Film Music: Gabriel Oboe (From the movie “Mission”) Essay

Theme –  Ã‚  Ã‚  Ã‚   Student will watch a video clip from the movie â€Å"Mission† How do musical media impact on the scene of the movie? What is the message the composer tries to give in the scene of â€Å"Gabriel Oboe†? Objective Information What are the four traditional instrument families (Brass, Woodwinds, Strings, and Percussions)? Please name the instruments in each traditional family. How does each instrument family phonate? Listening to â€Å"Peter and the wolf†- How does this particular instrument represent each character in the story? Skills Identify by sound and classify the instrument families used in the scene of the movie? Write a short poem or a short story and choose an instrument then improvise a short musical piece that connects the poem or short story. Essay Question (40-points) 1.)   Please answer the following question after watching the scene of â€Å"Gabriel Oboe† in the movie. How does the music have the power to communicate with people and changing people’s minds? And what are the messages the composer try to give from his musical media in the scene? (Minimum 150 words) Short Answer Question/Listening Section ( 8 points- each) 2.) What are the four traditional instrument families? (2 points x 4 ) —————-,   ——————, ——————-, —————— . 2.)   What instrument family did the composer use in the beginning of the â€Å"Gabriel Oboe’s scene† (Before the solo oboe)? __________________. Multiple Choice (4-points) 4.) Which instrument is not included in the woodwinds family?____. Oboe Clarinet Violin Flute Matching (20-points each) 5.) Match correct instrument into the each traditional instrument family String __ A. Cymbals Woodwinds __ B. Trumpet Brass __ C.   Oboe Percussion __ D.   Cello 6.) Match the correct instrument to each character in â€Å"Peter and the wolf†. Grandfather__ A. Flute Duck __ B. Clarinet Bird__ C.   Oboe Cat __ D.   Bassoon

Crime in Our Society Essay

This is a painful fact we don’t want to face. There is no effective form to change character. All those qualities in life that makes us what we are also help us become criminals. Heredity and environment, interaction of the individual in society, the totality of human nature and experience. Crime reflects more than just the pitiful few that commit it, it reflects the character of society. How did these people capable of stealing a car, or mugging a cripple become that way? All that they are and all that they have experienced is what drove them to commit a crime. Crime is not just sordid happenings, it is human nature. People commit crime. Some think that man is essentially good, and that given the chance, he will develop as a benign being. Others conceive man to be essentially evil and believe that he must be controlled for his own protection and the existence of an ordered society. Crime is a â€Å"Carry On† type industry. It never stops and always keeps growing on. The society has its own rule. Our society says that â€Å"One is innocent until he or she is proven guilty† and it never gives unusual and cruel punishment. Actually the terrific truth is that society itself creates the criminals and laws are there for them to live free. Crime does not require any kind of education or work experience and there is not that much risk, so the person who has nothing to lose can easily choose crime as his or her career. http://static.ddmcdn.com/gif/german-machine-gun.jpg http://cdn.theatlantic.com/static/mt/assets/science/gun1.jpg Gun ownership as American Gun Culture describes looks at the masculinity side of why men own guns. Also explains that family legacy of gun ownership is often a factor in determining whether one will become a gun owner. Many of young people got their first guns as gifts from parents. In the US guns are very easily and non-complicating purchase. It is legal to buy and to own a gun or any other life threatening machine. When the parent had taken more care to teach and exemplify proper gun-handling skills and other firearms knowledge, there is a much greater chance that the recipient of this legacy will embrace (rather than reject) it. Gun collecting has many aspects, but most focus on the historic, technical or artistic merits of the arms which make them appealing to collectors. Some collectors cherish a rusty bayonet, or musket ball recovered from an old battlefield. Ammunition collectors delve into the minute details and has all kinds rituals and cleaning time is greatly involves. Some collectors seek to fill a collection with arms of a single maker, others of a single historic period, some concentrate on a specific caliber, or country of origin. Many just want to own guns that they like for various reasons. Many arms collectors enjoy shooting their guns, and many people interested in living history become arms collectors as an outgrowth of that hobby. While not purely collectors, they are potential future collectors, and their experiences can provide valuable information to collectors. Hunting as indicated is a fine reason to own a gun, or several guns. According to the FBI’s national crime statistics, 1.2 million violent crimes were committed in the United States in 2010. About the same as were committed in the US in 2009. These violent crimes include such crimes as murder, rape, robbery, and aggravated assault. All saw declines nationally between 2009 and 2010. The largest decrease was in the number of reported robberies, dropping by 9.7% during this year. US crime statistics also report that property crimes saw a drop between 2009 and 2010, dropping from 9.08 million to 8.9 million in 2010. Property crimes include larceny, burglary and motor vehicle thefts. The rate of larcenies decreased the most, dropping by 6.98% since 2009. http://www.delrayrecoverycenter.com/wp-content/uploads/2011/03/Amphetamine-300Ãâ€"268.jpg http://www.drug-addiction-support.org/images/cocaineSmall.jpg Many people wonder about the social effects of drug abuse. Drug abuse develops the social life of the addict, tearing apart his family, friendships and professional relationships, work which links with his or her occupation and mainly the behavior of the person. Without intervention, the drug addict can wind up alone, with the drug being his only â€Å"friend.† People who are addicted very often turn to crime as a means of paying for their addiction. This can involve stealing or fraud to obtain the funds necessary to bankroll their addiction. This can start with stealing from one’s partner, family or friends but can spread to include their employer or several organizations. Another aspect is that of the cost of maintaining a police force that have to deal with the after- effects of addiction. One such example and one that we hear a great deal about in the media is that of ‘binge drinking. People who have developed an addiction to alcohol very often engage in drunken, anti-social behavior, usually in town and city centers up and down the country. The police have the job of dealing with fights or semi-conscious people lying in the street which is due to the effects of excessive alcohol consumption. The majority of crime committed is http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2012/9/14/1347635831075/Prescribed-drugs-008.jpg Usually drug-related. Burglary, robberies are all ways of funding an addiction and the more serious the addiction the greater the chance of these being accompanied by violence. There are people who are so desperate to have a ‘fix’ or are completely controlled by their addiction that will do anything to service this. If this means using violence then they will do so. In this case their needs have overtaken any thoughts of rational or civilized behavior. They are not thinking of anyone else but themselves as they are consumed by their addiction. The changes that I think are important to focus on, and the solutions for them to tackle from bottom up are not as simple as it could be imagined. Well, I think that fixing the economy to assure as many people as possible are employed and you have much of the problem of crime resolved. Also finding a way to eliminate drugs from society would help attain the social crime issue. Think about all the crimes that can be associated with addiction: Drug trafficking. Drug dealing. Drug use, Robbery, Assault, Battery,Burglary,Rape. Domestic violence, Illegal weapons possession, Illegal weapons sales. The list goes on and on. This topic is not one of the easiest to tackle but if we eliminated one of the main reasons the crime appears in our society, it would definitely become a much safer place for us citizens to live in. http://calgarycommunities.com/content/wp-content/uploads/2012/08/a5.jpg

Strategic plan for LEGO Group Company Essay Example | Topics and Well Written Essays - 2250 words

Strategic plan for LEGO Group Company - Essay Example The company was started in the founder’s workshop where Ole Kirk Christiansen created toys made of wood in 1932, but the first famous plastic brick was developed in 1949. The name of the company was developed by Christiansen from a Danish term meaning â€Å"play well†, however, the company states that LEGO means â€Å"putting together† or â€Å"assembling† in Latin, but this translation is liberal. In 1947, the company obtained samples of interconnecting bricks manufactured by Kiddicraft through the manufacturer of injection molding equipment based in London that had an interest in the development of equipment sales in Denmark. Initially, Christiansen was skeptical but Kiddicraft convinced him to make the plastic bricks instead of the wooden toys he had been making. In 1949, the LEGO Group started making bricks that were similar to the manufactured by Kiddicraft while referring to them as â€Å"Automatic Binding Bricks†, using cellulose acetate whil e being developed in the same spirit of the wooden blocks which could be stacked on each other.Nonetheless, the plastic bricks have the ability to be interlocked with each other as they contain a number of round studs on the upper side and a hollow bottom that is rectangular. These blocks were able to stick to each other but not too tightly to make it difficult to be pulled apart. Using plastics to develop toys was not highly favored by retailers as well as consumers at the time when LEGO Group began manufacturing its toys.

Please give a conclusion of this presentation Essay

Please give a conclusion of this presentation - Essay Example For a good student, after graduation, he or she is married and take time to think about the future life. Get money and save for the sake of the future life and for the coming generation. For students, the major aim is to have focus on the future life. For a good student, he or she is supposed to have a good future by passing very well and avoid debts in order to build wealth by saving from the little earned at work. It is health to save money because of emergency and wealth building. Also one can avoid impulse buying because of the stress one faces and may lead to a syndrome problem. In building the wealth one must create a budget that will govern and direct the investment procedures. Wealth has values like creating security to someone and promotes investment. One should avoid credit cards because they facilitate a lot of spending. It is a challenge for the students to focus on their lives and think about their

Foster's Beer Strike Brewing Case Study Example | Topics and Well Written Essays - 1250 words

Foster's Beer Strike Brewing - Case Study Example Foster's General Manager Yatala, Noel Jago, said that, "The LHMU, AMWU and ETU were deliberately misleading the public by suggesting that the vast majority of the company's workforce would walk off the job" (Foster's, 2007). The company has now started looking at the union membership strength involved in this action and claims that less than half of the total worker's strength, are the members of these unions. Therefore the company is telling the world that the Yatala Brewery will keep producing despite this threat. Looking at all the reports appearing in the media, it is quite apparent that so far no side is ready to relent on the issue and both sides are on the offensive. The Unions have not yet communicated any date for the action, but they are soliciting support from all available quarters, including from international unions. The bone of contention in this industrial dispute is the Foster's attempt to used Howard government's industrial relations laws at Yatala brewery, which empowers the employers to negotiate with individual employees instead of their representative unions. Though the company does not bar the employees from becoming members of unions, but such negotiations will certainly discourage the employees from becoming union members, thus weakening the unions and their bargaining strength. Companies and organizations are made for people and by the people, and obviously their effectiveness depends on the behavior and performance of the people running these companies. The true importance of the human resource of any enterprise lies in its ability to respond favorably and willingly to performance objectives and opportunities and in these efforts gain satisfaction from both accomplishing the work and being in the work environment. Core areas of HRM include the individual, the organization and the so cial context of work and how all of these factors shape relations at work and result in organizational performance. LHMU, the Liquor, Hospitality and Miscellaneous Union contends that worker's are also peeved after the recent announcement of a hefty hike of 12.5% in the Brisbane brewery CEO's salary, whereas the workers are denied their basic rights (LHMU, 2007). To get the optimum from a satisfied and participative individual is considered to be the ultimate objective of HRM policies. Unions and their outlook have undergone a sea change over the years. Whereas, earlier unions and their leaders were considered as hindrances in implementing newer policies, but now with the concept of marketing and globalization, the union leaders too have become aware about the competitive strength of their company. Earlier unions and their memberships used to be limited to the blue collared employees of a factory or a company, but now most of the union members and leaders come from the IT era, who are well aware about the utility of being net savvy, IT experts and using IT as a powerful tool to reach the outside world and gain support from all corners. Setting up of union websites, using online campaigns etc. are some important methods being used by the unions now. In fact it goes to the credit of the company if it maintains cordial relations with the employe es as well as with the unions. Therefore the decision of Foster's to talk to the employees only by totally sideling the unions appears to be little flawed. Foster's

The US Video Game Market Essay Example | Topics and Well Written Essays - 500 words

The US Video Game Market - Essay Example The rapid technological development in the platform contributes to the video game market. During August 2008, Nintendo Wii console still holds the top notch with sales of 453,000 units (Haskins 2008). On the other hand, consumers purchase 518,000 units of portable Nintendo DS Systems. Next are Sony PlayStation Portable and PlayStation 3 consoles with sold 253,000 and 185,400 units, respectively. Last is Microsoft Xbox with sales of 195,200 during the same period. Looking at year on year performance, Sony's consoles are showing the most robust growth (Haskins 2008). The market for video games is evolving to become a family oriented activity instead of just being an occupation of hobbyist. The expansion then is through the involvement of more adult gamers. The sale of game product in aged 25-34 jumped by 63.4% from 2006-2007 surpassing the 42% recorded for 18-24 market group (Emigh 2008). The most suitable project manager for this project should have a strong marketing and economics background in order to understand the issues of the still growing video game market. The knowledge in marketing will enable the manager to analyze trends and their implications together with the movement in demand. Having an in-depth understanding of marketing techniques will enable the manager to interpret where the market is going through an analysis of the strategies employed by competing players.

Metabical Case Questions Study Example | Topics and Well Written Essays - 1000 words

Metabical Questions - Case Study Example From this paper it is clear that once the need is recognized and the problem identified, consumers engage in information search during which they attempt to find proper solutions to the problems. Consumers acquire information from various sources in order to make independent decisions and evaluate the options available for them. Information during this stage can be acquired from the internet, newspapers and even magazines. Once the information on the product of choice is acquired, consumers undergo a process of evaluating the alternatives available. This is done through the analysis of different product brands in stock within the market and whether they can fulfill a current need. During this stage, consumers may also engage other players within the market to acquire information on the different products available.This discussion highlights that  after critical evaluation of the alternatives in the market, the consumers can either decide to make a purchase or not based on how convi nced they are. In this case, the consumer may decide to engage in the metabolic weight loss program based on whether the information acquired was convincing enough or not. During this stage, the consumer determines whether the purchase was well informed and whether a similar decision can be made in the future.  Cognitive dissonance will be embraced in this instance to demonstrate whether the consumer's decision was right.

Theories and theorists with the causes and responses to problematic Literature review

Theories and theorists with the causes and responses to problematic behaviour in children - Literature review Example One of the most basic debates revolves around the respective importance of the features and qualities that a child is born with, and those that are acquired from the environment as a child matures in the company of other people. This is known as the nature/nurture debate (Eysenk, 1997, 305-309) and a number of psychologists have devised experiments to try and work this out, so that more can be understood about how a child learns to interact with others, absorbing the rules of society and finding ways to adapt to the demands of school. Clearly if scholars can understand how behaviour is acquired, then they have more chance of finding ways to intervene if problems arise in this process. Behaviourism is one of the most well-known theories of child development. The Russian scientist Ivan Pavlov (1849-1936) conducted some very famous experiments on animals to research the way that learning takes place. He was primarily interested in physiology and his experiment with dogs showed that a random connection between a certain sound, and a reward of food, meant nothing to a dog at first, but with repeated association of the two, the dog could be trained to respond to the tone, in anticipation of the food, so that when the tone sounded, for the dog would salivate, even though there was no food in the room. Pavlov noted that this reflex action occurred spontaneously in the dog, whenever the stimulus was given, and this was called conditioning and it provided the basis for the theory of behaviourism. An example of the enduring truth of these theories can be observed in some typical behaviours in the context of education: â€Å"†¦ our actions may condition inappropriate a s well as appropriate behaviours, such as the automatic lack of attention to the lesson the moment the bell rings.† (Woollard, 2010, p. 12) Further work on this line of thinking was done by American psychologist Edward Lee Thorndike (1874-1949), based on the way that cats learn to solve puzzles. Thorndike focussed on repetition of tasks, showing that the more frequently an action is required, and the more often a reward is offered for completion of this action, the more likely it is that the animal will learn the action. The implications for child behaviour are that learning should be provided in well structured, rather repetitive ways, with consistency in the reward system so that the child over time learns to fit in with what is expected of him. The psychologist John Watson (1878-1958) used the tools of scientific experimentation to demonstrate the validity of behaviourism: â€Å"Based on his research on higher order animals, Watson strove to bring to psychology the same me asure of objectivity that marked some of the other traditional sciences such as physics and chemistry.† (Hart and Kritsonis, 2006, pp. 2-3) The empirical method, based on experiments and data analysis were a major part of Watson’s behaviourism and he is credited with establishing the credibility of Psychology as a discipline. Continuing in this same vein, B.F. Skinner (1904-1990) developed these ideas using rats initially, and then drawing parallels with child development. He devised experiments in which rats were required to push levers to obtain food, and this was called operant conditioning, because the rats had to actively operate the equipment to achieve the desired result. The important factor which he applied to child behaviour, was that rewards and punishments could be used to condition children to behave in certain ways. Skinner’s behaviour modification theories hold that positive reinforcements, such as praise and encouragement will work more effectivel y than negative reinforcements, such as punishment, because the associations of past experiences will gradually persuade the child

Brand Management Essay Example | Topics and Well Written Essays - 2000 words - 1

Brand Management - Essay Example The market shares of Toyota in Singapore are 27.8 percent and that of Honda are 15.68 percent (Ng 2010). Toyota Singapore has introduced a Festive Promotion Program as a new year delight for the customers of Toyota. Festive promotion is a component of online marketing strategy of Toyota Singapore. Through this program, company is offering an e-discount voucher on all Toyota accessories. These vouchers are available for free on the website of Toyota Singapore and through this voucher the customers of Toyota can save 5 percent on all Toyota accessories. This promotion of the company is available till 28 February 2011 (Borneomotors 2011). The consumers in Singapore consider after sales services very important. They like the new products however; they remain loyal to the brand names. Moreover, prices have to be very competitive for Singaporeans (SMEtookkit n.d.). As an after sales promotion strategy, company has introduced Borneo Motors-Mechelin & Yokohama Tyres Lucky Draw. Each winner of this draw in 2010 has won 4 days and 3 nights all expense paid, holiday with $4,000 package. Another lucky draw for the existing customers of Toyota is the Castrol Edge Football Fever Lucky Draw 2010 through which the winner gets 4 days 3 nights all expense paid holidays worth $8,000 (Borneomotors 2011). Another after-sales promotion is the Toyota Shield Infinity. The warranty gives the customers warranty coverage for 5 years. Company offers both the servicing and repair privileges to its customers through this after-sales promotion. To provide the Toyota Enthusiasts a causal and fun environment where they can gather, interact and discuss over their favourite Toyota cars, the company created a Toyota Club in Singapore in 2001. The club started its operations from 22 January 2001 and soon it drew the interest of all Toyota owners in Singapore (Streetdirectory n.d.). The club became a registered car club in 2004 managed by Car Enthusiasts’

Intel Essay Example | Topics and Well Written Essays - 250 words

Intel - Essay Example To succeed in this changing computing environment, Intel needs to focus on the following key objectives: Intel faces significant competition in the development and market acceptance of technologies and products in this environment. They are a leading provider in the PC and server segments, where they face existing and emerging competition. In the PC segment, smaller mobile devices, such as tablets and smartphones, offered by numerous vendors have become significant competitors to PCs for many usages. They are a relatively new entrant to the segments for tablets, smartphones and similar mobile devices which we believe they should focus on. After identifying the key objectives and analysing the SWOT Analysis, Intel has a distinct opportunity at this time to enter into the mobile market. Â  By entering in the mobile market, Intel can take advantage of an ever increasing demand for the newest and latest smartphones.This growing market of technology has been dominated in recent years by Apple and Samsung. Â   In a recent article, the top selling smartphones worldwide mostly consisted of Samsung and Apple products. Â  Although Apple has the highest selling product in the iPhone 5s, Samsung has the number two, three, four, eight, and ten highest selling smartphones. The Samsung Galaxy S5 is their best at the second spot. In the United States alone, iPhones are still the best seller followed by Samsung. Â  The Android is still the best platform followed by the iOS. Â  As far as OEM’s are concerned, Apple and Samsung are the two big players here in the United States. Intel is the leading semiconductor for many of the components that go into the different operating systems that are found in many of the smartphones today. Â  This is why Intel has the opportunity to step into a market that has been controlled by two companies in recent years. Â  Intel can

Subject-Verb Agreement in Sindhi and English Essay Example for Free

Subject-Verb Agreement in Sindhi and English Essay Abstract In this paper, the researchers particularly investigated the subject verb agreement in Sindhi and English languages. English and Sindhi are two entirely different languages. There are differences in their phonology, morphology and syntax also. In this paper, the researchers examined the difference between one of the aspects of syntax, specially the difference between subject verb agreements in both the languages. Syntactically English is a head initial SVO language and Sindhi is a head Final SOV language. These two languages differ not only in phonology, morphology and syntax but they have also got difference in their origin. First the study shows a brief look at origin of Sindhi and English languages. Then subject verb agreement in Sindhi and English is analysed individually, afterwards there is a analysis of comparison between these two languages in subject verb agreement. Key words: Subject-verb, Agreement, Paryog, Head, Comparative, Syntax Introduction – Sindhi Sindhi is an Indo-Aryan language with its roots in the Lower Indus River Valley. Sindhi language is one of the most ancient languages of the world, which belongs to the Indus Valley Civilization. This language is the family member of the languages like Urdu, Persian, Sanskrit, Arabic, Hindi, and so on. Sindhi employs Perso-Arabic script and thus is written from right to left in contrast to the most of the Western languages which are written from left to right (Shaikh 1986). Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study Sindhi takes its name from the river Indus, known in earlier times as the Sindhu. Today Sindhi is spoken in the province of Sindh, Pakistan where it is recognized by the government as the official language of the province. Nearly half of the population of Sindh province lives in rural areas, where Sindhi is the primary language. In the urban centers of Sindh, Sindhi competes for status and speakers with Urdu (the national language of Pakistan), and increasingly English. Sindhi is also spoken by about 2.5 million people in India, including major communities in Gujarat, Mumbai and Pune, where immigrants from Sindh relocated after the 1947 partition of India and Pakistan. Beyond the Indian subcontinent, Sindhi is spoken by large Diaspora communities in the United Kingdom and the United States, and around the world. English The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes were the Anglos, the Saxons and the Jutes. They crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed towards west and north by the invaders mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called â€Å"Englics from which the words England and English are derived. English is a head initial SVO language, shows distinctive agreement only in the third person singular, present tense form of verbs, which are marked by adding -s (walks) or -es (fishes). The rest of the persons are not distinguished in the verb (I walk, you walk, they walk, etc.). In English, singular verb generally have an ‘s’ at the end, Plural verbs do not, and Nouns are the opposite, like; book (singular noun), walks (singular verb) and books (plural noun) , drive (plural verbs) etc. Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari  and Amara Aftab Soomro Sindhi Structure In Sindhi, the order of words in a sentence differs from English. The verb typically appears at the end of the sentence in Sindhi, while in English, it comes after the subject, but not at the end of the sentence. Syntactically, Sindhi displays a host of properties that are typical of Indic languages as a whole. Sindhi is a head-final SOV language. Postpositions are attested and affixation is largely suffixal. Sindhi verbs agree with their subjects in person, gender, and number. All inflection proceeds by way of affixation. Sharaf ud Din Islahi, in â€Å"The linguistic connections of Urdu and Sindhi languages† (Urdu-Sindhi ke Lisani Rawabit), affirms the above claims that Sindhi language is closely associated with the sub-continental languages. He confirms that Urdu and Sindhi are two such languages of the sub-continent in which much linguistic relations and agreements are found. Their phonetic system is almost same. Their grammar is closely related. Their vocabulary and semantics are inter-connected. Their scripture is almost same. Their literary traditions are also almost analogous. (pp. 61) â€Å"Sindhi language has taken birth from Sanskrit and Prakrit; and its letters of Alphabets are mostly from Sanskrit† (Shaikh 1986, pp,6). Now we will have a brief investigation of syntactical differences between Sindhi and English language. Syntactic difference between English and Sindhi. Structure dependency seems common in all the languages. This asserts that â€Å"knowledge of language relies on the structural relationship in sentences rather than the sequence of words.† (Chomsky 1988). Yet language differs in many ways; if knowledge of language consisted simply of unvarying principles, all human languages would be identical. The theory of Head parameters specifies the order of elements in a language. It asserts that some languages are head-initial and some languages are head-final. We are here concerned with English and Sindhi language, so the syntactic differences of both these languages are given below: 1. English is a head-initial language and Sindhi is a head-final language. Other differences are; 2. Sindhi is written from right hand rule, while English is written from left hand side. Example This is English. - (He Sindhi Ahe) †«Ã™â€¡Ã™Å  Ø ³ ÚÅ'ÙŠ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬3. In Sindhi language, the auxiliaries such as. ‘-†«Ã¢â‚¬â„¢-Ù ¿Ã™Ë†-‘ ,’-Ù ¿ -‘ ,‘-Ø ¢Ã™â€¡Ã™Å -‘ ,’-Ø ¢Ã™â€¡Ã™â€ Ã¢â‚¬ ¬ appear at the end of the sentence, while in English auxiliaries appear in middle of the sentence. Example This is my book. (He Muhjo Kitab Ahe) †«Ã˜ ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« هي Ù… Ø ¬Ã™Ë† Ú ªÃ˜ ªÃ¢â‚¬ ¬ 4. In Sindhi language, verbs come after the object of the sentence, while in English language verbs come before the object of the sentence. Example I am eating. - (Aaon Khai Rahyo Ahyan) †«-Ø ¢Ã˜ ¦Ã™Ë† Ú © Ø ¦Ã™Å  Ø ±Ã™â€¡Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ 5. In Sindhi language, preposition comes after the object, while in the English language object comes after preposition. Example I am going to School. (Aaon School Danhn Wajji Rahyo Ahyan) †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ø ³Ãš ªÃ™Ë†Ã™â€ž Ú  Ù† ن†¬ †« ÚÆ'ÙŠ Ø ±Ã™â€¡Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬Subject Verb Agreement Subject-verb agreement is a grammatical rule, which states that the subject and the verb must agree in a sentence. The subject normally refers to the noun or pronoun that tells us whom or what the sentence is about. A verb normally has a singular and plural form in the present tense. Agreement allows us to show who’s doing what in a sentence by indicating which part of the sentence go together. In languages where the verb is inflected, it often agrees with its primary argument (the subject) in person, number, and/or gender. The word whose form is determined by the other is said to be ‘agree’ with it. Agreement can occur over short or long distances in sentences (Neelman and Weeman 1999). For example consider the following sentence: John blames them In this sentence, the verb ‘blames’ agrees with the subject ‘John’. And the subject is licensed by agreement. There is no agreement between the verb and object ‘them’. Subject Verb Agreement in English Subject The word that represents the doer or agent of an action or set of actions in a sentence is either a noun (e.g., pen, car, Jessica etc) or a pronoun (e.g., we, they, he, she etc). It can be either a singular or plural. 1. Your sentence may have a compound subject. 2. Your subject will never be in a prepositional phrase. 3. Usually your subject comes before your verb. Verb The word/words represents the actions of a sentence (e.g., is, went, will place, have taken, will have been observed, etc.). Wren and Martin (2002) define verb as: â€Å"A Verb is a word that tells or asserts something about a person or thing. Verb comes from the Latin verbum, a word. It is so called because it is the most important word in a sentence† (pp. 65). Subject verb agreement refers to the change in the form of a verb depending on its subject. Wren and Martin (2001) say that; The subject of the verb, like the personal pronouns, has three persons- the first, the second and the third. The subject of a verb may be first person (I, we), second person (You [singular], You [plural]), or third person (he, she, it, they). In English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Present Tense Singular Plural I eat They eat You eat You eat He, She, It eats We eat Past tense Singular Plural I ate They ate You ate You ate He, She, It ate We ate The subjects above given are not underlined. The verbs are bold and underlined. Now look at the present tense conjugations of verbs, because that is where you will see a difference. In the present tense, all of the different subject uses â€Å"eat† except for the third person subjects â€Å"he†, â€Å"she†, and â€Å"it†. If you are using what are called â€Å"regular verbs†, you will always add this -s after the third person subject. Therefore you can say â€Å"I like apples†, â€Å"You like apples,† but if you use â€Å"She†, you must say â€Å"She likes apples†. English grammar is not quite this simple in practice because people don’t always use the words I, She, He, They, We, You, and It. Usually they are more specific rather simple. For instance say, â€Å"My sister teaches a class at college† or â€Å"Joe and Jessica always dress well†. Now look at the subject and than decide what type of word of pronoun it is. â€Å"My mother† is a â€Å"She†, so the verb must include an –s or –es. â€Å"Joe and Jessica† are â€Å"they†, so the verb will not have the –s or –es ending. Regular vs. Irregular Verbs This is a little more complicated because there are two types of verbs: Regular and irregular. Regular verbs such as walk, play, jump and always follows –s as stated above.; and in the past tense form you will add – ed to make walked, played, jumped. But irregular verbs do not follow this pattern. Below are given three most common irregular verbs and their conjugations, which you will have to memorize in order to use them correctly. To Be Present Tense Singular Plural I am We are You are You are He, She, It is They are Past tense Singular Plural I was We were You were You were He, She, It was They were To Have Present Tense Singular Plural I have We have You have You have He, She, It has They have Past tense Singular Plural I had We had You had You had He, She, It had They had To Do Present Tense Singular Plural I do We do You do You do He, She, It does They do Past tense Singular Plural I did We did You did You did He, She, It did They did Some Additional Rules * When you have a subject with both the singular or plural noun like â€Å"Mr, Anderson and the students†)., make the verb agree to the closest one. For instance, Jessica and the students like their university. * Make sure that contradictions like â€Å"isn’t/ aren’t, don’t/ doesn’t, haven’t etc† agree with the verb. For instance, Joe doesn’t like macroni. (Does not) The Andersons don’t like pizza. (Do not) * Words that come between a subject and its verb do not affect the number (singular or plural) of the subject. You must determine which word is the sentences subject and then use it to decide whether the verb needs an â€Å"-s† ending. For instance, . A computer with a variety of memory chips serves a special purpose. Computers with a variety of memory chips serve a special purpose. * If the verb comes before the subject, it still need to be conjugated. For instance, There are three children with the cat in the garden. * If you see who, which or that as a subject, than use the type of the verb that best suits the noun the who, which or that stands for. For instance. Maira is the type of person who is always silent. Maira is one of those girls who are always silent. Subject Verb Agreement for Compound Subjects A compound subject is made up of two or more subjects that are connected by a coordinating conjunctions. Both the subjects have the same verb. Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro * When the compound subject is connected by ‘and’. It is treated as plural. For instance, Rabia and Sadia are my sisters. Ahmed and Aslam are absent. * A compound subject that refers to one thing/idea/person or to something considered as one unit is treated as singular. The producer and director of the film has won an award. (When one person is both the director and producer). * When there are two singular nouns joined by â€Å"or† or â€Å"nor,† use the singular verb. This is because you are looking at the noun separately, not as a combination. For instance, Neither Max nor John wants to do singing The mango or the apple juice is all right with me. * A compound subject made up of a singular subject and plural subject connected by ‘or’ or ‘nor’ is treated as follows. 1. Singular, if the subject close to the verb is singular. For instance, Either the students or the teacher has taken the globe from here. (Teachersingular) 2. Plural, if the subject close to the verb is plural. Neither the ship nor the boats are in sight. (Boatsplural) * When the subjects joined by or/nor are of different persons. The verb agrees with the nearer subject. Either he or I am guilty. Neither you nor they are responsible. * Two nouns qualified by each or every, even though connected by and, requires a singular verb. Every boy and every girl was given a packet of sweets. Specific Cases of the Subject-Verb Agreement * A collective noun can be treated as a singular or a plural depending on the context. * Collective nouns like â€Å"group, team, committee, class, family† treat a group as a single entity and therefore, should use singular verbs. For instance, 1. The group is cooperative. 2. The hockey team has great players. * It is treated as a plural when the components of the noun are considered  individually. For instance, The committee have issued individual dissenting notes. The board of directors are divided on the implementation of the reforms. * Always match the indefinite pronouns such as: â€Å"much, someone, anyone,  everyone, anything, nothing, something, everyone, each, every, either, neither, no one, one, other etc with singular verbs. For instance, Every one is anxious about me. Anyone who has got a problem, please stand up. * Some nouns like â€Å"news, civics, mumps, physics, mathematics† are singular and should be matched with the singular verbs. For instance, Mumps is a terrible disease No news is good news. * Some nouns like â€Å" spectacles† ending in ‘s’ however are treated as plural even  though they refer to one thing or pair .for instance His spectacles are broken. * Some indefinite pronouns such as: â€Å" few, many and several† are always plural. For instance, Several new products were introduced recently Few girls were absent yesterday. * Certain words such as: â€Å"any, all, most, more, none, enough, and plenty† can either be singular or plural. 1. They are singular, when they refer to one thing or person or to a portion of something and, hence they a singular verb. For instance Most of the work is over. 2. They are plural, when they refer to a number of individual things, persons, and places and hence they take a plural verb. For instance, Most of my neighbours are government employees. ( several) * ‘Many’ is singular as it modifies with a singular noun. For instance, Many students tries hard to pass this entrance exam. * Titles of books, magazines, etc are singular. For instance, The Arabian Nights is still read by many people. * Words or phrases that express an amount of money, fraction, distance, or  interval of time are singular. For instance, Twenty kilometres is a long distance. One hundred rupees is enough for this labour. * Class nouns denoting clothing, furniture, cutlery, stationary, etc. are singular. This stationary is expensive. Davidson (2003) states that sometimes it is not the immediate subject, or what seems to be the subject of the verb that determines whether the verb must be singular or plural, but some other words or phrase in the sentence. For example: The boy who is playing outside is my son. (‘the boy’ is the antecedent of the relative pronoun ‘who’). Subject Verb Agreement in Sindhi In Sindhi , the verb agrees with the subject and its number (either singular or plural), gender (masculine or feminine) and persons ( pronoun) .The word ‘Kartar’ or ‘karta’ means ‘Faail’, which we can say Subject in English and the ‘Kartary’ means ‘Faailey’( Kam Kandarr †«Ãš ªÃ™â€¦ Ú ª Ø ¯Ãšâ„¢Ã¢â‚¬ ¬ ) which we can say ‘Subjective’ in English language. The verb in Sindhi can be defined as; a word that shows to be, to do, to have or an action on something, that is said to be a verb or in short a word which tells something about a person or thing etc. (Baig1992, pp.2). Verb which in Sindhi language is called â€Å"Fael† has two main kinds. According to Allana (2004), â€Å"All the Dravidian languages have two kinds of verbs Fael Mutaadi and Fael Lazmi† (pp. 262). They are same as 1. â€Å"Fael Lazmi† (Intransitive verb) and 2. â€Å"Fael Mutaadi† (Transitive verb) same as in English language. In Sindhi, the agreement is said to be a ‘Nisbatoon’ or ‘Paryoog’, Paryoog of Sindhi language is taken from Sanskrit language which means â€Å"Nisbatoon‟ or â€Å"Melap†, or we can say agreement in English language. which shows the verb agreement with other components There are three types of ‘Nisbatoon’ or ‘Paryoog’ in Sindhi language. 1. Kartary paryoog (Subjective agreement). 2. Karmani paryoog (Objective agreement). 3. Bhawei Paryoog (Neuter agreement). Here we are concerned with the ‘Kartary Paryoog’ (Subjective agreement). 1. In Sindhi language, showing the number agreement of a verb with its subjects. - (Chhokro khedde tho â€Å"Boy plays†)-†«Ãš ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬ †«-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬ (Chhokra kheddan tha â€Å"Boys play†) †«-Ú‡ÙˆÚ ª Ú ©Ã™Å Ãš  Ù ¿Ã¢â‚¬ ¬* In the former sentence, the subject is singular in number, than the verb agrees to it as ‘khede tho’. * In the later sentence, the subject is plural in number, the verb agrees to it as ‘khedan tha’. Let’s look at some more examples; (Ho Masjid wayo â€Å"He went to mosque†) †«Ã™â€¡Ã™Ë† Ù…Ø ³Ã˜ ¬Ã˜ ¯ يو†¬ (Uhe Masjid waya, â€Å"They went to mosque†)- †« هي Ù…Ø ³Ã˜ ¬Ã˜ ¯ ي†¬* In the former sentence, when there is a singular subject as â€Å"Hu† (He), than it takes singular verb as ‘wayo’. †«( يو†¬went) * In the latter sentence, when the subject is plural in number as â€Å"Uhay† (They), than the verb changes from ‘wayo’ to ‘waya’ particularly in Sindhi language. 2. All the Sindhi nouns belong to one of the two noun genders, feminine and masculine. A verb in the clause agrees to the gender of the noun. For example, the verb ‘laugh’ agrees with the gender of the subject. (Chhokro khilyo â€Å"Boy laughed†) †«Ãš ©Ã™â€žÃ™Å Ã™Ë†Ã¢â‚¬ ¬ †«Ãšâ€¡Ã™Ë†Ãš ªÃ¢â‚¬ ¬ (Chhokree Khilee, â€Å"Girl laughed†) †«-Ú‡ÙˆÚ ª ÙŠ Ú ©Ã™â€žÃ™Å Ã¢â‚¬ ¬ Masculine nouns commonly occur with the vowel endings -o in the singular , and with the –aa in the plural. And feminine noun commonly occur with the vowel endings – i in the singular and – oon in the plural . Verb agreement in ‘Kartary Paryoog’ changes according to the gender of the subject. For instance, (Chhokro khedyo huo â€Å"Boy had played)-†«Ãš ©Ã™Å Ãš Ã™Å Ã™Ë† Ù‡ و†¬ †«-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬ (Chhokri kheddi hue, â€Å"Girl had played)- †«Ãšâ€¡Ã™Ë†Ãš ª ÙŠ Ú ©Ã™Å Ãš Ã™Å  Ù‡ ي†¬* In the former sentence, there is a masculine gender ‘- †«( ’ڇوÚ ªÃ¢â‚¬ ¬boy), the verb agrees to it as ‘-†«Ã¢â‚¬â„¢Ãš ©Ã™Å Ãš Ã™Å Ã™Ë†Ã¢â‚¬ ¬ * In the later sentence, there is a feminine gender ‘-†«( ’-Ú‡ÙˆÚ ª ي†¬girl), the verb agrees to it as ‘-†« .’Ú ©Ã™Å Ãš Ã™Å Ã¢â‚¬ ¬Let’s look at some more examples. (Ahmed School wayo, â€Å"Ahmed went to school†).†« Ø ­ Ø ¯ Ø ³Ãš ªÃ™Ë†Ã™â€ž يو†¬ (Rabia school wayee, â€Å"Rabia went to school†)- †«Ã˜ ± Ø ¨Ã˜ ¹Ã™â€¡ Ø ³Ãš ªÃ™Ë†Ã™â€ž Ø ¦Ã™Å Ã¢â‚¬ ¬* In the former sentence. If there is a masculine gender (Ahmed), the verb agrees to it as ‘-†«Ã¢â‚¬â„¢- يو†¬ * In the later sentence, when there is a feminine gender (Rabia), the verb agrees to it as ‘-†« ’- Ø ¦Ã™Å Ã¢â‚¬ ¬instead of ‘-†«.’- يو†¬ 3. The changing of the verb agreement of Sindhi language according to the persons (pronoun). For instance, (Aaon khedandus, â€Å"I shall play†)- †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã˜ ³Ã¢â‚¬ ¬- (Aseen khedandaseen, â€Å"We shall play)- †« Ø ³Ã™Å Ã™â€  Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬- (Hoo khedandee, â€Å"She will play†) †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã™Å Ã¢â‚¬ ¬Ã™Å½ (Uhey khedanda, â€Å"They will play†) †« هي Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã¢â‚¬ ¬Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study 487 ï‚ · In the first sentence, when the pronoun is first person singular , the verb stand for it as ‘-†«.’-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã˜ ³Ã¢â‚¬ ¬ ï‚ · In the second sentence, the subject is first person plural, the verb agrees to it as a ‘†«.’-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬ ï‚ · ï‚ · In the third sentence, the subject is third person singular, the verb agrees to it as ‘—†«Ã¢â‚¬â„¢-هوØ ¡ Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã™Å Ã¢â‚¬ ¬ ÙŽ In the fourth sentence, the subject is third person plural, the verb agrees to it as ‘ †«Ã¢â‚¬â„¢-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã¢â‚¬ ¬ Differences between the Subject Verb Agreement in Sindhi and English Here are some of the areas where English and Sindhi subject verb agreement differs. Like: Agreement with Person Present Tense English Sindhi I speak †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã˜ §Ã¢â‚¬ ¬ you speak †«Ã˜ ªÃ™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã™â€ Ã¢â‚¬ ¬ he speaks †«Ã™â€¡Ã™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ She speaks We speak They speak †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯Ã™Å  Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ ÙŽ †«Ã˜ ³Ã™Å Ã™â€  Ú ³Ã˜ §Ã™â€ž Ø §Ã™Å Ã™Ë† Ù ¿Ã˜ §Ã¢â‚¬ ¬ †«Ã™â€¡Ã™Å  Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€  Ù ¿Ã˜ §Ã¢â‚¬ ¬ Now we can see from the above given examples that in English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Now look at the present tense conjugations of verbs, because that is where you Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study 488 will see a difference. In the present tense, all of the different subject uses â€Å"speak† except for the third person subjects he, she, and it. If you are using what are called â€Å"regular verbs†, you will always add this -s (speaks) after the third person subject. But in Sindhi, all of the different subjects agree with different verb forms, as the first person subject ‘- †« ’-Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬agrees with the verb ‘- †« ,’Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬and ‘-†« ’ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬agrees with the verb ‘- †« ’Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã™Ë†Ã¢â‚¬ ¬instead of ‘- †«.’-Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ The second person subject ‘- †« ’Ø ªÃ™Ë†Ã¢â‚¬ ¬agrees with the verb ‘-†« .’-Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã™â€ Ã¢â‚¬ ¬And the third person subject ‘-†« ’ -هو†¬agrees wi th the verb ‘-†« ’-هو-‘ , ’-Ú ³ Ù„ Ø ¦Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬uses with the verb ‘-†« ’Ú ³ Ù„ Ø ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬and ‘-†« ’- هي†¬uses with the verb ‘- †« ’-Ú ³ Ù„ Ø ¦Ã™Å Ã™â€  Ù ¿Ã¢â‚¬ ¬and In Sindhi main verb comes with the auxiliary verb like ‘- †« . ’-Ù ¿Ã¢â‚¬ ¬here ‘-†« ’-Ú ³ Ù„ Ø ¦Ã™Å Ã¢â‚¬ ¬is a main verb ‘ and ‘-†« ’-Ù ¿Ã™Ë†Ã¢â‚¬ ¬is an auxiliary verb. Other auxiliary verbs are like; ‘- †« ’-Ù ¿Ã™Ë†-‘ ,’-Ø ¢Ã™â€¡Ã™Å -‘ ,’-Ù ¿Ã¢â‚¬ ¬etc Past Tense English Sindhi†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ I visited †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ¯ ÙŠØ ³Ã¢â‚¬ ¬ you visited †«Ã™Å Ã™â€ Ã¢â‚¬ ¬ †«Ã˜ ªÃ™Ë† Ú ¯Ã¢â‚¬ ¬ he visited †«Ã™â€¡Ã™Ë† Ú ¯ يو†¬ She visited †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ¯ ي†¬ ÙŽ We visited They visited †«Ã™â€¡Ã™Å  Ú ¯ ÙŠØ §Ã¢â‚¬ ¬ Now we can see from above given examples that in English, a verb doesn’t changes form for the first, second or even for third person subject in the past tense, you can see that, all of the different subjects agrees with the verb â€Å"visited† . But in Sindhi, the case is different. The entire different subject uses different verbs in the past tense too. As for the first person subject ‘- †« ’Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬uses the verb ‘-†«Ã¢â‚¬â„¢Ãš ¯ ÙŠØ ³Ã¢â‚¬ ¬ and ‘-†« ’ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬agrees with the verb ‘-†«.’-Ú ¯ ÙŠ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬and the second person subject ‘- †« ’-Ø ªÃ™Ë†Ã¢â‚¬ ¬uses the verb ‘-†«Ã™Å Ã™â€ Ã¢â‚¬ ¬ †« .’-Ú ¯Ã¢â‚¬ ¬And the third person subject ‘-†«(-هو†¬He)’ uses the verb ‘-†«,’-Ú ¯ يو†¬ ‘Hu’a (She)’ uses the verb ‘-†« ’-Ú ¯ ي†¬and ‘- †« ’Ú ¯ ي†¬agrees with the verb ‘-†«.’- هي†¬ Future Tense English Sindhi. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã˜ ³Ã¢â‚¬ ¬ I will drink †«Ã˜ ªÃ™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã™Å Ã™â€ Ã¢â‚¬ ¬ you will drink †«Ã™â€¡Ã™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã¢â‚¬ ¬ he will drink She will drink †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ù ¾Ã™Å  Ù†Ø ¯Ã™Å Ã¢â‚¬ ¬ ÙŽ We will drink †«Ã˜ ³Ã™Å Ã™â€  Ù ¾Ã™Å  Ù†Ø ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬ †«Ã™â€¡Ã™Å  Ù ¾Ã™Å  Ù†Ø ¯Ã¢â‚¬ ¬ they will drink Now we can see from above given examples that in English, a verb doesn’t change its form for the first, second or even for third person subject in the future tense, you can see that all of the different subjects agrees with the verb ‘will drink’. But in Sindhi, the case is different in future tense also. The entire different subject uses different verbs in the present, past and even in future tense. As the first person subject ‘- †« ’-Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬uses the verb with it as ’-†« ,’-Ù ¾Ã™Å  Ø ¯Ã˜ ³Ã¢â‚¬ ¬and ‘-†« ’- Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬uses the verb ‘†« ,’- Ù ¾Ã™Å  Ø ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬the second person subject ‘- †« ’-Ø ªÃ™Ë†Ã¢â‚¬ ¬uses the verb ‘-†« ’-Ù ¾Ã™Å  Ø ¯Ã™Å Ã™â€ Ã¢â‚¬ ¬and the third person subject ‘-†« ’-هو†¬agrees with the verb ‘- †« ’-هوØ ¡-‘ ,Ù ¾Ã™Å  Ø ¯Ã¢â‚¬ ¬agrees with the verb ‘-†«Ã¢â‚¬â„¢-Ù ¾Ã™Å  Ø ¯Ã™Å Ã¢â‚¬ ¬ and ‘-†« ’- هي†¬agrees with the verb ‘- †«Ã¢â‚¬â„¢-Ù ¾Ã™Å  Ø ¯Ã¢â‚¬ ¬ Agreement with Gender The boy had cry †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ø ±Ã™â€ Ã™Ë† هو†¬ The girl had cry †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ±Ã™Å  Ø ±Ã™â€ Ã™Å  Ù‡ ي†¬ Now you can see in the above given examples that in English, the subject for both the genders (masculine and feminine) as ‘the boy’ and ‘the girl’ agrees with the verb ‘cry’. But in Sindhi, the masculine subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬agrees with the verb as ‘- †«Ã˜ ±Ã™â€ Ã™Ë†Ã¢â‚¬ ¬ †« ’-هو†¬with vowel ending –o, but the feminine subject ‘-†« ’-Ú‡ÙˆÚ ª ÙŠØ ¡Ã¢â‚¬ ¬agrees with the verb ÙŽ as ‘-†« ’-Ø ±Ã™â€ Ã™Å  Ù‡ ي†¬with the vowel sound ending –i. for more understanding another example is: The dog ran †«Ãš ªÃ˜ ªÃ™Ë† ÚŠ ڙيو Ù‡ و†¬ The cat ran †«Ã™ »Ã™â€žÃ™Å  ÚŠ Ú™ÙŠ Ù‡ ي†¬ ‘Dog’ is the masculine gender and ‘ cat is the feminine gender, In English the verb doesn’t change its form for different gender subjects. As in above examples, the verb agrees to both the gender subjects ‘dog’ and ‘cat’ as ‘ran’. But in Sindhi, the verb changes its form for different genders. As the gender (masculine) subject ‘†« ’-Ú ªÃ˜ ªÃ™Ë†Ã¢â‚¬ ¬agrees with the verb as ‘-†« ,’-ÚŠ ڙيو Ù‡ و†¬and the feminine gender subject ‘-†« ’-Ù »Ã™â€žÃ™Å Ã¢â‚¬ ¬agrees with the verb as ‘-†« ’-ÚŠ Ú™ÙŠ Ù‡ ي†¬with the vowel endings –o and –I respectively. Agreement with Numbers The boy plays †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ú ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬ The boys play †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ú ©Ã™Å Ãš  Ù ¿Ã˜ §Ã¢â‚¬ ¬ She eats †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ©Ã˜ §Ã˜ ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬ ÙŽ They eat †«Ã™â€¡Ã™Å  Ú ©Ã˜ §Ã˜ ¦Ã™â€  Ù ¿Ã˜ §Ã¢â‚¬ ¬ In English, we will always add this -s after the singular third person subject he, she, and it, and a verb has a singular and plural forms in the present tense only. ‘the boy’ is a ‘he’ so the verb must include an –s or –es ending like ‘plays’. and for plural subject as ‘the boys’ refers to â€Å"they†, the verb will not have the –s or –es ending like; ‘play’. Same is the case with â€Å"She† agrees with the verb as ‘eats’, and ‘They’ agrees with the verb as ‘eat’. And in Sindhi, the subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬is a singular in number. Then the verb agrees to it as ‘-†« ,’-Ú ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬But if the subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬is plural in number than the verb agrees to it as ‘- †« .’-Ú ©Ã™Å Ãš  Ù ¿Ã¢â‚¬ ¬Same is the case with the singular subject ‘-†« ’-هوØ ¡Ã¢â‚¬ ¬agrees with ÙŽ the verb as ‘-†« ’-Ú © Ø ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬and the plural subject ‘-†« ’- هي†¬agrees with the verb as ‘- †«.’-Ú © Ø ¦Ã™â€  Ù ¿Ã¢â‚¬ ¬ Similarities in Some Cases Here are some of the areas, where English and Sindhi share a common rule for subject verb agreement like: * Every verb should agree with the subject in number and person. For instance, English: They like sweets. (They=plural, like=plural). Sindhi: Uhay mitha pasand kan tha. (Uhay=plural, pasand kan tha=plural) * When a compound subject is connected by ‘and’, it is treated as plural in both Sindhi and English. For instance, English: Rabia and Sadia are my sisters. (Are= plural) Sindhi: †« =-Ø ¢Ã™â€¡Ã™â€ -(Ø ± Ø ¨Ã˜ ¹Ã™â€¡ Û ½ Ø ³Ã˜ ¹Ã˜ ¯Ã™Å Ã™â€¡ Ù… Ø ¬Ã™Ë† Ú€ÙŠÚ »Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™â€ Ã¢â‚¬ ¬plural) * If two singular nouns refer to the same person or thing, the verb treated as singular in both Sindhi and English. For instance, English: The producer and director of the film has won an award. (Has won= singular). Sindhi: †« = -Ú ©Ã™ ½Ã™Å Ã™Ë†-( -Ù Ã™â€žÃ™â€¦ Ø ¬Ã™Å  Ù‡Ø ¯ ÙŠØ ªÃš ª Ø ± Û ½ Ù ¾ ڊيوØ ³ يو Ø ±ÃšÅ  Ú ©Ã™ ½Ã™Å Ã™Ë†Ã¢â‚¬ ¬singular). (When one person is both the producer and director). * Words joined to a singular subjects by words such as ‘with’, ‘as well as’ etc are treated as singular in both Sindhi and English. English: Sanskrit as well Arabic was taught there. (Was taught = singular). Sindhi: -†«Ã™Å  Ø ¯Ã™Å  Ù‡ ي†¬ †«= ÙŠ Ø ¯Ã™Å  Ù‡ ÙŠ-( .-Ø ³ Ø ³Ãš ª Ø ª Ø ªÃ™Ë†Ãšâ„¢Ã™Å  Ø ¹ Ø ¨Ã™Å  Ø ªÃ™Å  Ù ¾Ãšâ„¢Ã™â€¡ Ø ¦Ã™Å Ã¢â‚¬ ¬ singular). * When the subjects joined by the ‘or’ or ‘nor’ are of different person. The verb agrees to with the nearer in both Sindhi and English. English: Neither you nor he is responsible. (He = singular, is = singular). Sindhi: †« = -هو-( -نه Ø ªÃ™Ë† نه Ø ¦Ã™Å  هو ميو Ø ± Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular, -†« = -Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) English: Either he or I am guilty. (I = singular, am = singular) Sindhi: †«Ã˜ ´ Ù… Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †«Ã˜ ±Ã™Å  م†¬ †« = -Ù… -( .-ÙŠ Ø ªÃ™â€¡ هو ي†¬singular, †«=-Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ singular). * When the plural noun is a proper name for some single object or some collective unit. It follows a singular verb in both Sindhi and English. English: The Arabian Nights is still a great favourite. (Arabian Nights = plural, is = singular) Sindhi: -†«( Ø ¹ Ø ¨Ã™Å Ã™â€  Ù† Ø ¦Ã™ ½Ã˜ ³ ÚÆ' Ø ª Ø ¦Ã™Å Ã™â€  Ù ¾Ã˜ ³ Ø ¯ Ú ª ÙŠ ÙŠ Ø ¯Ã™Å  Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬Arabian Nights = plural, -†« = -Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) * The collective noun can be treated as singular in both Sindhi and English , when the noun is considered as a single unit. English: This group is cooperative. (Is = singular) Sindhi: -†«Ãš ª Ø ¯Ãšâ„¢ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« = -Ø ¢Ã™â€¡Ã™Å -( .- هو Ù ½Ã™Ë†Ã™â€žÃ™Ë† Ø ªÃ˜ ¹Ã¢â‚¬ ¬singular) * Words and phrases that express an amount or money, fraction, distance, or interval of time are singular in both Sindhi and English. English: Twenty kilometres is a long distance. (Is = singular) Sindhi: -†«Ãš  Ù…Ù  Ø µÃ™â€žÃ™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« =Ø ¢Ã™â€¡Ã™Å -( ÙŠ Ù‡ Ú ªÃ™â€žÃ™Ë†Ã™â€¦Ã™Å Ã™ ½Ã¢â‚¬ ¬singular) English: One hundred rupee is a large sum. (Is = singular) Sindhi: -†« = -Ø ¢Ã™â€¡Ã™Å -( -Ù‡Ú ª Ø ³Ã™Ë† Ø ± Ù ¾Ã™Å Ã™â€¡ Ú Ã™Å  قي Ø ª Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) Conclusion From above analysis, we have examined that the subject and the verb agrees in a sentence. Agreement allows us to show who’s doing what in a sentence by indicating which part of the sentence go together. And through above analysis of comparison between Sindhi and English verb agreement, we have come to know the difference as well as the similarities in subject verb agreement in both languages. ========================================================= References Ahmed, S , Shah, Z. Qurat-ul-Ain (2004) , Syntactical Translation System for English to Sindhi translation. A paper presented in National Conference on Emerging Technologies 2004. Retrieved from http://www.szabist.edu.pk/Publications/Session%20VI%20Paper%20No%201%20(P %20112-115).pdf Bajwa.F (-), The fundamental of English Grammar and composition. Nela Gumbal, Lahore: Zia Publishers Barber, C. (1964). The Story of language. Pan piper/ Pan books Ltd. Cook.J. V. (1996). Chomsky’s Universal Grammar. Hong kong, Blackwell Publisher. Cole, J.S (2006), The Sindhi language. Asian Educational Services. Catherine (2013), BBC learning English, subject-verb agreement. Retrieved from http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1844_gramchalleng e47/ Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study Ping, L. G. (2012). An Alternative method of teaching subject verb agreement. The Teacher English, Vol. XLI(2) December 2012. Retrieved from http://www.melta.org.my/ET/2012/vol2/MELTA-9.pdf Guha, I. Guha, K. (2005), The Grammar tree, Essentials of Grammar and Compositon. Oxford University press. Jokhiyo, M (2008), Sojhro, Sindhi Grammar Jo Majmu’o. Kandiaro, Roshni Publishers. Lashari, M. (2011). Syntax in action, verb agreement in Sindhi language. language in India journal Subject verb agreement, writing centre module retrieved on 10/04/2013 from http://www.greenriver.edu/Documents/student-affairs/tutoringresources/wc/subject-verb-agreement-module.pdf Triumph, E. (1872). Grammar of the Sindhi language compared with Sanskrit and Prakrit. F.A Braukhaus. Murray, D. Rockowitz, A. C. (). The verb system, Subject verb agreement, Grammar Mechanics, The Hunter college reading/writing centre. Retrieved on 10/05/2013 from http://rwc.hunter.cuny.edu/reading-writing/online/subject-verb-agreement.pdf Wren, P.C. Martin, H. (2002). High school English grammar and composition. Ram Nagar, New Delhi: S. Chand Company Ltd

The First Essay Example for Free

The First Essay Andy Quans â€Å"The First† uses a wide variety of good techniques to express the effectiveness and understanding of the poem. There are three key techniques, which stand out in this poem. These techniques set the mood and show the viewers the real story behind the poem. The first technique used to show the effectiveness of this poem is a metaphor. An example of a metaphor in this poem is â€Å"narrative of death†. I think that this technique used helped with my understanding of how this person who is talking about their experience is grieving and shows the emotion of sadness and shock. This line tells the reader how much this person is confused and wonders at how it all happened. The impact of the death is described by the metaphor. Another great technique used is a rhetorical question. â€Å"Sleep? A bee?† is an example found in the first stanza of this poem. The effect that it has is making us wonder at how the death happened, and suggesting ways that could’ve caused the accident. The use of the technique in this way shows how Andy Quan was trying to come up with a reason for this unfortunate loss, making necessary excuses of how it could happen. The third technique that shows the theme of death and grief is imagery. The example found is â€Å"who drag around melancholy and nostalgia, luggage too heavy to be allowed on board†. This tells us how much sadness is filled up inside of the teller and how upsetting this lost, as being their first one, really is. This technique also helps to construct the meaning of the poem. Andy Quan indirectly expresses his emotion by using these three different techniques; metaphor, rhetorical question and imagery. The theme of death and grief is clearly shown throughout all the different examples of techniques. In my opinion, this particular poem expresses its true meaning through well thought phrases and techniques.

A Case Analysis On Arik Air Nigeria Commerce Essay

A Case Analysis On Arik Air Nigeria Commerce Essay This essay is a case analysis on Arik air Nigeria and will therefore seek to identify the major threats and opportunity in the environment, analyse the strength and weakness of the company, identify the strategic position of Arik air, and suggest a strategy to be adopted by the airline in an effort to sustain its competitive advantage. BACKGROUND Arik Air is Nigerias biggest indigenous commercial airline offering domestic flights to major cities in Nigeria and with an expanding network of regional and international flight operations to major cities in the world (Eze, 2010). Presently, Arik Air flies to 17 Domestic destinations in Nigeria and 8 International destinations (Arik air, 2010: Online). Arik Air Nigeria The companys corporate mission is: To be a safe and reliable airline by selecting and operating new, modern aircraft and by employing the most experienced and efficient staff. (Airkair, 2010: Online) Vision: To make Nigeria proud of its aviation industry (Arikair, 2010: Online) Strategic Intent: Ariks strategic intent is to be the preferred airline carrier of choice in West Africa. (Airk Air, 2010: Online) EXTERNAL ANALYSIS: The external analysis was conducted using PESTEL Framework and Porters five forces as the basic tools (Thompson, 1997; Luffman et al, 1996; Welsh, 2005; Johnson et al, 2009) in an effort to understand the effect of changing environment on Arik Airs operation. The findings based on pestel framework (See Appendix 1) and Posters five forces (See Appendix 2) are as follows: An analysis of the political environment revealed that governments around the world are tightening immigration regulations due to the surge in terrorism the implication of which is a reduction in the number of global traveller thus posing a threat to airline including Arik Air. (Stevermen, 2009; Cartar, 2010). However liberalization and Deregulation efforts are being made in several regions of the world with Asia setting a target for the full liberalization of its skies by the year 2015. This is projected to boost aviation industry performance by creating avenue for fair competition platform between more established airlines and the growing competitors like Arik Air(Bailey, 1986; Smith Cox, 2007; Ting, 2008). The rising fuel price is a matter of economic concern in the world, with Aviation fuel price estimated at $85 per barrel (IATA, 2010: online) the implication of which is an increase in running cost for airlines and this poses a high threat to Airlines. However, there is optimism that a global economic recovery is on the way with the world economy expected to grow 2.7% in 2010 (World Bank, 2010: Online) and the aviation industry is forecasted to reduce its loss from $5.8 Billion in 2009 to $2.8 Billion in 2010. (Financial Times, 2010). The World travel tourism council (2010) projects an increase in the number of holiday travellers in 2010 with further growth expected in 2011. The 2010 world cup is expected to boost travel to Africa in 2010 (Eberl, 2010). Percentage change vs. 05-Mar-10 Index* $/b cts/gal $/mt 1 week ago 1 month ago 1 year ago Jet Fuel Price 243.3 89.0 211.9 701.4 3.4% 4.1% 80.3% Source: IATA (2010: Online) source from Platts * 100 in 2000 (87 cts/gal) Impact on this years fuel bill of the global airline industry: New fuel price average for 2010 Impact on 2010 fuel bill $85.5/b +$13 billion Estimated by IATA Source: IATA (2010: Online) With heightened security checks and the introduction of the full body scan at airport, there are concerns over the privacy infringement due to the utilisation of the full body scan. (McDonough, 2010). Arik air is in the traditional full service airline industry offering pre-flight, in-flight, and post flight services to customers and its competitors in the industry include Virgin Atlantic, British Airways, Air France, Lufthansa, Emirate, Qatar Airline and South African Airways all of which are established airlines with good brand image. An industry analysis revealed as follows (See Appendix 2): there is high competitive rivalry within the industry; barrier to new entrant is high due to the enormous capital required to start an airline; buyers have a high bargaining power due to the various options of airlines available to them and suppliers have a medium bargaining power. INTERNAL ANALYSIS: The internal analysis was conducted through an evaluation of the resource based view of strategy (resources and competencies) (Mahoney Pandian, 1992; Johnson et al, 2009); as well as competitive advantage; value chain and VRIO (Johnson et al, 2009; Thompson, 1997; Luffman et al, 1996) to identify the strengths and weakness of the company. (See Appendix) UNIQUE RESOURCE(S) AND CORE COMPETENCIES (See appendix 3 for the list of tangible and intangible resources of the company) Arik Airs unique resource is its chairman who is an elder statesman in Nigeria with an easy access to finance while its core competencies are its excellent customer relations skill and reliability COMPETITIVE ADVANTAGE Arik air derives its competitive advantage from a unique merge of low price and quality service. This is based on its vast research and unique understanding of the West African market need for quality service at affordable prices and the support it receives from the Nigerian government and some other West African countries through concession and subsidies which thus reduces its operational cost and affords it a lower price than competitors (William, 2010; Russell, 2008; Abioye Ezeobi, 2008). THE VALUE CHAIN (See appendix 4) An evaluation of Arik Airs value chain activity revels as follows: The Inbound logistics which involve the delivery of fuel for the aircraft, in-flight meals, cleaning of the aircraft in preparation for a flight is outsourced (procurement) through an effective human resource management practice in an effort to reduce amount of people employed by the airline and reduce fixed operational costs. Arik with its strong finance base utilises an integrated ICT technology (Infrastructure/technology) to manage and support its operation by enabling online bookings, ticket purchase and flight check-in in an effort to reduce operational cost of employment. To ensure safety/reliability, a strict maintenance of its fleets is outsourced and an effective human resource management policy is put in place (training and reward) to promote employee commitment and performance (Arik, 2010: Online; Banfield Kay, 2008). Outbound logistics with regard to customers luggage is coordinated and monitored with a technological coding and is outsourced to Sachol to ensure the safety of customers property and to sustain Arik Airs reliability (Airkair, 2010: Online, Sachol, 2010: Online) while an extensive marketing is implemented through the media to promote sales. This enables Arik air to achieve its competitive advantage through a systemic integration of technology (speedy services and reduced operational cost), human resource management (ensures quality delivery of services by employees) and a firm infrastructure to support its primary activities thus enabling the airline to deliver quality services at reduced prices in comparison to competitors. VRIO: The VRIO examines the sustainability of a firms competitive advantage (Johnson et al, 2008); Arik Air offers its low priced fares with excellent in-flight services unparallel to none offered by any Nigerian airline (Eze, 2010) which implies that its services are valuable and rear. However this can be imitated by other airline thus Arik air enjoys a Temporary competitive advantage (Khanna, 2010) In the airline industry the critical success factors are: a good brand image; good quality service; good customer relations; cost effectiveness; Reliability; safety. (Svein Vidar, 2004; Bijan Kenneth, 2005). Judging by the critical success factors in the airline industry, Arik Airs performance is standard in the industry since the airlines services are affordable, safety is given high priority, it offers good customer service, and is reliable. However, theres need to develop the Arik brand beyond West Africa. SWOT ANALYSIS (Kotler et al, 2009) See Appendix 4 Arik airs strengths are its highly skilled workforce with excellent ethical conduct and customer relations (Some of the Best in the industry), the easy access to finance or funding, the airlines fleets of aircraft (mostly new), speed in service delivery and low operational cost while the weaknesses are the brand image (still unrecognised outside west Africa), flights offering to only 8 international destination (Williams, 2010). In consideration of Ariks strengths and weaknesses, the external environment provides opportunities as well as threats for Arik air. The identified opportunities are an increase in earnings due to a projected increase in the numbers of global travellers (World travel tourism council, 2010); expanding the network of flight destination due to the expected liberalisation of skies in Asia and the African continent (Bailey, 1986; Smith Cox, 2007; Ting, 2008) However, the threats in the environment include the unstable global fuel price, increased terrorism scare s, continued government subsidy for competitors airlines which reduces the open market competition and the expected mergers in the airline industry which might result in the dominance of a few big airline. Arik Airs plans to increase its market share in Nigeria and West Africa and equally targets an expansion its operation across Europe, North America and Asia but Arik Air is faced with immense industry competition on international destinations from the established airline (Virgin, Bristish Airways, Emirate) and The threats global economic recession which has slowed the expected growth of the airline. The competitive strategy adopted by Arik is the Hybrid strategy (see appendix 4). This strategy allows the airline to maintain its low cost base thus enabling it to compete on low price relative to competitors with sustainable differentiation. However, the low price might impede the airline ability to obtain the maximum returns possible. (Johnson et al, 2009) STRATEGIC OPTIONS: Arik air is experiencing a decline in its projected market growth caused by the increase competition in airline industries; the various strategic options available to Arik Air are evaluated simultaneously below with the aid of TOWS and Ansoff Matrix (Khanna, 2010; Johnson et al, 2009). (See Appendix 5: Tables 3 4): Strategy 1 Strength-Opportunity/Market Development Arik Airs key strengths of easy access to finance and excellent customer service practices can be explored based on the identified opportunity in the macro environment (politics) stemming from the planned liberalisation of skies in Asia and Africa (Bailey, 1986; Smith Cox, 2007; Ting, 2008). The strategy option this provides Arik Air is Market Development. The Airline can increase its fleets of aircraft by purchasing additional aircrafts, employing and training additional workforce, and increasing the route options of the airlines to more destinations in Asia and Africa Strategy 2 Strength-Weakness/ Market Penetration Market penetration is another strategic option available to Arik air. By utilising this strategy, Arik air can utilise its strong financial capability to bankroll an extensive marketing exploit to improve the brand image of the airline. This will create awareness for the Arik brand thus, enabling the airline to gain a greater market share in its present markets. However, the heightened competition in the industry poses a genuine threat to this strategy. Strategy 3 Strength-Threat/Diversification The on-going merger in the industry which may result in a few dominant airlines is a threat to Arik air. Arik with its easy access to finance can adopt a related diversification into the budget airline industry (horizontal integration) with the option of acquiring Virgin Nigeria (low cost low frills airline) (Attitude travel, 2010: Online) This will enable Arik air to optimally minimize the threat posed by merger of the more established operators by spreading its risk and making it a formidable competitor. Strategy 4 Weakness -Opportunity/Product Development The weak brand identity of Arik Air outside West Africa is one of the airlines weaknesses. Arik can overcome this weakness by ensuring that the flight experience of its customers remains memorable with an excellence in customer service at all time. The company can equally offer new products such as travel miles accumulation/flyers club membership for its customers as a Product Development Strategy. Strategy 5 Weakness -threat/Consolidation The proposed merger in the airline industry which might result in a few dominant airlines is a major threat to a growing airline like Arik airs weak brand identity; Arik can adopt any option of consolidation (Johnson et a, 2009) to defend its market share by merging with some established airline like Qatar Air or Emirate in order to ensure the sustainability of the business. The problem however is the possible loss of Ariks brand identity sue to such consolidation (Johnson et al, 2009) SELECTED STRATEGY After a thorough evaluation of the strategic options available to Arik air, the most viable option for the airline to adopt is a related diversification of the companys operations into the no-frills airline industry (a form of concentric diversification) (Mintzberg et al, 2003; Johnson et al, 2009). As suggested by Johnson et al (2009), related diversification allows a company to expand by utilising its existing infrastructure, resources, competencies and strengths in a new trade of similar capacity or intricacies. Therefore by this strategy, Arik air can capitalise on its strong financial strength in acquiring Virgin Nigeria (a no frill airline in Nigeria) (Attitude travel, 2010) or may purchase additional aircrafts to its fleets to cater exclusively for the no frills service operations while still utilising some of the companys existing technological infrastructure to cater for online bookings and check-ins (without incurring additional cost of employment). This is because there is evident potential synergy between the new business (a no-frills flight operation) and the core one, based on a common facility, asset, channel, skill, even opportunity. (Mintzberg et al, 2003:124) CONCLUSION To conclude, the introduction/inclusion of the no-frills airline options will afford Arik air no increased workforce requirement (due to the low service requirement of no-frill operations thus resulting in reduced operational cost); spread its market risk; enable greater efficiency, and will give commuters a greater variety to choose from among the Arik brand thus increasing the potential customer base of the airline. The adoption of diversification strategy by Arik air is a sustainable option for the airline due to the fact that there is presently only one no-frills airline in West Africa (Virgin Nigeria) (Attitude travel, 2010) which Arik air has the option of acquiring in order to build its business and booster its market share. However should the option of acquiring Virgin Nigeria not be chosen, Ariks reliability and brand identity in West Africa is sufficient to sustain the success of the diversification exercise thus ensuring Arik airs market growth. APPENDIXES (Appendix 1) PESTEL Analysis Political: Government subsidies for flag carriers: Flag carriers benefit from subsidies and cash injection from the government, relaxed accessed to loans, reduction in airport service and landing fees, subsidies on fuel and fiscal privileges. (The international chambers of commerce, 1995) Employment regulations: Countries differing employment regulations and trade union laws which Scholars have identified to a considerable affect the operational activities of organisations. (Harris et al, 2003; Deirdre, 2005) Immigration: The increasing global terrorism threats is resulting in governments around the world tightening immigration regulations which in turn might result in a reduction in the number of traveller around the world (Stevermen, 2009; Cartar, 2010) Deregulation: The deregulation of the aviation industry will provide an avenue for improved market conditions that will promote growth in the industry and remove the barriers to entry for new airlines thus allowing for effective market competition. (Bailey, 1986; Smith Cox, 2007) Liberalization of skies: Asia hopes to achieve a full liberalization of its airspace by 2015 and has put up a round map to achieve that. (Ting, 2008) Economic: Unstable Fuel price: The rising fuel price is estimated to result in a $13billion increase in 2010 oil bill with fuel prices put at $85/barrel. See appendix 1 (IATA, 2010: Online) Global economy recovery: The World Bank projects that a global economy recovery is on the way with a 2.7% growth expected in 2010 (World Bank, 2010: online) the aviation industry is projected to make a loss of $2.8billion in 2010 down from $5.8 billion made in 2009 (Financial Times, 2010) Mergers in the industry: The airline industry is undergoing transformation as airlines are announcing merger plans (Leung, 2010; Clark, 2010) Social: The World travel tourism council (2010) projects an increase in the number of holiday travellers in 2010 with further growth expected in 2011. Furthermore the 2010 world cup is expected to boost travel to Africa in 2010 (Eberl, 2010). There are concerns over the introduction of the full body scan at airport over the privacy infringement (McDonough, 2010). Technology: Terrorism threats, has prompted an increase in security screening in many airports with the introduction of the Full body scan (McDonough, 2010). New Air Traffic Control (ATC) technologies have been developed for commercial airlines one of which is ADS-B. (Karp, 2010) Environmental: In an effort for airlines to go green the International Air Transport Association (IATA) plans to cut CO2 emission by 1.5Million tonnes in 2010. (IATA, 2010: Online) Legal: The international air transport association (IATA) is to sign a data sharing agreement with the EU, US and ICAO (IATA, 2010: online). Furthermore, there are restrictions on mergers and acquisitions in the airline industry. (Appendix 2) Porters 5 Forces Threat of Entry: There is relatively low threat of entry to the industry based on the high capital requirement of starting an airline. Furthermore the airline industry is presently making a loss (IATA, 2010) which makes it unattractive to many investors thus reducing the numbers of possible entrant. Threat of substitute: Substitutes to airline are Trains, Automobiles and Ship. The threat posed by these is relative to the intended destination, time and cost analysis by the customers (Givoni, 2009). For National and Regional travels, these substitutes pose an increased threat to the airline industry due to the cheaper prices they offer with particular reference to travel by automobiles and/or trains. However, this threat is low on transatlantic travels. Bargaining Power of Suppliers: Scholars have argued that the present global market condition is tending towards buyers market (Kotler et al, 2009). This is also made evident by aircraft manufacturers seeking the greater participation of airlines in the design of their aircrafts customising. However due to high switching cost in the airline industry, the bargaining power of the supplier is medium. (Kotler et al, 2009) Bargaining Power of Buyer: Consumers have a high degree of options to choose from and this allows them a great bargaining power. (Kotler et al, 2010) Competitive Rivalry: The airline industry is highly competitive and there is prevalent merger going on in the industry in an effort to cut cost and improve efficiency. (Leung, 2010; Clark, 2010) and there is a high exist barrier Fig 3 Porters five forces: Source: Johnson et al (2009: 31) adapted from Porter (1984) (Appendix 3) Table 1 Arik Airs Resources Tangible Resources Intangible Resources Fleets of Aircraft (Physical resources) Buildings (Physical resources) Capital, Shareholders, Bankers (Financial resources) Highly skilled Employees (Human resource) Brand Customer database Business system Source: adapted from Slack et al, 2009 The aircraft fleets are as follows (Arik Air, 2010: Online) Two (2) Airbus A340-542, manufacture date: 2008-2009 with a Seat capacity of 237; Three (3) Boeing 737-800NG, Manufacture date: 2009 has a seat capacity of 148; Six (6) Boeing 737-700NG, Manufacture date: 2007-2008, has a seat capacity of 131-149; Three (3) Boeing 737-700, Manufacture date: 2001, has seat capacity of 124; Two (2) Boeing 737-300, Manufacture date: 1989, has seat capacity of 126; Four (4) Bombardier CRJ-900, Manufacture date: 2005-2007, seat capacity of 74; Two (2) Bombardier Dash 8 Q400, Manufacture date: 2009, has seat capacity of 72; Three (3) Bombardier Dash 8 Q300, Manufacture: 2001-2002, with seat capacity of 50; Four (4) Fokker 50, Manufacture date: 1990, seat capacity of 51; Two (2) Hawker HS 125-800XP, Manufacture date: 2004, seat capacity of 8. (Appendix 4) Table 2 SWOT Internal Origin Strengths highly skilled workforce with excellent ethical conduct and customer relations the easy access to finance or funding, the airlines fleets of aircraft (mostly new), -speed in service delivery and -low operational cost Weakness the brand image (still widely unrecognised outside west Africa) -Limited flight offering to 17 local and only 8 international destination External Origin Opportunities -increase in the numbers of global travellers expanding the network of flight destination due to the expected liberalisation of skies in Asia and the African continent Threats -unstable global fuel price, -increased terrorism scares, government subsidy for competitors -dominance of a few big players due to merger. Source: Adapted from Kotler et al (2009:101) Fig 4 Source: Marketing teacher (2010: Online) adapted from Bowman (1995) (Appendix 5) Table 3 TOWS analysis of Arik Air Nigeria. SW Strategy that use strength to overcome weakness Strategy 2- Market Penetration Opportunity -Increase in the numbers of global travellers expanding the network of flight destination due to the expected liberalisation of skies in Asia and the African continent Threats unstable global fuel price, -increased terrorism scares, government subsidy for competitors -dominance of a few big players due to merger. Strengths -Easy access to finance -excellent customer services -low operational cost Highly skilled workforce SO Strategy that use strength to maximize opportunity: Strategy 1 Market Development ST Strategy that use strength to minimize threats. Strategy 3- Related Diversification (Horizontal Integration) Weakness -weak brand identity -Few flight destination offering WO Strategy that minimize weakness by taking advantage of opportunity Strategy 4- Product Development WT Strategy that minimize and avoid threat Strategy 5 Consolidation Table 4 Ansoff Matrix Existing Product New Product Existing Market -Market Penetration -Consolidation -Product Development New Market -Market Development -Diversification Source: Johnson et al (2009:174) REFERENCES Abioye, O. Ezeobi, O (2008) YarAdua, governors pledge support for Arik [Online] Available from: http://www.punchng.com/Articl.aspx?theartic=Art2008120422503246 [Accessed; 2nd April, 2010] Attitude travel (2010) African low cost no frills airlines [Online] Available from: http://www.attitudetravel.com/lowcostairlines/africa/ [Accessed: 23rd March, 2010] Bailey, E. (1986) Price and Productivity Change following Deregulation: the US experience. The Economic Journal 96(381),1-17 Banfield, P; Kay, R. (2008) Introduction to human resource management. Oxford, Oxford University Press. Bijan, V; Kenneth, F (2005) A total factor productivity based structure for tactical cluster assessment: Empirical Investigation in the airline industry. Journal of Air Transportation. 10(1), 3-19 Carter, N (2010) United Kingdom: Immigration Law Update [Online] Available from: http://www.mondaq.com/article.asp?articleid=92474 [Accessed: 12th March, 2010] Clark, P (2010) Investors in BA focus on open skies talks [Online] Available from: http://www.ft.com/cms/s/883d3e28-19ac-11df-af3e-00144feab49a,Authorised=false.html?_i_location=http%3A%2F%2Fwww.ft.com%2Fcms%2Fs%2F0%2F883d3e28-19ac-11df-af3e-00144feab49a.html_i_referer=http%3A%2F%2Fsearch.ft.com%2Fsearch%3FqueryText%3Dlibralisation%2Bof%2Bskies%26ftsearchType%3Dtype_news [Accessed: 13th March 2010] Deirdre, M (2005) Working Time Laws : a Global Perspective : Findings from the ILOs Conditions of Work and Employment Database. Geneva, International Labour Office Bureau International du Travail. Eberl , N. (2010) world travel trends spell opportunity for 2010. [Online] Available from: http://www.bizcommunity.com/Article/196/147/42144.html [Accessed: 14th March, 2010] Eze, C (2010) Arik air announces management team restructuring [online] Available from: http://www.thisdayonline.com/nview.php?id=168400 [Accessed: 12th March, 2010] Financial times (2010) Global airline losses [online] Available from: http://www.ft.com/cms/s/118a1a5e-2d1f-11df-8025-00144feabdc0,Authorised=false.html?_i_location=http%3A%2F%2Fwww.ft.com%2Fcms%2Fs%2F3%2F118a1a5e-2d1f-11df-8025-00144feabdc0.html_i_referer=http%3A%2F%2Fsearch.ft.com%2Fsearch%3FqueryText%3Dlibralisation%2Bof%2Bskies%26ftsearchType%3Dtype_news [Accessed: 13th March, 2010] Givoni, M. (2009) Book review: Mobility by John Urry. Transport Reviews, 29(1), 143-144 Harris, H.; Brewster, C.; Sparrow, P. (2003) International Human Resource Management, London, Chartered Institute of Personnel and Development. IATA (2010) Jet price Monitor [Online] Available from: http://www.iata.org/whatwedo/economics/fuel_monitor/index.htm [Accessed: 13th March 2010] Johnson, G; Scholes, K; Whittington, R (2009) Fundamentals of Strategy. Essex, Pearson Education Limited. Karp, A (2010) LaHood: White House has an interest in funding NextGen aircraft equipment, [Online] Available from: http://atwonline.com/news/story.html?storyID=19647 [Accessed 14th March 2010] Khanna, T (2010a) Internal Analysis: the VRIO framework. [Lecture] University of Greenwich, 15th February. Khanna, T (2010b) Managing Strategy. [lecture] University of Greenwich, 8th March. Khanna, T (2010c) Corporate level stra

Feminism is for Everybody :: Free Essays Online

Feminism is for Everybody The following paragraphs are an excerpt from a paper written about the political and social theories of bell hooks. These sections focus specifically on her newest book, Feminism is for Everybody. Throughout her works, hooks maintains a firm belief in the accessibility of the theory she seeks to situate within society. To that end, hooks’ latest work, Feminism is for Everybody, is an accessible book that outlines the basic tenants of a radical feminist theory. More inclusive than many of her other works, this book attempts to address an audience that is completely unfamiliar with feminist thought. In the introduction, hooks discusses the rampant misconceptions surrounding the movement. In her encounters with people on a daily basis, she finds that: â€Å"When I ask these same folks about the feminist books or magazines they read, when I ask them about the feminist talks they have heard, about the feminist activists they know, they respond by letting me know that everything they know about feminism has come into their lives thirdhand [sic], that they really have not come close enough to the feminist movement to know what really happens, what it’s really about. Mostly they think feminism is a bunch of angry women who want to be like men. (vii). It is these misconceptions that hooks feels must be corrected. Only in this way will the everyday relevance of feminism become clear. Hooks goes on to explain that this book is an effort to answer the question â€Å"what is feminism† in a clear, concise way that is not reductive to her readers (viii). She stressed the failure of the feminist movement to produce a multitude of works that are accessible and useful in many arenas. Many of the chapters in Feminism is for Everybody recapitulate and simplify the arguments put forth in Feminist Theory: From Margin to Center. Hooks attempts to diffuse common myths surrounding the feminist movement, and to that end, she suggests ways the movement may become all-inclusive. In the section entitled â€Å"Feminist Masculinity† hooks discusses the dichotomy perpetuated by Second Wave feminists who sought to classify the male as the â€Å"enemy†. The polarization of men as the â€Å"oppressor† and woman as the â€Å"oppressed† propelled the women’s movement initially, but it was not long before women were able to step back and realize that the system itself was flawed (68).

Statement of Philosophy and Goals Essay -- Philosophy of Education Tea

Statement of Philosophy and Goals As a child playing school with the neighborhood children, I had always dreamed of becoming a teacher. Since the first day of kindergarten, watching the teacher teach us how to do basic things like counting, writing, and reading is what interested me in teaching. Throughout my elementary and secondary education I became even more interested in the teaching field. I thought that being a teacher would be the best thing in the world because a teacher has an immense amount of knowledge. Now I am in college where I am currently studying to be a secondary mathematics teacher. There are several reasons why I want to become a teacher, but the two most important reasons are to make a difference and to enrich the learning process. Everyone has to have some reason of why he or she decides to pursue his or her particular career choice. I want to become a teacher so that I can make a difference in a young person’s life. My high school calculus teacher, who was also my role model, made a difference in my life. It was her class that made me decide that I wanted to become a secondary mathematics teacher. I had a first hand experience at what it is like being a teacher during my senior year of high school by being my calculus teacher’s teacher assistant. While being her teacher assistant I experienced several things that a teacher does on a daily basis: making copies, grading papers, constructing lesson plans, and teaching/ tutoring students. I hope that when I become a teacher that I will be capable of inspiring a young person, just the same as my high school calculus teacher did for me. Another important reason why I want to become a teacher is that a teacher is constantly learning new things... ...e level I would like to teach is at the high school level. While pursuing my career as a teacher I plan on continuing my education by going on to graduate school. I am currently enrolled in college to learn how to become a teacher. A teacher must learn a variety of teaching methods and how to manage a classroom. There are six philosophies of education, and I agree with certain arguments in each one, but the three that are most important to me are essentialism, progressivism, and behaviorism. The most important of the three is essentialism; the back-to-basics approach which was enforced after the launching of Sputnik. My goals as a teacher are to make a difference and to become a role model. A teacher is continuously learning new things, and I plan on continuing my education. By going to college I am fulfilling my childhood dream of becoming a teacher.

What Is Calculus :: essays research papers

What is Calculus? A definition found of calculus in a dictionary was this; a method of computation or calculation in a special notation (as of logic or symbolic logic). The historical perspective of calculus is that people had a problem in finding areas and finding tangent lines. The thing that was discovered to figure these problems out was calculus. Some influential people in the development of calculus were Isaac Newton (1642-1727), and Gottfried Wilhelm Leibniz (1646-1716). Isaac Newton is considered on of the most influential men in the development of calculus. Newton at first kept all his discoveries to himself. He feared that people would not accept his work and disagree with them. He wrote one of the most important scientific books of all time, Philosophiae Naturalis Principia Mathematica. It took the work of another man to finally convince him to publish his work on calculus, Gottfried Wilhelm Leibniz. Leibniz is another influential man in the history of calculus. He taught himself mathematic s. Leibniz accomplished what Newton did, but was not recognized for his work as much as Newton was.   Ã‚  Ã‚  Ã‚  Ã‚  Calculus is important in my major of Biomedical engineering because there are many machines that are made possible for humans benefit. MRI (magnetic resonance imaging) is made possible for looking at internal tissues of the human body. Another example would be controlling chaotic behavior in the human heart. I think that calculus will be very helpful in my major, so it is important for me to understand it as best as I can.   Ã‚  Ã‚  Ã‚  Ã‚  I think that the class is going at a fast pace. I have to study a lot to keep up. It seems that lately I understand it, but on the last exam I made stupid mistakes. I need to get more practice done. I like the way you make us read the up coming sections. I get a better feel of what is being covered in class.   Ã‚  Ã‚  Ã‚  Ã‚  I find limits to be interesting to me. I sort of understood them, but I still have some problems in grasping the idea.