Patterns of Similarity in English and Spanish Vocabulary

Patterns of Similarity in English and Spanish Vocabulary One key to expanding your Spanish vocabulary quickly, especially when youre new to the language, is learning to recognize the word patterns seen in many English-Spanish cognates. In a sense, English and Spanish are cousins, as they have a common ancestor, known as Indo-European. And sometimes, English and Spanish can seem even closer than cousins, because English has adopted many words from French, a sister language to Spanish. As you learn the following word patterns, remember that in some cases the meanings of the words have changed over the centuries. Sometimes the English and Spanish meanings can overlap; for example, while a discusià ³n in Spanish can refer to a discussion, it often refers to an argument. But an argumento in Spanish can refer to the plot of the story. Words that are alike or similar in the two languages but have different meanings are known as false friends. As you learn Spanish, here are some of the more common patterns of similarity youll come across: Similarities in Word Endings nation, nacià ³nstation, estacià ³nfraction, fraccià ³nperforaction, perforacià ³npublication, publicacià ³n Words that end in -ty in English often end in -dad in Spanish: fidelity, fidelidadfelicity, felicidadfaculty, facultadliberty, libertadauthority, autoridad Names of occupations that end in -ist in English sometimes have a Spanish equivalent ending in -ista (although other endings also are used): dentist, dentistaartist, artistaorthopedist, ortopedistaphlebotomist, flebotomista Names of fields of study that end in -ology often have a Spanish cognate ending in -ologà ­a: geology, geologà ­aecology, ecologà ­aarchaeology, arqueologà ­a Adjectives that end in -ous may have a Spanish equivalent ending in -oso: famous, famosonervous, nerviosofibrous, fibrosoprecious, precioso Words ending in -cy often have an equivalent ending in -cia: democracy, democraciaredundancy, redundanciaclemency, clemencia English words ending in -ism often have an equivalent ending in -ismo: communism, comunismocapitalism, capitalismoatheism, ateà ­smohedonism, hedonismosolecism, solecismo English words ending in -ture often have an equivalent ending in -tura. caricature, caricaturaaperture, aperturaculture, culturarupture, ruptura English words ending in -is often have Spanish equivalents with the same ending. symbiosis, simbiosispelvis, pelviscrisis, crisis Similarities in Word Beginnings Nearly all the common prefixes are the same or similar in the two languages. Prefixes used in the following words make far from a complete list: antipathy, antipatà ­aautonomy, autonomà ­abilingual, bilingà ¼eexportation, exportacià ³ncounterattack, contraataquecontend, contenderdisobedience, desobedienciahomosexual, homosexualparamedic, paramà ©dicopolygamy, poligamiaprefix, prefijopseudoscience, seudoscienciasupermarket, supermercadounilateral, unilateral Some words that begin with an s followed by a consonant in English start with an es in Spanish: stereo, està ©reospecial, especialsnob, esnob Many words ending in ble in English have Spanish equivalents that are identical or very similar: applicable, aplicablecomparable, comparabledivisible, divisiblemalleable, maleableterrible, terrible Some English words that start with a silent letter omit that letter in the Spanish equivalent: psalm, salmoptomaine, tomaà ­napsychology, sicologà ­a Patterns in Spelling Many English words that have a ph in them have an f in the Spanish version: photo, fotometamorphosis, metamorfosisgraph, grfica A few words in English that have a th in them have a Spanish equivalent with a t: empathy, empatà ­atheater, teatrotheory, teorà ­a Some English words that have double letters have a Spanish equivalent without the letter doubled (although words with rr may have an rr equivalent in Spanish, as in correspond, corresponder): difficulty, dificultadessence, esenciacollaborate, colaborarcommon, comà ºn Some English words that have a ch pronounced as k have Spanish equivalents that use a qu or a c, depending on the letter that follows: architecture, arquitecturachemical, quà ­micocharisma, carismaecho, ecotechnology, tecnologà ­achaos, caos Other Word Patterns Adverbs that end in -ly in English sometimes have a Spanish equivalent ending in -mente: rapidly, rpidamenteprofusely, profusamenteprudently, prudentemente Final Advice Despite the numerous similarities between English and Spanish, youre probably best off to avoid coining Spanish words - not all words work in the above way, and you may find yourself in an embarrassing situation. Youre a bit safer following these patterns in reverse, however (because youll know if the resulting English word doesnt make sense), and using these patterns as a reminder. As you learn Spanish, youll also come across numerous other word patterns, some of them more subtle than those above.

Quagga Facts and Figures

Quagga Facts and Figures Name: Quagga (pronounced KWAH-gah, after its distinctive call); also known as Equus quagga quagga Habitat: Plains of South Africa Historical Period: Late Pleistocene-Modern (300,000-150 years ago) Size and Weight: About four feet high and 500 pounds Diet: Grass Distinguishing Characteristics: Stripes on head and neck; modest size; brown posterior About the Quagga Of all the animals that have gone extinct over the past 500 million years, the Quagga has the distinction of being the first to have had its DNA analyzed, in 1984. Modern science quickly dissipated 200 years of confusion: when it was first described by South African naturalists, in 1778, the Quagga was pegged as a species of genus Equus (which comprises horses, zebras, and donkeys). However, its DNA, extracted from the hide of a preserved specimen, showed that the Quagga was actually a sub-species of the classic Plains Zebra, which diverged from the parent stock in Africa anywhere between 300,000 and 100,000 years ago, during the later Pleistocene epoch. (This shouldnt have come as a surprise, considering the zebra-like stripes that covered the Quaggas head and neck.) Unfortunately, the Quagga was no match for the Boer settlers of South Africa, who prized this zebra offshoot for its meat and its coat (and hunted it just for sport as well). Those Quaggas that werent shot and skinned were humiliated in other ways; some were used, more or less successfully, to herd sheep, and some were exported for display in foreign zoos (one well-known and much-photographed individual lived in the London Zoo in the mid-19th century). A few Quaggas even wound up pulling carts full of tourists in early 19th century England, which much have quite been an adventure considering the Quaggas mean, skittish disposition (even today, zebras are not known for their gentle natures, which helps to explain why they were never domesticated like modern horses.) The last living Quagga, a mare, died in full sight of the world, in an Amsterdam zoo in 1883. However, you may yet have the chance to see a living Quagga- or at least a modern interpretation of a living Quagga- thanks to the controversial scientific program known as de-extinction. In 1987, a South African naturalist hatched a plan to selectively breed back the Quagga from a population of plains zebras, specifically aiming to reproduce the Quaggas distinctive stripe pattern. Whether or not the resulting animals count as genuine Quaggas, or are technically only zebras that look superficially like Quaggas, will likely not matter to the tourists that (in a few years) will be able to glimpse these majestic beasts on the Western Cape.

Poverty and Discrimination Research Paper Example | Topics and Well Written Essays - 2500 words

Poverty and Discrimination - Research Paper Example Poverty is not a disease, rather a condition which can be overcome if proper steps are taken by the policy makers of a country. Furthermore, it’s not only even up to the policy makers alone to alienate poverty, it needs the contribution from people of all walks of society including technocrats, rich and the poor alike. People often argue that poverty isn’t really a problem as such and that the poor are poor as they don’t do much effort to get out of the vicious chain of poverty. Just mentioning a few facts and figures at this stage would give an idea of how widespread this cancer actually is. According to a research carried out by an agency of the United Nations, about three million people (or almost half the population of the entire world) thrive on less than $2.50 a day. According to yet another research, if the wealth of seven of the world’s richest men is combined, it would be much greater than the overall gross domestic product or GDP or 41 of the world’s most indebted and poor countries. Just to give a rough estimate, the population of these 41 countries combined stands at around five hundred and sixty seven million people (National Bureau of Economic Research & National Bureau of Economic Research, 2000). Yet another research goes on to say that there are almost a billion people in the current century who are so poor and illiterate, that they’re even unable to cast their signatures or read a book. Poverty is one of the most major economic issues of the current times since it involves so many people. A solution needs to be discovered not only to manage this problem in the short term, but to eventually alienate it in the longer term. Addressing the issue of poverty would mean a lot more people would gain employment, they would be able to live a healthy life style, be able to finance their own day to day expenses, be able to achieve their basic necessities and finally be

Unemployment after graduation Essay Example | Topics and Well Written Essays - 1000 words

Unemployment after graduation - Essay Example In the American workforce, for example, millennial are less than 30%. The remaining 70% attended college in the 1970s and 1980s. This workforce educated in the 1970s is responsible for making decisions whether one can join their business based on their conservative and primitive ideas of what the ideal candidate should have. Before reaching the interview phase, someone screens out tons of resumes that a company receives. If one’s resume does not have the perfect majors, one never comes to know them in person but hopes to be the best match for the job. Lots of recruitment are not done by HR professionals but are carried out by technical managers who seek for individual with similar career and academic backgrounds as them. University and college education is more of innovation, which many managers fail to capture (Medien n.d.). Graduates who were leaving college and university found it hard to get jobs in 2011 more than students finishing A-level courses. This observation was made while youth unemployment reached its highest level since the 1980s. About one in 10 students is unemployed six months after graduation. Approximately 9% of those who finish full-time degrees are out of work. In 2011-2012, out of more than 230,000 graduates, 72% were working, 15 % were studying while 9% were unemployed (Sharma 2014). When unemployed graduates seek work for six or more months is considered as the worst form of joblessness. The consequences of long periods of joblessness are significant. The graduates face personal, financial, and health care hardships. An analysis of long-term unemployment for the period running from 2000 to 2003 reveals that people without employment for six or months has increased at a high rate of 198.2%. Job seekers with college degrees have hard times getting employment and their long term unemployment rises by 299.4%. In an effort to the jobless recovery, job creation

Biovail Case Essay Example for Free

Biovail Case Essay In the case when ownership changes hands upon receipt of the product at the distributors facility (FOB destination), the second condition for revenue recognition under SAB101 has not been met. In this case the company would not recognize revenue because delivery did not occur. Part 3: The shipment left Biovail on September 30, 2003, which is in the 3rd quarter. Under FOB shipping point guidelines it would be correct to recognize revenue for the shipment in the Q3 report. Assuming revenue associated with this shipment was included in Q3 earnings as originally stated, no further impact. Under the FOB destination guidelines it would be incorrect to recognize revenue. In that scenario the truck does not reach it’s destination in the 3rd quarter and thus no shipment is made and revenue should not be recorded. Assuming that this shipment would take longer than 1 day to reach the distributor, based on the fact that it is in Chicago on 10/1, this shipment shouldn’t have been planned as revenue in quarter three anyway. The accident will have an impact on Q4 revenue. Part 4: Biovail’s treatment of analysts who cover their stock is concerning. It is still unclear whether Treppel was correct or too harsh, but Biovail’s fierce retaliation against Treppel highlights their willingness to go to great lengths to suppress any negative analyst reports. This combined with, the lack of clarity around their accounting practices and conflicting arguments from their distributor lends us to question their integrity. This would create a difficult environment for an analyst to create a unbiased report and significantly discourages us to be an analyst covering this company.

Freedom of Speech in Cyberspace -- Internet Web Cyberspace Essays

Freedom of Speech in Cyberspace Since the public has logged onto the internet there has been vast amounts of information available. Since the 1990s more and more countries have entered into the information age. Due to the lack of freedom of speech in several countries, censorship has now taken on a prevalent role in the suppression of information. Many countries view a great deal of information as a threat if put into the wrong hands and as a consequence attempt to reduce its availability. However, unlike many of its other counterparts, the United States takes a very liberal stance towards the access if information on the Internet, which is protected by the First Amendament. In contrast to this philosophy, the Saudi Arabian government, in an act to suppress and censor the prevalence of the information on the internet, has established laws and regulations that prohibit public access to the internet for religious and social reasons. The United States has had internet access for over a decade now and information and usage has flourished. The technology development over the last five years has promoted internet access across the country with internet access in homes and businesses increasing exponentially. With any ISP a person decides to use there is no censorship or filtration system which limits their access to any part of the internet. ISPs and multiple companies’ offer software which helps restrict children’s access to pornographic sites or sites that parents deem harmful to their children, but the companies to explicitly filter the content that is received at a personal computer. There have been laws that have been revoked by the Supreme Court or regional courts which have tried to regulate or filter Internet access[i... ...4/22/2004) [iv] McCarthy, Martha. (2003). Internet Censorship: United States v. American Library Association. (4/22/2004) [v] Committee to Protect Journalists. (2003) Attacks on the Press 2003: Mideast (4/22/2004) [vi] Human Rights Watch. (1999) The Internet In the Mideast And North Africa – Country Profiles-Saudi Arabia (4/22/2004) [vii] Zittrain, Jonathan and Edelman, Benjamin. (2002) . Documentation of Internet Filtering in Saudi Arabia. (4/22/2004) [viii] Human Rights Watch. (1999) The Internet In the Mideast And North Africa – Country Profiles-Saudi Arabia (4/22/2004) [ix] Committee to Protect Journalists. (2003) Attacks on the Press 2003: Mideast (4/22/2004) [x] Committee to Protect Journalists. (2003) Attacks on the Press 2003: Mideast (4/22/2004) [xi] Jehl, Douglas. (1999). The Internet’s ‘Open Sesame’ Is Answered Warily. (4/22/2004)

Compare Darwin’s Theory of Evolution to Lamarck’s Essay

There have been many theories explaining evolution. Two of the most well known of these are the Lamarckian theory, which was mostly believed before the Darwinian theory, which is the theory which is believed to have the highest probability of it being the case. In Lamarck’s theory of evolution, he stated that an organism was able to pass on required traits to their offspring. This theory is commonly shown through the giraffe’s evolution to having longer legs and a longer neck. According to Lamarck’s theory, during a bad season when all the vegetation in lower areas (easily reachable by the giraffe with the shorter neck and legs) had gone, the giraffes were forced to stretch their necks, to reach for food on a higher level. These giraffes would then have longer necks and would pass this trait of having a longer neck to their offspring. Lamarck’s theory then states that over time, each generation will pass on their traits of having a longer neck than the previous generation, accounting for the evolution of the giraffe from being an animal with a shorter neck and legs, to one seen today with its long neck and legs. Darwin’s theory relied on a process of natural selection. In his theory, at the start there would have been many giraffes of varying heights, which would be so due to the variations in organisms through the process of sexual reproduction. Darwin stated that all life competes in a struggle to exist. Therefore, during a dry season when there is not as much nutrition available on lower levels for the shorter giraffes, the giraffe’s that are more likely to survive are the ones with the longer necks and legs. The giraffes with the shorter necks and legs would die, disabling them to pass on their genes for the shorter legs and necks, resulting in a new generation of longer necked and legged giraffes. These theories can also be shown using other animals such as the horse. The ancestors of horse were once much smaller than the modern day horse. They had four toes on the front legs and three on the back. These toes were padded so they allowed the horse to easily move through wet ground. As the horse moved out of the forest and swamp areas to the plains its head, neck and legs became longer, allowing faster movement and it adjusted to standing  on only one toe. Lamarck would have said that this change was from the horse changing its traits to match its environment. The horse would have had to struggle to run faster to escape from predators when out in the open, and therefore developed a stronger, body to cope with the need for speed. Darwin’s theory would of course differ to this, saying that the horses that survived were the ones, which were able to run faster. These would have been the horses with the longer legs, and so the genes for the horses with the longer legs would be passed on to the next generations. These theories have been widely believed to be the explanation for the varying species of animals on the earth. It is well known now that the Lamarckian theory is not possible, and therefore the Darwinian theory is the explanation that is believed to be the means of evolution. This, however has not yet been proven, however the probability is very great.

Comparative study between Blade Runner & Frankenstein Essay

Victor’s attitude is reactionary and domineering as he ostracises the Creature and employs diabolic epithets towards him such as ‘daemon’, completely disregarding the value of responsibility prevalent in Shelley’s era the perpetual darkness enveloping the ambient world echoes the ecological concerns of deforestation and global warming of the 1980s and thereby Blade Runner parallels Frankenstien insofar as both Shelley and Scott admonishes the disregard for nature as a reflection of shifting values toward artificial compromise. Pathetic fallacy of ‘the dreary glaciers are my refuge’ mimics the Creature’s isolation to convey the inherent role of nature in Shelley’s Romantic context as weather supplements his emotions. gothic conventions of heightened emotions are embodied with the Creature’s exaltation anthropomorphised nature ‘My spirits were elevated by the changing appearance of nature’, which values the subli me’s ability to inspire spiritual renewal. Intertextual ‘Immortal Game’ where Roy outplays Tyrell, symbolic of Tyrell’s eventual demise as a ramification for usurping God’s omnipotence. rapid technological progression of the 1980s forward, to represent a society where empathy has been replaced by pervasive commoditization. Scott incorporates the idea of people as commodities suggested by Roy labelled as a ‘prize’ embodies a cautionary message through a foreboding biblical reference to Lucifer, â€Å"you seek knowledge†¦may be a serpent to sting you’ to reinforce the irony of Victor’s prolonged toil of pursuing more knowledge with little benefit. Hence, Victor’s unchecked scientific investigation is depicted as ultimately self-destructive and to that end, Shelley induces us to appreciate the need for moderation by exposing the complications of intellectual extremism. ‘I ought to be thy Adam, but I am rather the fallen angel’ Here, the Creature’s rational lexis is juxtaposed with Victor’s insect imagery â€Å"Begone! Vile insect†, whereby the Creature’s developed sense of morality in comparison to Victor’s tyrannical behaviour reflects Shelley’s concerns of morally deficient humans and by extension; Shelley berates the use of oppression as a means of governance.

Smoke-Free Policy Essays

Smoke-Free Policy Essays Smoke-Free Policy Essay Smoke-Free Policy Essay Smoke-Free Policy BY allowancing The Final Report Smoke-Free Policy Purpose of the Survey and the Survey Basics The main research purpose of the survey Smoke-Free Policy was to measure the effectiveness of the smoke-free policy among the students which recently went into effect at Branch College. The questionnaire which our project team designed and administered contained twelve questions including two demographic questions about the gender and the age range of the participants. We wanted to conduct the survey which will contain clear, balanced and well-structured questions and matched espouse categories to have a better response and coverage rate on the issues of smoke-free policy on the campus. The survey was conducted by Danville Tumults, Loan Chattanooga, Marc Farewell, Army Vasquez, and Abdul Sharon. We used the Qualities System of Branch College to create and administer the survey, and the link to the survey questions have been sent over the email to the fellow classmates in PAP 3105 course. The students were allowed one week to answer the questionnaire and submit their responses. The email invitation to participate in the survey was sent on Monday May April 15, 2013, and we closed the survey in a week on Monday, April 22, 2013. Questions asked why selected? Problems with questions The construction of the questionnaire is a very important part of the survey. This is why it is required to keep the research purpose and goals in mind at each step and also determine in advance which topics must be covered, what specific questions must be asked and in which order the questions will be maintained. From the very beginning, our project team defined the issue and the purpose of the survey to measure the effectiveness of the smoke-free policy among the students which gently went into effect at Branch College. In order to get satisfying response and coverage rates, a great amount of time has been devoted to the questions which would be asked, on the pretest and revision of the questionnaire. We also focused on the complete wording of questions and a balanced set of answer choices. To keep the conversational flow and build trust with respondents, it has been determined to start first with general questions before specific ones, open-ended questions before close- ended, and also keep in mind that it is crucial to construct the questions in the allowing order awareness, opinion, behavior, and demographics. We also paid close attention to the response categories to make sure they are balanced, not exhausting, and clear enough to the respondents and matched to the question asked, and are also likely to produce variability. The questionnaire contained 12 questions in total including 2 demographic questions. As an example, the first question reflected the awareness mode of the questions order. It helped our team measure how concerned students are with the effects of cigarette smoke on their health. It has men revealed that 47% of the respondents were very concerned whereas 21% were not concerned at all. The second and third questions reflected the opinion of the respondents, such as, for example, the second question showed that 68% of students think that the number of smokers has not been decreased since the smoke free policy went into effect, and the third question also showed that 42% are still unsure auto ten JODI wanly ten security department does at mentoring ten smoke Tree policy on the campus of Branch College. And we also included two demographic questions t the end of the questionnaire to find out about the gender and age range of the respondents. We managed to be very specific and asked two separate questions in order to get precise information. It has been revealed that there were 47% of male respondents and 53% of female respondents. And as for the age category, 53% of the respondents fell under 18-21 age category, 32% under 22-26 age category and under 27-34 age category respectively. However, one of the problems we encountered while conducting the survey was related to the questions for smokers only. As an example, one of the questions revealed that there were only 9 smokers, and out of them only 22% continued to smoke where it was still disallowed, whereas 78% did not do so. Another question which has also been designed for smokers only showed that there were 16 smokers, and out of them 19% believed that the smoke- free campus policy made it harder for them to get to class on time while 81% responded it was not hard. Perhaps the reason is that either some of the smokers decided to skip the question for the smokers only, or the question itself was not important to their personal understanding of the problem. Another problem was that 4 students still did not submit their answers even after the follow-up email has been sent to remind them about the survey completion and the deadline. Data Collection Mode: Advantages and Disadvantages It is very important to design and implement the data collection mode. In order to conduct the survey Smoke-Free Policy, our team decided to use the Qualities System of Branch College to create and administer the survey. The first step we took was the creation of the survey through Quick Survey Builder which allowed us to create each question in the appropriate order as well as the response categories to cake sure they were clear, balanced and matched to the asked questions. Then our team took the next step the distribution of the survey. We uploaded the list of the respondents email addresses and their full names who we were interested in reaching out to through our survey link. The target of our interest was the students, and we kindly asked our fellow students in our Public Affairs 3105 class to complete the survey. We sent an email invitation to complete the survey online on Monday April 15, 2013. Students had one week from that day to complete the survey until it as closed on Monday April 22, 2013. Out of 23 respondents, we received a response from 19 students who answered all the questions. Through View Results tab the system allowed us to create the final report of the answers given to the questions we provided including the response rate to each question, the percentage rate and even the graph for our convenience. We could also compute the crossbars for each question using the variables age and gender we were interested in to evaluate the results properly. In terms of the advantages, this mode of data collection did not cost us any money, ND it was a very fast and easy way to collect the information, also view the responses and percentage rates and create cross-tabulations by the variables. Advanced options of the online Qualities System allowed us to modify the questions and create some colorful backgrounds and visuals to seem more eye-catchy to the respondents what also could increase the response and coverage rate. Another advantage of this data collection Moe Is ten accuracy. Since ten participants entered tenet responses directly into the Qualities System, the margin of error could be smaller. It was also say and convenient for the respondents to use this kind of the survey as they could pick the time which suited them best, and of course the time required to complete the survey was much shorter. To sum up, this survey mode is certainly less time consuming, allows flexibility, lower costs, faster results and easy construction and administration. However, some of the disadvantages are related to the coverage and sampling problems, respondent availability, and lower response rates. It has been noticed that the level of cooperation is much weaker since there is no interviewer to sky questions directly and build trust and understanding among the participants. This, in turn, could slightly affect the reliability of data. This mode of data collection can also have some technical issues and problems which could affect the results of the questionnaire as well as the final report to review the given answers. As an example, one of the technical problems could be the browser freeze, error messages, or the questionnaire can be completed by same person several times. All these problems may prevent the participants from providing the responses to the questionnaire. Sampling/Selection: Advantages and limitations. Suggestions for the future The survey sample consisted of all the fellow students in the PAP 3105 class and also the professor. 23 surveys have been sent out, and we collected the responses from 19 participants. Since we had the email address of every student in the class, it allowed us to conduct this survey as a census. One of the advantages of taking a census is that with such a small population we would need to take a survey of everyone in the population in order to get significant results. We had almost minimal limitations as we had a target group, the email address of every participant n this group and we also received the responses from almost every student who participated in the survey. However, we encountered one problem. 4 students still did not submit their answers even after the follow-up email has been sent to remind them about the survey completion and the deadline. Therefore, our census might not be representative of the entire group opinion. The results represent the opinion of the students in the class but it is unlikely we could apply their responses for a larger population such as Branch College undergraduates. As for the suggestion for the true, we could recommend to reach out to more potential participants in order to be able to generalize the results too larger population. Coverage: Who was included ? Who was excluded? Did anyone have a better/worse chance of being included ? Why [why not? The survey Smoke-free policy was targeted to the whole class of PAP 3105. It was a census of the whole class so everyone had an equally likely chance of being selected. No one had either a greater or a less chance of being included . Our project team excluded all the faculty members and students who were not in this class. Response and Non-response: Who and how many answered/did not answer the survey? Were any items skipped? Implications? As it has been mentioned above, the survey questionnaire was sent to 23 participants in the class. However, out of 23 surveys which have been sent out, we received the responses from only 19 respondents who answered all the questions. Almost all questions were answered, except of those ones which we designed specifically for the smokers such as the question #4: Does the smoke free campus policy make it harder for you to get to class on tile-e Ana ten quest # Do you continue to smoke winner It Is disallowed? This is where we encountered the problem. As an example, one of the questions revealed that there were only 9 smokers, and out of them only 22% continued to smoke where it was still disallowed, whereas 78% did not do so. Another question which has also been designed for smokers only showed that there were 16 smokers, and out of them 19% believed that the smoke-free campus policy made it harder for them to get to class on time while 81% responded it was not hard. This created a certain degree of inaccuracy as the number of smokers did not match. Perhaps the reason is that either some of the smokers decided to skip the question for the smokers only, or the question itself was not important to their personal understanding of the problem. Analysis: How was the data analyzed? This step was crucial in the process of conducting the survey as it provided our project team with the results of the questionnaire which was distributed to the students in the class. The Qualities System of Branch College allowed us to process the data we collected, analyze and sort out the data using the demographic questions gender and age range. Some of the questions were designed specifically for the smokers or non-smokers but mostly all of the questions were open to every participant in the class. We created cross tabulations of our survey based on the variables of age and gender to find out about existing patterns among male and female respondents of a certain age range. We found out that there was no consistent pattern relating to each age strut or gender what could be considered as a characteristic or a feature for a specific group of students who participated in the survey after we selected which question would be in the banner (in our case age and ender variables), and which question the stub. Findings: Frequencies and crossbars I covered the following issue questions, and therefore, my findings have been based on the information/responses we collected from the participants in the class. 1 . Question #3 How does security do at enforcing the smoke free policy? (N=19) As we can notice from this table, 5% of the respondents believe that the security department does an excellent Job at enforcing the smoke free policy; 21% think it is just good; 42% are still unsure; 26% believe it is bad; and 5% think it is terrible. Question #6 Do you believe you are still exposed to second-hand smoke on campus since the smoke free policy has gone into effect? (N=19) As we can notice from this table, 58% of the respondents think that they are still exposed to second-hand smoke on campus since the smoke-free policy has gone into effect; 32% said no; and 11% are still unsure about this issue. It was also very important to create the cross tabulations for these issue questions by the variables I selected gender Ana age range. I compared ten approval responses Tort total as well by gender and by age. I also compute the percentage rates, and it was quite interesting to see the difference in the responses when applied to specific age or gender categories. Crossbar by 2 variables: gender and age How does security do at enforcing the smoke free policy? (N=19) Crossbar by 2 variables: gender and age Do you believe you are still exposed to second-hand smoke on campus since the smoke free policy has gone into As an example, 58% of the respondents believe that they are still exposed to the second-hand smoke on campus since the smoke-free policy has gone into effect. If we kook at this problem through the findings of the crossbar, we may notice that out of 58% of the respondents who said yes, 8 participants were female (80%) and only 3 participants were male (33%). However, out of 32% (6 respondents) who believe they are no longer exposed to the second-hand smoke on campus, only 2 students were female (2%) and 4 male (44%). It was also quite interesting to observe under what age category the respondents fell. As an example, out of 11 respondents who answered yes to this question, 7 students fell under the age category 18-21; 3 dents 22-26 age category; and 1 student 27-34 age category. Summary All in all, it was very interesting to conduct and administer the survey about the smoke-free policy on the campus of Branch College. The findings of the survey which we obtained from the students helped us measure the effectiveness of the policy which has gone into effect recently and also what students think about this policy in general. As we encountered one problem 4 students did not submit their answers even after the follow-up email has been sent to remind them about the survey implosion deadline, we can conclude that our census might not be representative of the entire group opinion. The results represent the opinion of the students in the class but it is unlikely we could apply their responses for a larger population such as Branch College undergraduates. Perhaps we could recommend reaching out to more potential participants in order to be able to generalize the results to a larger population. The results we obtained were also informative and interesting, and the Qualities System of Branch College allowed us to collect and process the data and analyze the findings in a very easy and fast way. We discovered that the majority of students do not smoke in our class and are concerned about the negative effects of smoking on their health. Students believe that the smoke-free policy should include all areas of the campus. They also believe that the security department is helping increase the effectiveness of this new policy on campus of Branch College, and we strongly believe in the nearest future students who smoke will respect the ones who do not, and pay close attention to the signs where smoking is allowed and where it is not.

How to graduate to business - Emphasis

How to graduate to business How to graduate to business Youve spent the past three or four years writing essays and reports, and now youre in your first professional job and ready to start writing for business. But does your degree have you covered? Well, yes and no, writes Cathy Relf. The good news is that because youve developed good analytical and organisational skills, youll be well versed in sorting your ideas into separate sections or chapters, and supporting your arguments with facts, figures and evidence. The bad news is that the style and structure of academic writing varies hugely from the style and structure youll need to adopt for professional business writing. Whereas academic writing tends to be wordy, expansive and, well, a little dull, business writing needs to be lively, straight to the point and immediately engaging. Follow these three steps to shake off the academic shackles and bring out your business voice. 1. Engage your reader immediately The biggest difference between writing for university and writing for work is that, at work, no ones obliged to be interested. Interested though they surely were, your lecturers were paid to read your essays. However verbose the style or tenuous the argument, they had to pay attention to every sentence on every page, right through to the bitter end. In the professional world, no one will do that unless you hook them in at the start and keep them interested. You have to earn and then retain your readers attention at every step. Luckily, theres a radical yet simple change you can make that will instantly improve your ability to engage the reader. At university, you probably laid out all your evidence and information first, and followed them with a conclusion at the end. In business, you generally need to get to the point right at the start youre not discussing the topic, youre offering your expert opinion and backing it up with hard evidence. Heres a simple, four-point formula for grabbing your readers attention and getting straight down to business. a) Outline the context Establish the common ground between you and your reader, in no more than a line or two. b) Describe the trigger Explain why you are writing this now. What is it that has changed or must change? Again, keep this to just a line, two at the maximum. c) Ask a question Raise an action-orientated question, such as How do we prevent this?, How do we prepare for this? or How do we reduce the cost of this? d) Give the answer Answer the question with your recommendation or key finding, giving a complete solution in no more than 25 words. Now you have their attention. Use the rest of your document to explain how and why you have arrived at this recommendation. 2. Take your brain for a pint Remember all those student nights you spent trying to make your words of wisdom heard above the combined noise of a bad DJ, 30 drunken friends and the call of tequila? They werent wasted. The rest of your document should comprise organised sections or chapters that back up the recommendation you made in step 1. Before you start writing each section, imagine you had 30 seconds to tell it to a friend in a noisy pub. Itll help you do the following three things naturally: a) Use everyday words and as few as possible The more directly your reader can understand you, the better. So cross out ameliorate, expeditious, and promulgate and replace them with improve, fast and issue. And do you really need to say in order to, rather than to? Could you cut down in the field of to in? Is eliminate altogether really more effective than just eliminate? Go through your draft and remove any words that arent pulling their weight. The clearer your writing is, the clearer your message. b) Be active, not passive As a general rule, use active verbs, rather than passive. It keeps your writing lively, direct, personal and accountable. Just put the doer at the start of the sentence. So instead of writing it is hoped that the project will be completed in December, write we hope to complete the project in December. c) Prefer verbs to nouns Verbs are more direct than nouns. So when youre editing your work, cut out nominalisations such as achieve cost reductions and undertake the implementation of and replace them with reduce costs and implement or, simply, do. 3. Focus on your formatting Good formatting can make such a difference to the clarity of your document. There are few things as off-putting as pages of block text. Well-formatted text is kinder on the eye, easier to navigate and more memorable. a) Keep it short and simple Dont try to cram too much into your sentences. Break them down so that each sentence deals with just one idea, and link your ideas logically. Its fine to start a sentence with and or but if it helps clarify your message. Similarly, its not unusual to see suffocatingly long paragraphs in academic writing. But in business writing, youll need to be more succinct. Vary the length of your paragraphs, but try not to go beyond five sentences in each. And if you have a particularly important sentence, dont be shy of giving it a paragraph all to itself. b) Use engaging headings and sub-headings Use regular, clear headings and sub-headings to break up the text. Avoid label-style headings, and instead use explicit ones that sum up the section. This helps the reader find sections most appropriate to them, and also makes it easy for them to refer back to relevant sections later. c) Put a bullet in it When youre writing a list of points that can speak for themselves, use bullets or numbers. They will stand out much better than if you cram them all into a paragraph of text, and its easier on the readers eye. d) Would a graph work better? When writing about data, figures and processes, ask yourself whether a graph, pie chart or diagram could communicate the same information more effectively. Keep this checklist handy when youre writing your documents, and soon it will begin to become habit. And if youd like practical training in applying these techniques (and many more), why not get us in to train your team, or book a place on one of our High-impact business writing courses in London?

Multiversity Essay Example | Topics and Well Written Essays - 1250 words - 1

Multiversity - Essay Example ty thus resulted in the incorporation of different communities within a single setting thus; developing holistic individuals with a propensity to interact ad integrate ideas. Clark Kerr in his article the idea of a multiversity investigates the history of the idea and its ramification to the contemporary world and the academic environments. The brainchildren of the idea had a number of specific convenience issue that they sought to address by developing the idea. The historical evolution of higher education through the subsequent introduction of the idea of a multiversity was progressive and a result of several structural and management changes in the governance of the facilities of higher education as the discussion below reveals. Kerr begins his article by investigating the origin of universities as institutions of higher learning. The earliest universities such as Oxford, Bologna, and Edinburg had specific structures that necessitate the management of the single institutions that specialized in single courses offered in single campuses. The administrative structures of the facilities necessitated the management of the facilities as single entities with each university at the time specializing is single disciplines. However, with time and the resultant changes in the social environment, the society became more liberal with the demand for education increasing in the western world among other regions globally. Such leading and prestigious institutions therefore led the change into more liberal and diversified learning institutions thereby permitting the inclusion of more courses and campuses leading to the development of the multiversity concept â€Å" it was clear that by 1930 that universities have changed profoundly and commonly in the direction of social evolution of which they are part† Kerr 3. In this statement, Kerr acknowledges that institutions of higher learning such as universities existed as part of the society and therefore had to represent the social