Mbg225 - 1264 Words

MGB225 Intercultural Communication amp; Negotiation Skills Assessment I: Research Report European Negotiations Southern Candles Tour De France Executive Summary 1.0 Introduction The prevalence of internationalisation and globalisation of businesses in the twenty-first century has reiterated the importance of effective cross-cultural communication to achieve any level of progress or success. Culture is defined by Geert Hofstede, as the collective programming of the mind distinguishing the members of one group or category of people from another. This report will identify national cultural differences between the U.S. and France within the case study European Negotiations - Southern Candles Tour De†¦show more content†¦- Mr Picard attempted to raise business matters at the dinner party which may have considered inappropriate by his French business associates. 3.2 Intercultural Verbal Communication Issue - It appeared that Mr Picard did not make the effort to familiarise himself with basic French pleasantries/ phrases. He relied on Mrs Dubois to converse with Mr Durand at their initial meeting in Paris, did not offer a basic French greeting to Mrs Durand, did not use courtesy titles such as Monsieur/ Madame. - Mr Picard perceived that the afternoon meeting went well though argumentative; which indicates that he saw the meeting as an argument over their viewpoints and may have risked coming across with a hard sell. - Mr Picard may have disadvantaged his business proposal by only availing himself to one business meeting; within French business culture, meetings are generally held to discuss issues as opposed to making decisions. This could have been further compounded by the fact that Mr Picard did not follow-up their business meeting. 3.3 Intercultural Nonverbal Verbal Communication Issues - It is questionable as to how each party interpreted the handshakes exchanged; the U.S. tend to offer a firm handshake whilst the French prefer a light and brisk handshake. This may have created an impression of power play, dominance or indifference from the onset. - Mr Picard used the okay sign to

Use Of Representations And Fractional Knowledge Education Essay Free Essays

string(152) " Instrument A computational fraction trial was developed and adapted from an EasyCBM, 6th class investigation and was administered to all participants\." This survey provides an scrutiny of fractional cognition demonstrated by 25 ( 7th and 9th class ) pupils from a suburban bunch of schools in a suburban community in Georgia. Students were given five fraction jobs necessitating them use representations for their replies. Analysis of single responses indicated that pupils at both class degrees lack a complete apprehension of fractional constructs such as portion to whole, fractional parts, and distances and relationships between measures. We will write a custom essay sample on Use Of Representations And Fractional Knowledge Education Essay or any similar topic only for you Order Now Research suggests that larning is more meaningful when pupils are given frequent chances to interact with different theoretical accounts and rethink the constructs ( Dienes, cited in Post A ; Reys, 1979 ) . Harmonizing to Lesh, Landau, A ; Hamilton ( 1983 ) , mathematics constructs can and should be represented other ways as good, utilizing real-world objects, spoken symbols, written words, and written symbols. They suggest that pupils who use a assortment of ways to stand for fractions develop more flexible impressions of fractions. Petit, Laird, A ; Marsden ( 2010 ) province utilizing theoretical accounts and on a regular basis inquiring pupils to explicate their thought plays an of import function in direction. Asking pupils inquiries as they work through job resolution helps them construct upon their apprehension of fractions. Heller, Post, Behr, A ; Lesh ( 1990 ) , found that about merely one fifth of 7th graders and one 4th of 8th graders have a functional apprehension of p roportionality. Models should pervade direction leting pupils chances to job solve and develop apprehension of fractional constructs such as portion to whole, fractional parts, and distances and relationships between measures. Students demonstrate more trouble happening the fractional portion when the figure of parts in the whole is equal to the magnitude of the denominator instead than a multiple or factor of the magnitude of the whole ( Bezuk A ; Bieck, 1993 ) . Three types of theoretical accounts pupils use to interact with, work out jobs, and generalise constructs related to fractions are country theoretical accounts, set theoretical accounts, and figure lines. Student-drawn country theoretical accounts can be effectual for doing comparings of parts of wholes or turn uping fractions on a figure line. Circle theoretical accounts can be used efficaciously to compare fractions if pupils consider the size of the whole and are accurate in their dividers into equal-sized parts. Uniting theoretical ac counts with manipulatives can assist pupils concentrate on of import characteristics of the theoretical accounts and do comparings ( Petit, Laird, A ; Marsden, 2010 ) . Georgia Performance Standards In the first class pupils are expected to split up to 100 objects into equal parts utilizing words, images, or diagrams ( G1M1N4 ) . Specifically halves and fourths as equal parts of a whole utilizing images and theoretical accounts ( G1M1N4C ) . In the 2nd class pupils are expected to understand and compare fractions ( G2M2N4 ) . Students will pattern, place, label, and compare fractions ( tierces, sixths, eighths, ten percents ) as a representation of equal parts of a whole or of a set ( G2M2N4 ) . In the fifth class are expected to compare fractions and warrant the comparing ( G5M5N4F ) . Harmonizing to the Georgia Department of Education, pupils begin to develop an apprehension of fractions in the 3rd class. Students are able to see fractions in general as being built out of unit fractions, and they use fractions along with ocular fraction theoretical accounts to stand for parts of a whole. Students are able to utilize fractions to stand for Numberss equal to, less than, and greater than one and work out jobs that involve comparing fractions by utilizing ocular fraction theoretical accounts and schemes. Students develop apprehension of fraction equality and operations with fractions in the 4th class. They extend old apprehensions about how fractions are built from unit fractions, composing fractions from unit fractions, break uping fractions into unit fractions, and utilizing the significance of fractions and the significance of generation to multiply a fraction by a whole figure. Students begin widening apprehension of fraction equality and ordination by utilizing ocular fraction theoretical accounts in the 5th class. In add-on, pupils are expected to compare fractions with different numerators and denominators, understand add-on and minus of fractions as connection and dividing parts mentioning to the same whole, apply and extend old apprehensions of generation to multiply a fraction by a whole figure, and understand denary notation for fractions, and compare denary fractions. Research Questions In this survey, the undermentioned inquiries were posed: How good make seventh and 9th class pupils perform on fraction jobs that require them to utilize representations? Are there any important differences by class degree? Do pupils at the 7th and 9th class degree demonstrate an apprehension of fractional cognition? Method Participants Students from a suburban bunch of schools in a suburban community South of tube Atlanta participated in this survey. In this bunch of schools, the pupils from three simple schools, feed into two in-between schools, both in-between schools feed into one high school. The population of the high school, similar to the population of the feeder schools has a pupil population that is about 1 % Asian-Pacific Islander, 3 % Hispanic, 50 % African American, and 46 % Caucasic. For the 2009-2010 school twelvemonth, both simple and in-between schools met equal annually advancement ( AYP ) . The high school did non run into AYP. This survey included pupils in the 7th and 9th class. Teachers were solicited who had a professional relationship with the research workers. The categories represented included regular mathematics for pupils in the 7th class and Mathematicss 1 for pupils in the 9th class. See Table 1 for pupil demographics. Of the two instructors that submitted responses, 14 7th class and eleven 9th grade appraisals were submitted. For the intents of this survey, responses from all 25 will be included in the commentary. Images of alone and questionable responses will be provided to back up and document the pupil work that depicts effectual direction and acquisition or whether pedagogues and other stakeholders need to focus/alter direction to advance pupil larning A ; apprehension. The Instrument A computational fraction trial was developed and adapted from an EasyCBM, 6th class investigation and was administered to all participants. The trial assesses fractional cognition accomplishments and consisted of 5 points necessitating pupils to utilize representations for their replies. The appraisal was designed to place their ability to utilize representations, theoretical accounts, or incarnations of rational figure measures to reply a assortment of inquiries ( Petit, Laird, Marsden, 2010 ) . The appraisal focused on four key schemes or theoretical accounts pupils must be competent in utilizing when working with fractions or rational figure measures: models/picture based images, symbolic representations of fractions ( in fractional signifier ) , unwritten A ; written communicating or fractional measures, and utilizing real-world objects in context ( Petit, Laird, Marsden, 2010 ) . The first inquiry asks a inquiry for pupils to find the greater of two fractional measures – use of theoretical accounts or any representation is non expected. The figure line represents the measure or spectrum of values between 0 and 1. The figure line is divided into four equal sections without the values of each section labeled. The 2nd inquiry seeks to find if pupils are able to use a figure line to turn out their response to the first inquiry. The 3rd inquiry gives pupils a opportunity to utilize country theoretical account to place three-fifths of a 5-by-5 grid. The 4th inquiry is a circle where pupils are expected to place five-sixths of the country in the circle. The 5th inquiry is a set of 36 stars, real-world objects, where pupils are expected to place one-quarter of the entire figure of stars. The 6th inquiry is two rectangular boxes that pupils are expected to utilize ( as in measuring ) to find which measure is greater two-fifths or three-eighths. Execution The appraisal was administered during category for pupils in both categories on the same twenty-four hours. Participants in the 7th class were given the appraisal as a warm-up activity. Participants in the 9th class were given the appraisal after finishing a trial. In both categories, pupils were allowed 20 proceedingss to finish the five inquiries. During the appraisal, pupils were read the waies if requested, separately. Hints, hints, suggestions, and solutions were non provided. Analysis The research inquiries were analyzed by hiting the trials as correct, wrong, or non attempted. Each point was separately reviewed and compared with the other participant ‘s responses every bit good. The responses were analyzed to find how pupils represent fractions and job solve. In add-on, analysis focused on pupil apprehension of fractional cognition. Question one needed pupils to find the greater of two fractions ( See Figure 1 ) . Consequences indicated 23 correct responses, one non response, and an wrong response. The pupil that did non react was in the 7th class. The pupil that provided the wrong response was in the 9th class. In inquiry two, pupils were asked to come close the location of two fractions on a figure line ( See Figure 2 ) . Four pupils were able to come close the location of the measures of and right, 16 were inaccurate, and five pupils provided no response for the inquiry. Surprising, there were four responses from pupils in both classs that resembled the theoretical account created in Figure 1. Figure 3 is an illustration of a right theoretical account of the two fractional or rational measures. Responses similar to that found in Figure 2 and 4 rise concerns in the analysis of pupils ‘ apprehension of comparing rational figure measures utilizing a figure line because of the assignment of values that differ from conventional regulations of numeracy. Problem two in Figure 1 and 2 demonstrates that the pupil is utilizing whole figure logical thinking and puting the fractions on the figure line harmonizing to the magnitude of the denominators ( Petit, Laird, A ; Marsden, 2010 ) . Figure 1 Figure 2 number1a.gif number1c.gif The image in Figure A was found on the answer sheet of a 9th class pupil. The image in Figure B was found on the answer sheet of a 9th class pupil. Figure 3 Figure 4 number1b.gif number1d.gif The image in Figure A was found on the answer sheet of a 7th class pupil. The image in Figure A was found on the answer sheet of a 9th class pupil. For inquiry three, pupils were required to stand for portion of a whole utilizing a grid. Nineteen responses were right, two pupils did non react, and five pupil responses were inaccurate. Of the two pupils that did non react, one pupil was in the 7th class, another pupil was in the 9th class. Students in both classs provided an wrong representation of the part of the grid ( See Figure 3 ) . The inquiries that were correct all involve pupils shadowing in 15 of the 25 entire squares or boxes on the 5-by-5 grid. One of the right responses, Figure 5, shows how the pupil rationalizes the colouring of 15 boxes. Figure 5 Figure 6 The image in Figure 5 was found on the answer sheet of a 7th class pupil. The image in Figure 6 was found on the answer sheet of a 9th class pupil. Question four required pupils to stand for 5/6 utilizing a circle theoretical account. Two responses were right in stand foring 6 apparently congruous subdivisions of the circle ( See Figure 7 ) . All other pupils were non able to either pull the subdivisions of equal size or approximated the shaded, five-sixths, of the circle. One of the right responses was from a 7th grade pupil ; the other right response came from a 9th class pupil. Some of the more interesting responses or frequent mistakes noticed are provided in the tabular array below. Figure 7 shows that the 7th grader can come close the value of five-sixths, but is non able to demo the ground exact or approximative country confidently as seen in Figure 8. Figure 9 is really near to an accurate word picture of the country, nevertheless, the subdivisions of the circle are non tantamount – there are four eighths and two fourths shown. Figure 10 is from the same pupil who provided rational in Figure 6 ; nevertheless, the pupil makes the premise that the units of the circle as drawn similar to a grid are the same size. Figure 7 Figure 8 question5a.gif question5b.gif The image in Figure 7 was found on the answer sheet of a 7th class pupil. The image in Figure 8 was found on the answer sheet of a 9th class pupil. Figure 9 Figure 10 question5c.jpg question5d.gif The image in Figure 9 was found on the answer sheet of a 7th class pupil. The image in Figure 10 was found on the answer sheet of a 9th class pupil. Students were asked to place A? of the entire objects represented in inquiry 5. Twenty-three pupils provided the right response and two were wrong. Although there were different methods used by the pupils who identified the 4th of all 36 stars, every pupil identified nine as being the 4th utilizing real-world objects or touchable points. Of the two pupils that scored falsely on the job, one circled all of the objects and the other circled merely five. Question 6 measured whether pupils were able to right find if 2/5 is greater than 3/8 utilizing bars. There were five right responses and 14 wrong responses, showing pupils are unable to stand for the different rational figure measures as shaded parts of a set of equal sized subdivisions. Six responses were clean. Of the five responses that were right, three were from pupils in the 7th class, two were from 9th graders. Figure 11 shows that the pupil understood to partition the rectangles into parts determined by the denominator of both fractions, but were unable to make equal sized-partitions, an mistake identified by Petit, Laird, Marsden ( 2010 ) . Figure 12 seems to demo the same error, nevertheless, there is non a clear cut response as to which measure the pupil thinks is greater. Figure 13 represents a right response with an appropriate theoretical account of turn outing the pupils concluding and principle. Figure 11 Figure 12 question6a.gif question6e.gif The image in Figure 11 was found on the answer sheet of a 9th class pupil. The image in Figure 12 was found on the answer sheet of a 9th class pupil. Figure 13 Figure 14 question6c.gif question6d.gif The image in Figure 13 was found on the answer sheet of a 7th class pupil. The image in Figure 14 was found on the answer sheet of a 7th class pupil. Discussion Consequences demonstrated that pupils have trouble stand foring fractions at the 7th and 9th class degree. Students demonstrated trouble with relative believing throughout many of the undertakings. While some pupils were able to successfully put the fractions on the figure line in consecutive order, they were non relative. This was besides apparent when pupils used the country theoretical accounts to find which fraction was greater and when they were asked to shadow a fractional portion of the circle theoretical account. Harmonizing to Petit, Laird, A ; Marsden ( 2010 ) , inaccuracy of theoretical accounts can be the consequence of holding an uncomplete cognition about the importance of wholes being the same when compared to fractions. Consequences did non bespeak a distinguishable difference in fractional job work outing utilizing representations between 7th and 9th graders. Most 7th and 9th class pupils are able to utilize representations when work outing fractions. However, consequences indicate that some pupils demonstrate a deficiency of apprehension of fractional cognition. This is peculiarly concerning, given that pupils begin working on fractions in the first class and should get down to develop an apprehension of fractions in the 3rd class. Students who are unable to utilize fractions to stand for Numberss equal to, less than, and greater than one and work out jobs that involve comparing fractions by utilizing ocular fraction theoretical accounts and schemes lack a conceptual apprehension of fractions that will go on to impede their mathematical abilities as they are introduced to more complex math accomplishments. How to cite Use Of Representations And Fractional Knowledge Education Essay, Essay examples

A Responsibility Of International Business - Myassignmenthelp.Com

Question: Discuss about the A Responsibility Of International Business. Answer: Introduction Switzerland has consistently remained one of the most developed and sustainably economically progressive countries in the global framework. The different macroeconomic factors of the country in the recent times are as follows. Macroeconomic Factors The GDP of Switzerland in 2016 has been 659.8 billion USD (Rudolf and Zurlinden). The growth of GDP has been as follows: Figure 1: GDP of Switzerland over the years (2008-2016) (Source: Tradingeconomics.com) The GDP per capita of the country in 2016 has been 75725.65 USD, with the change in the same over the years being as follows: Figure 2: Per capita GDP of Switzerland (2008-2016) (Source: Tradingeconomics.com) The growth rate of GDP in Switzerland has been 0.6% in 2017, with the change in the same being as follows: Figure 3: Growth rate of GDP in Switzerland (2015-2017) (Source: Tradingeconomics.com) The government spending in Switzerland has constantly increased over the years, with the same being 19934.98 million Swiss Franc in July 2017. The growth of the same has been as follows: Figure 4: Government Spending of Switzerland (2015-2017) (Source: Tradingeconomics.com) The rate of inflation has been increasing gradually in 2017, with the rate being 0.8% by October 2017. The change in the rate has been as follows: Figure 5: Inflation rate in Switzerland (2014-2017) (Source: Tradingeconomics.com) The current household rate of savings in Switzerland is nearly 13.7% with the same experiencing considerable fluctuations which can be shown as follows: Figure 5: Household Savings Rate in Switzerland (2008-2016) (Source: Tradingeconomics.com) Switzerlands Foreign Direct Investment has consistently increased over the years which is shown as follows: Figure 6: Foreign Direct Investment (Switzerland) (2008-2016) (Source: Tradingeconomics.com) Main Investment Opportunities in Switzerland The economy of Switzerland has been an example of consistently growing one, with very less dramatic fluctuations. Several sectors and industries of the country has already reached their saturation and there are very little scopes for expansion in such sectors, thereby indicating that investing in those sectors may not be that profitable. However, the country has several sectors in which there are still scopes of huge expansion. One of such sectors is the real estate sector. With the demand for more and more residential assets as well as commercial buildings for the purpose of offices, shopping centers, stadiums, hotels and others, this sector shows the presence of considerable investment opportunities. Apart from this sector, there are opportunities of investment in the newly growing bio-technology industry, the service sector (which contributes more than 70% in the countrys GDP), the infrastructural sector and the watch industry which experiences consistent demand in the contemporar y period. Level of Corruption Switzerland is one of the least corrupt countries in the world, ranking as the fifth least of the corrupt nations among the 176 countries, measured in the Corruption Perception Index (2016). The changes in the corruption rank over the years for the country can be seen from the following figure: Figure 7: Corruption Rank of Switzerland over the years (Source: Tradingeconomics.com) As per the above figure, the government has been effective to keep corruption visibly low in Switzerland. However, sometimes there arises difference between the data and the perceptions of the residents of the country. As per the Transparency International Global Barometer almost 58% of the interviewed households perceive that corruption has remained unchanged while 28% perceive that corruption in the country has increased. Corruption is perceived to be more in political environment than in the business and industrial environment. Crisis in Switzerland The financial framework of the country has been quite stable for the last few decades with no significant economic turmoil. However, with the recent Euro crisis and the accompanying decision of Swiss National Bank, of scrapping a cap in the local currency value against that of Euro, the country is expected to go through a rough phase of economic crisis. Apart from that, with the increasing inflow of immigrants from across the world to the country is also leading to a form of social and economic crisis for the country in the contemporary period (Obstfeld). Fiscal and Monetary Policies The policy framework in Switzerland is impressively stable and effective, with least tensions and scope of conflict between the fiscal policies and the monetary policies. The country enjoys the presence of robust public finance and stability targeted monetary policies. The strict policy regime and regulations keep the political and the economic structures working in an efficient manner. The fiscal and monetary policy framework of the country helps it to combat any kind of crisis situations. Unemployment Rate The rate of unemployment in the country, has reached a six months high to 3.1% by the third quarter of 2017, after a period of lower and stable rate: Figure 8: Rate of Unemployment in Switzerland (2015-2017) (Source: Tradingeconomics.com) Governments plan of action The unemployment rate remaining comparatively low, the government works effectively in creating enough employment scopes. There are also privileges like unemployment benefit and other supports for those who are eligible to work but are unemployed. Employment generation programs are also taken up efficiently. Switzerland from Risk Standpoint With consistently high income, robust GDP growth, large surpluses in the current account, fiscal and monetary stability and moderate public debt which amounts to 35% of the GDP, the economy of Switzerland is one of the most stable one in the global framework and is seen as a low risk country from the global perspective (Helbing). Market Interest Rate The interest rate in Switzerland has been negative (-0.75%), in the current period, with the changes being as follows: Risk Factors With the interest rate of the country running at a negative rate, there remains a considerable market risk for the currency reserves, which includes the risk in the exchange rates. There also remain liquidity and credit risks in the countrys economy (Source: Snb.ch). Ethical standards and Sustainability Switzerland has been progressing impressively with regards to ethical standards and corporate responsibility in the commercial framework. The government, through its interim report (2015), has announced the implementation of a four year program, under the State Secretariat for Economic Affairs (Kolk). The purpose of this plan is to create awareness among the commercial players to take corporate social responsibilities and abide by the ethical and transparency norms which have been designed to promote a sustained growth of its business environment and the overall economy. References Helbing, Dirk. "Globally networked risks and how to respond."Nature497.7447 (2013): 51-59. Kolk, Ans. "The social responsibility of international business: From ethics and the environment to CSR and sustainable development."Journal of World Business51.1 (2016): 23-34. Obstfeld, Maurice. "Finance at center stage: some lessons of the euro crisis." (2013). Rudolf, Barbara, and Mathias Zurlinden. "A compact open economy DSGE model for Switzerland."Swiss National Bank Economic Studies8 (2014). Snb.ch. "Swiss National Bank (SNB) - Investment Risk Profile."Snb.ch. N.p., 2018. Web. 5 Jan. 2018. Tradingeconomics.com. "Switzerland Corruption Rank | 1995-2018 | Data | Chart | Calendar."Tradingeconomics.com. N.p., 2018. Web. 5 Jan. 2018. Tradingeconomics.com. "Switzerland Foreign Direct Investment | 1985-2018 | Data | Chart | Calendar."Tradingeconomics.com. N.p., 2018. Web. 5 Jan. 2018. Tradingeconomics.com. "Switzerland GDP Growth Rate | 1980-2018 | Data | Chart | Calendar."Tradingeconomics.com. N.p., 2018. Web. 5 Jan. 2018. Tradingeconomics.com. "Switzerland Household Saving Rate | 1990-2018 | Data | Chart | Calendar."Tradingeconomics.com. N.p., 2018. Web. 5 Jan. 2018.

Rap Music and Its Effects on Violence free essay sample

Since rap music became a musical genre it has been known for its violence, offensive, language and its drug and gang references. These things have become more prevalent in this present day and age, especially in California. However, though these issues are often brought up in rap music it does not necessarily mean we should blame the various rap artists, their lyrics, and the music Itself for street and gang violence.Rap music is a genre of music that depicts a large amount of violence ND street warfare, but when it comes down to the true reason behind the constant brutality on the streets of Los Angels and elsewhere, only the people behind the violent actions can be blamed. A perfect example Is Mine: a white rapper who got blamed for corrupting Americas Caucasian youth. This, however, Is unfair his lyrics have been created from his personal experiences and beliefs. We will write a custom essay sample on Rap Music and Its Effects on Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Intelligent youth of America should be able to understand that the lyrics mean nothing but what he personally thinks and believes as a person.They were created In moments of his life where he felt as though he could do nothing but turn to his music. At the same token these young people dont necessarily have to listen to the music in the first place. Though street violence is much more common today than it once was it is much more realistic to blame the setting, upbringing, and environment of the people involved in these acts than to blame hardcore music which is unlikely to be the cause of the violent or hostile way they think.

Take the Paired Conjunction Quiz

Take the Paired Conjunction Quiz Paired conjunctions are often used in both spoken and written English to make a point, give an explanation, or discuss alternatives. The most common paired conjunctions include: both ... andneither ... noreither ... ornot only ... but also When using these forms with verb conjugation make sure to follow these rules: Both ... and is used with two  subjects and always conjugates using the plural form of the verb. Both Tom and Peter live in Los Angeles. Neither ... nor is used with two  subjects. The second subject decides whether the verb is conjugated in the plural or singular form. Neither Tim nor his sisters enjoy watching TV. OR Neither his sister nor Tim enjoys watching TV.   Either ... nor is used with two  subjects.  The second subject decides whether the verb is conjugated in the plural or singular form. Either the children or Peter has made a mess in the living room. OR Either Peter or the children have made a mess in the living room. Not only ... but also inverts the verb after not only, but use standard conjugation after but also. Not only does he like tennis, but he also enjoys golf. Paired conjunctions can also be used with adjectives and nous. In this case, make sure to use parallel structure when using paired conjunctions. Parallel structure refers to using the same form for each item. Pair Conjunction Quiz 1 Match the sentence halves to make a complete sentence. Both PeterNot only do we want to goEither Jack will have to work more hoursThat story wasStudents who do well not only study hardIn the end he had to chooseSometimes it isI would love to take but we also have enough money.neither true nor realistic.not only wise to listen to your parents but also interesting.and I are coming next week.either his career or his hobby.both my laptop and my cell phone on holiday.but also use their instincts if they do not know the answer.or we will have to hire somebody new. Pair Conjunction Quiz 2 Combine the following sentences into one sentence using paired conjunctions: both ... and; not only ... but also; either ... or; neither ... nor We could fly. We could go by train.She will have to study hard. She will have to concentrate to do well on the exam.Jack is not here. Tom is in another city.The speaker will not confirm the story. The speaker will not deny the story.Pneumonia is a dangerous disease. Smallpox is a dangerous illness.Fred loves traveling. Jane wants to go around the world.It might rain tomorrow. It might snow tomorrow.Smoking isnt good for your heart. Drinking isnt good for your health. Answers 1 Both Peter and I are coming this week.Not only do we want to go, but we also have enough money.Either Jack will have to work more hours or we will have to hire somebody new.That story was neither true nor realistic.Students who do well not only study hard but also use their instincts if they do not know the answers.  In the end he had to choose either his career or his hobby.Sometimes it is not only wise to listen to your parents but also interesting.  I would love to take both my laptop and my cell phone on holiday. Answers 2 Either we could fly or we could go by train.  Not only will she have to study hard, but she will also have to concentrate to do well on the exam.Neither Jack nor Tom is here.The speaker will neither confirm nor deny the study.Both Pneumonia and Small Pox are dangerous illnesses (diseases).Both Fred and Jane love traveling.It might both rain and snow tomorrow.Neither smoking nor drinking are good for your health.   If you had difficulties understanding this quiz, brush up on your knowledge. Teachers can use this paired conjunction lesson plan to help students learn and practice these forms.

Great White Fleet Circles the Globe

Great White Fleet Circles the Globe A Rising Power In the years after its triumph in the Spanish-American War, the United States quickly grew in power and prestige on the world stage. A newly established imperial power with possessions that included Guam, the Philippines, and Puerto Rico, it was felt that the United States needed to substantially increase its naval power to retain its new global status. Led by the energy of President Theodore Roosevelt, the US Navy built eleven new battleships between 1904 and 1907. While this construction program greatly grew the fleet, the combat effectiveness of many of the ships was jeopardized in 1906 with the arrival of the all-big gun HMS Dreadnought. Despite this development, the expansion of naval strength was fortuitous as Japan, recently triumphant in the Russo-Japanese War after victories at Tsushima and Port Arthur, presented a growing threat in the Pacific. Concerns with Japan Relations with Japan were further stressed in 1906, by a series of laws which discriminated against Japanese immigrants in California. Touching off anti-American riots in Japan, these laws were ultimately repealed at Roosevelts insistence. While this aided in calming the situation, relations remained strained and Roosevelt became concerned about the US Navys lack of strength in the Pacific. To impress upon the Japanese that the United States could shift its main battle fleet to the Pacific with ease, he began devising a world cruise of the nations battleships. Roosevelt had effectively utilized naval demonstrations for political purposes in the past as earlier that year he had deployed eight battleships to the Mediterranean to make a statement during the Franco-German Algeciras Conference. Support at Home In addition to sending a message to the Japanese, Roosevelt wished to provide the American public with a clear understanding that the nation was prepared for a war at sea and sought to secure support for the construction of additional warships. From an operational standpoint, Roosevelt and naval leaders were eager to learn about the endurance of American battleships and how they would stand up during long voyages. Initially announcing that the fleet would be moving to the West Coast for training exercises, the battleships gathered at Hampton Roads in late 1907 to take part in the Jamestown Exposition. Preparations Planning for the proposed voyage required a full assessment of the US Navys facilities on the West Coast as well as across the Pacific. The former were of particular importance as it was expected the fleet would require a full refit and overhaul after steaming around South America (the Panama Canal was not yet open). Concerns immediately arose that the only navy yard capable of servicing the fleet was at Bremerton, WA as the main channel into San Franciscos Mare Island Navy Yard was too shallow for battleships. This necessitated the re-opening of a civilian yard on Hunters Point in San Francisco. The US Navy also found that arrangements were needed to ensure that the fleet could be refueled during the voyage. Lacking a global network of coaling stations, provisions were made to have colliers meet the fleet at prearranged locations to permit refueling. Difficulties soon arose in contracting sufficient American-flagged ships and awkwardly, especially given the point of the cruise, the majority of the colliers employed were of British registry. Around the World Sailing under command of Rear Admiral Robley Evans, the fleet consisted of the battleships USS Kearsarge, USS Alabama, USS Illinois, USS Rhode Island , USS Maine, USS Missouri, USS Ohio, USS Virginia, USS Georgia, USS New Jersey, USS Louisiana, USS Connecticut, USS Kentucky, USS Vermont, USS Kansas, and USS Minnesota. These were supported by a Torpedo Flotilla of seven destroyers and five fleet auxiliaries. Departing the Chesapeake on December 16, 1907, the fleet steamed past the presidential yacht Mayflower as they left Hampton Roads. Flying his flag from Connecticut, Evans announced that the fleet would be returning home via the Pacific and circumnavigating the globe. While it is unclear whether this information was leaked from the fleet or became public after the ships arrival on the West Coast, it was not met with universal approval. While some were concerned that the nations Atlantic naval defenses would be weakened by the fleets prolonged absence, others were concerned about the cost. Senator Eugene Hale, the chairman of the Senate Naval Appropriation Committee, threatened to cut the fleets funding. To the Pacific Responding in typical fashion, Roosevelt replied that he already had the money and dared Congressional leaders to try and get it back. While the leaders wrangled in Washington, Evans and his fleet continued with their voyage. On December 23, 1907, they made their first port call at Trinidad before pressing on to Rio de Janeiro. En route, the men conducted the usual Crossing the Line ceremonies to initiate those sailors who had never crossed the Equator. Arriving in Rio on January 12, 1908, the port call proved eventful as Evans suffered an attack of gout and several sailors became involved in a bar fight. Departing Rio, Evans steered for the Straits of Magellan and the Pacific. Entering the straits, the ships made a brief call at Punta Arenas before transiting the dangerous passage without incident. Reaching Callao, Peru on February 20, the men enjoyed a nine-day celebration in honor of George Washingtons birthday. Moving on, the fleet paused for one month at Magdalena Bay, Baja California for gunnery practice. With this complete, Evans moved up the West Coast making stops at San Diego, Los Angeles, Santa Cruz, Santa Barbara, Monterey, and San Francisco. Across the Pacific While in port at San Francisco, Evans health continued to worsen and command of the fleet passed to Rear Admiral Charles Sperry. While the men were treated as royalty in San Francisco, some elements of the fleet traveled north to Washington, before the fleet reassembled on July 7. Before departing, Maine and Alabama were replaced by USS Nebraska and USS Wisconsin due to their high fuel consumption. In addition, the Torpedo Flotilla was detached. Steaming into the Pacific, Sperry took the fleet to Honolulu for a six-day stop before proceeding on to Auckland, New Zealand. Entering port on August 9, the men were regaled with parties and warmly received. Pushing on to Australia, the fleet made stops at Sydney and Melbourne and was met with great acclaim. Steaming north, Sperry reached Manila on October 2, however liberty was not granted due to a cholera epidemic. Departing for Japan eight days later, the fleet endured a severe typhoon off Formosa before reaching Yokohama on October 18. Due to the diplomatic situation, Sperry limited liberty to those sailors with exemplary records with the goal of preventing any incidents. Greeted with exceptional hospitality, Sperry and his officers were housed at the Emperors Palace and the famed Imperial Hotel. In port for a week, the men of the fleet were treated to constant parties and celebrations, including one hosted by famed Admiral Togo Heihachiro. During the visit, no incidents occurred and the goal of bolstering good will between the two nations was achieved. The Voyage Home Dividing his fleet in two, Sperry departed Yokohama on October 25, with half heading for a visit to Amoy, China and the other to the Philippines for gunnery practice. After a brief call in Amoy, the detached ships sailed for Manila where they rejoined the fleet for maneuvers. Preparing to head for home, the Great White Fleet departed Manila on December 1 and made a week-long stop at Colombo, Ceylon before reaching the Suez Canal on January 3, 1909. While coaling at Port Said, Sperry was alerted to a severe earthquake at Messina, Sicily. Dispatching Connecticut and Illinois to provide aid, the rest of the fleet divided to make calls around the Mediterranean. Regrouping on February 6, Sperry made final port call at Gibraltar before entering the Atlantic and setting a course for Hampton Roads. Reaching home on February 22, the fleet was met by Roosevelt aboard Mayflower and cheering crowds ashore. Lasting fourteen months, the cruise aided in the conclusion of the Root-Takahira Agreement between the United States and Japan and demonstrated that modern battleships were capable of long journeys without significant mechanical breakdowns. In addition, the voyage led to several changes in ship design including the elimination of guns near the waterline, the removal of old-style fighting tops, as well as improvements to ventilation systems and crew housing. Operationally, the voyage provided thorough sea training for both the officers and men and led to improvements in coal economy, formation steaming, and gunnery. As a final recommendation, Sperry suggested that the US Navy change the color of its ships from white to gray. While this had been advocated for some time, it was put into effect after the fleets return.

Theology and Philosophy Essay Example | Topics and Well Written Essays - 500 words

Theology and Philosophy - Essay Example This approach emphasizes that belief in existence of god relates to the self-interest of people, rather than their faith in the god’s existence. This approach is supported by the argument that believing in god’s existence will mean being rewarded in heaven. However, if god does not exist, then only loss that people can have is the absence of this reward. Similarly, god’s existence would mean, for non-believers, going to hell and receiving infinite punishment. However, if god does not exist, it means no change in their condition. Pascal’s Wager is a better argument as it clearly defines the reason as self-interest of people to believe in god’s existence, while ontological argument is based on abstract reasoning only. (Arguments, nd) Natural theology and philosophy cannot be different, when discussing about the personal beliefs. For example, natural disasters such as the recent Nepal earthquake and Asian Tsunami reaffirm the belief that god exists. However, rational thinkers and philosophers provide scientific evidence for such happenings. The timing of these disasters cannot find any support from philosophical reasoning. Hindus and Buddhist have strong faith that the god is creator, destroyer and responsible for recreation as well.(Burke, 2015) When discussing about natural theology and philosophy, rational thinkers cannot deny about the existence of god, as the plain proofs such as above are sufficient to convince them. As human beings begin to ponder on the issues involving life and death, they realize that people are obliged to remain obedient to the god’s commands. However, these aspects of natural theology find scientific support from philosophy in establishing that the events or situations created by god can be scientifically explained and justified, as is evident in the Nepal’s earthquake. This affirms the existence of god, which is supported by the