learning the English language may influence negatively the motivation to teach as well as the motivation to learn.Fostering MotivationThe best ways to foster motivation is to create a good environment, which is beneficial for second language learning. This can be done by reducing the number of students per class to ensure that the instruction given by the English teachers is of good quality. The teachers should also come up with plans that apply to both slow learners and fast learners so as to ensure that those who do not grasp quickly are not left far behind because this may demotivate them to continue learning. The schools may consider initiating exchange programs with schools where English is the native language. This would give students the feeling that studying English is not an effort in vain but a step in the right direction since it would help them in securing jobs and touring other parts of the world. Moreover, teachers should come up with a timetable that gives us enough time to prepare for our classes by getting the necessary materials as well as reflecting on the success of the program. This would help us in culmination up with a better plan to teach hence improving our teaching methodology. It would also help teachers find ways of motivating their own students. With the relevant authorities ensuring that, schools are well equipped to teach English as a second language, students will be motivated to learn and teac hers will be motivated to teach.ConclusionThe above discussion has provided an analysis of motivation as an individual learner difference. There have been numerous research studies exploring individual learner differences, which have indicated that the main reason why many L2 students fail while others succeed effortlessly is the presence of different student characteristics such as language aptitude, motivation, or personality traits. The motivation of the student is very important in the learning process and is regarded as the key factor that contributes to the success of SLA. Research has revealed that intrinsic motivation is more successful than external or extrinsic motivation over the long term. Some students learning rate is higher as compared to others. Some learners are able to grasp quickly and they go on to the level of reaching near-native competence while slow learners experience difficulties in the early stages of the learning process. Recently conducted research has s hown that this disparity is caused by the particular strategy adopted by the learner, motivation, anxiety, personality, as well as societal and social influences.Research has clearly shown that the intensity of the students motivation to its highest level, including the cognitive, affective, and behavioral components are the most important aspects towards success in SLA. Since the integrative motive incorporates the aspect of being open to cultural assignment as part of the process, it tries to imply that integration may be more connected to achieving highest level of achievement as compared to other types of motivation that do not have this component. Classroom learning motivation seems to be a system that encourages individuals to acquire specific language elements but for the students to be masters of the language, more is needed. In my opinion, the integrative motivation provides the students with a better platform for SLA.A teachers economic consumption in the process of lear ning a second language is rather complicated but very important. It surpasses the provision of reward since the whole experience is dependent on the self-efficacy of the student. The teachers role entails providing challenging yet supportive environment to allow the students to learn and explore their potential. The teachers are also supposed to help their students to develop their own motivational thinking by discovering their original orientation. The most challenging aspect in all of this is trying to avoid anything that may de-motivate the students. Although it is very much possible to imagine other forms of motivation, the type of motivation does not matter very much. The difference that emerges between instrumental and integrative motivation, or between extrinsic and intrinsic motivation does very little in helping us to understand the role that motivation plays in second language acquisition.

Utilitarian Ethical Analysis of Euthanasia

Utilitarian Ethical Analysis of euthanasiaEthical QuestionShould Euthanasia be an option for the depotly harm?AnalysisThe discussion regarding euthanasia has been make noticeably public all throughout the world (Perm, 2011, p.80). However, recent findings apprise a shift in public policy rely heavily upon the moral and political environment of todays culture (Fratschko, 2016, p.5). Conversely, as religious institutions begin to retire their prominent voice in society, the connotation of what is right and wrong has conventionally been guided in large measure (Fratschko, 2016, p.6).More everywhere, upholding ones dignity is a debate made via the notion of avoiding a deprived end to life (Mishara, 2016). Specific dissimilarities show what characterises a respect fitting way to die. Common degradations may includeBeing a burden to others,Living in a deteriorated state,Being incapable of daily activities, and,Depending on intrusive medical apparatuses.However, the public in general o ften assumes that terminal illnesses, result in a mediocre end to life. This is not the case it is suggested that the psychological environment determines the quality of life over the nature of the illness (Mishara, 2016). Correspondingly, Margaret Battin (1994, para. 5) accentuated that euthanasia to decrease distress encompasses two main factorsPreventing imminent discomfort and misery, as well as,Preventing current discomfort and misery.FactsEuthanasia is a form of voluntary death. Patients who signal for euthanasia do not want to prolong their pain (Aurora, 2014, para. 13). Despite the statistics given by the government, the maintenance for euthanasia has grown throughout the years. In Australia, over 70% would like to see euthanasia be an option, whereas over 12% said no and the remaining people surveyed were unsure (Yamine, 2012, para. 2-3). Statistics highlighted by Emanuel et al. (2012, para. 4), show that slightly 4% of deaths are listed as euthanasia in jurisdictions wh ere it is an option. Although remain relatively rare and involve those who are terminally ill. Finally, those with loved ones in terminally ill situations will agree that end of life care treatments can be costly and put enormous amounts of pressure on the finances (Aurora, 2014).Gaps in correspondenceIt is argued (Glare and Tobin, 1996, p.1668), that acknowledging the rights of the terminally ill is a good attempt to creating an act permitting euthanasia. Equally, over the past fifty years, numerous public opinion surveys declare indicated growing support for euthanasia. However, this approval of euthanasia goes against certain Christian moralities in which have been the barricade in contradiction to the approval of euthanasia (Hamil-Luker and Smith, 1998, p.373).Some treatments may be trammel to the re dwellf of pain and distress with the intention of allowing the patient to die a comfortable death. However, this implies that death must be imminent (Glare and Tobin, 1996, p.166 9). Palliative care specialist, Ian Maddocks express his concerns that if euthanasia were an option, death could be viewed as a quick fix to the suffering that could be relieved with palliative care (Harrison, 2013). Research conducted by Chapple et al. (2006, para. 3) on those nearing death is an important factor to add to the debate. Regarding those who have watched others die are predominantly convinced that euthanasia should be an option, some for multiple reasons including the pain and the anticipation of waiting to die, embarrassment and the loss of control and cerebral impairment (Chapple et al. 2006, para. 3).Positive negative consequencesPositiveFirstly, we know that utilitarian people believe actions should provideutmost contentment for the highest human activity of people, whereas the outcome ought to ascertain the ethical worth of the action. Therefore, if euthanasia increases the joy of a person and reduce pain simultaneously, then it is considered ethically correct (JDDN, 2012).People have the right to die. Behind this ideology is that we should have unbosomdom regarding certain decisions. Some people believe we all have the rights to regulate our bodies and therefore should be able to determine when and what time we die (BBC, 2014, para. 2).If you accept act-utilitarianism, then the arguments make perfect sense. One final positive degree in regards to allowing people to die may free up scarce health resources and be allocated to those who want to live (BBC, 2014, para. 30).NegativeOver 30 of Australias top palliative practitioners oppose the introduction of euthanasia as they describe it as unnecessary and unsafe (Vermeer, 2017). Paraphrased by Singer (2003, p.536), Hentoff states that most palliative care specialists admit there are cases wherein pain is not sufficiently alleviated. However, terminal sedation is offered as a replacement, although, some ethicists, do not consider terminal sedation as an equivalent to euthanasia. (Singer, 2 003, p. 537).Argued by Doerflinger (Singer, 2003, p. 535). Those who independently reason for euthanasia are not being straightforward. For example, the issue was raised when 86-year-old Edward Brongersma, was euthanised by a doctor because he was old and tired of life. Even though this fly the coop to that doctors conviction and acquittal, a utilitarian should not have an issue with the doctors decision because it was Brongersmas decision to die and that nobody else can decide if Brongersmas life contained more positive or negative experiences (Singer, 2003, p. 536).Finally, the decision may place added pressure on the terminally ill. The main aspects of the argument are that terminally ill patients may be pressured into giving consent when they do not want it or correspondingly, they will be euthanised without consent because they could be considered a burden or to save coin (Singer, 2003, p.538).ConclusionThrough act utilitarianism, we can see that euthanasia is certainly an ar gumentative issue. There are several perspectives regarding Utilitarianism which differ on certain aspects regarding euthanasia. In accordance to act-utilitarianism the right action of all is greater than any other action, therefore each act is judged independently by the act-utilitarianism (Singer, 2003, p. 536). However, gaps in understanding lie mainly lie within the religious side of the issue, believing the right to decide when someone dies belongs to god. In summation, by having a regulated form of euthanasia, it is deduced that the positives overbalance the negatives in regards to the ethics of euthanasia.ReferencesAurora, P 2014, 14 Facts You Never Knew About Euthanasia, viewed 29 serve 2017, .Battin, MP 1994, Euthanasia and Physician-Assisted Suicide, The Oxford Handbook of Practical Ethics, vol. 1, no. 1, para. 5BBC 2014, Pro-euthanasia arguments, viewed 24 March 2017,Chapple, A, Zieblan, S, McPherson, A Herxheimer, A 2006, What people close to death say about euthanasi a and assisted suicide a qualitative study , diary of medical ethics, vol. 32, no. 12, para. 3Emanuel, EJ, Onwuteaka-Philipsen, BD, Urwin, JW Cohen, J 2012, Attitudes and Practices of Euthanasia and Physician-Assisted Suicide in the United States, Canada, and Europe, Department of Medical Ethics and Health Policy, vol. 316, no. 1, para. 4Fratschko, LM 2016, The Euthanasia Debate International Experienceand Canadian Policy Proposals, The University of Western Ontario, viewed 15 March 2017, .Glare, PA Tobin, B 1996, Euthanasia in Australia, The New England ledger of medicine, vol. 334, no. 25, pp. 1668 1669.Hamil-Luker, J Smith, C 1998, Religious Authority and Public Opinion on the Right to Die, Sociology of religion, vol. 59, no. 4, pp. 373.Harrison, D 2013, Euthanasia should not be a quick fix, The Area News, 26 April, viewed 29 March 2017, .JDDN. 2012, Euthanasia A Utilitarian Perspective, viewed 30 March 2017, .Mishara, BL. 2016 Euthanasia, viewed 28 March 2017, .Perm, J 2 011, Physician-Assisted Suicide and Euthanasia, ticker for Creative Leadership, viewed 26 March 2017, .Singer, P 2003, Voluntary euthanasia a utilitarian perspective, Bioethics, vol. 17, no. 5-6, pp. 535 538Vermeer, D. 2017, Euthanasia and assisted suicide unnecessary and unsafe, viewed 29 March 2017, .Yamine, E 2012, Most want euthanasia legalised in Australia, Herald Sun, 19 November, viewed 25 March 2017, .