Autobiographical Comparison :: James Baldwin Philosophy Essays

Autobiographical Comparison While reading through James Baldwin's Autobiographical Notes, I was struck with a sudden flash of inspiration. I already knew that I enjoyed Baldwin's works more than any others we have read in class so far: Rodriguez's writing I found to be dull and victimized; Jacobs's was precisely an explanation of how bad slaves lives were and nothing more; and although Virginia Woolf's writings were not painful to read the overall style left me feeling dreamy and disconcerted (after a while all those semicolons got to me). Baldwin's writing had not only content, but a reflection upon it that I found interesting to read. He offered a fresh perspective, analyzing the social history of America and its causes. It is very interesting to read the sections discussing the concept of fighting poison by using poison, and the section discussing the choice of amputation or gangrene. Rather than throw up his hands in despair and say, "Life's not fair that I must choose between amputation and gangrene," he analyzes the benefits and trade-offs. All this I knew before reading his Autobiographical Notes, but while I read them I was suddenly struck with a very powerful revelation. I realized that I liked his writings because I found in him the same philosophy I have adopted. I immediately wondered if there was a connection between our philosophies and the fact that we were both minorities. I'm curious as to how much of the similarities in our philosophies can be attributed to being minorities, and how many differences can be explained by the fact that we are from two different minorities and those that can be explained by the fact that he wrote and lived generations removed from myself. There are three main similarities between our philosophies that I would like to discuss, although the three are likely closely related. The first is that even bad situations contain their associated good. Baldwin writes that the things which hurt and the things which help cannot be divorced from each other. I am not sure how widely spread this idea is, but I certainly believe it. Since around the time I was in 3rd grade, I have believed that good can not exist without bad. Furthermore, I believe that the sum of one's life that he considers good and that which he considers bad will in the end come out equal.

Positive Effects of Video Game in Learning Process and Real Life

Video game has many positive effects in student’s learning process and it also has benefits in real life. First, when you play a video game, it makes you think and increase your logic. There are many games that have strategic and puzzles genre, which is want us to think to solve the problem in the game, it needs accurate of our mind in order to not lose. It will benefit in real life of students or children if they are faced by a problem, they will use their logic and mind more, and be forced to solve their problem themselves, instead of crying to parents and other people for helps.Second, there are many games which increase your eyes speed and accurate to take a decision in fixed time. Game’s genre like races and other speed game which race with time are used for this. Children who are habitual with those games will also habitual to solve a problem with fixed time and they are habitual under the pressure without being stressed. Game also can increase concentrating of mi nd and sometimes increase our languages vocabularies. There are many games that have word puzzle genre which is benefit to increase our vocabularies, especially if the game has English language.And game that has hidden object genre can be used for increase concentrating of mind. It can be benefits for children or students to concentrate on their lesson like math, and can get new vocabularies in English or any other language lessons. Learning process which is implemented with video games or any other games is usually beloved by children or students. So, I think video games or any other games is not always has bad effects for students. They also have many benefits for children and students in real life.

Sea Imagery in Charles Dickens’s a Tale of Two Cities

Gft. World Lit. -4 22 April 2012 Sea Imagery in Charles Dickens’s A Tale of Two Cities In Charles Dickens’s Book A Tale of Two Cities, he illustrates the French Revolution and its effect on the people. Through the stories of revolutionaries, upper-class, and lower-class citizens he creates a dichotomy between Paris, France, and London, England, to caution England about what will happen if their government continues to run as France’s does. Dickens uses imagery of the sea to warn that a hellacious government leads to an equally hellacious revolt. The focus of Dickens’s book centers on the hellacious government that rules France.Aristocracy and upper-class society work the puppet of the country’s government. Cover to cover, â€Å"The novel actually begins and ends with a description of the nobility’s abuses of the poor. † (Gonzalez-Posse 347). The book’s first words form a dichotomy between the lives of each class. Then in the fin al lines, Sydney Carton remarks on his sacrifice as he awaits the guillotine pressed on him by the wrath of the government. In the book, Darnay battles with his uncle, Monsieur de Marquis, about the unfair treatment from the aristocracy and that because of it â€Å"France in all such things is changed for the worse† (Dickens 127).Darnay’s concern about the manipulation and use of lower classes to socially raise people, like his uncle, heightens as they discuss the treatment, lack of acknowledgment, and to admit their neglect. Dickens uses this to prove the government’s dreadfulness. Most any peasant before 1775 experienced hardships, but without attention it worsens. Government has no disregard during this time as to how they treated their people and most provocatively demonstrate it â€Å"In perhaps the novel’s cruelest scene, soldiers play upon a common taboo and allow an executed man’s blood to run into a village well, knowing that the communit y will be obliterated. (Rosen 94). Darnay continues to press his argument on his uncle about aristocracy’s abuses protesting that â€Å"Even in my father’s time we did a world of wrong, injuring every human creature who came between us and our pleasure whatever it was. † (Dickens 128). Darnay’s disagrees with how people utilize money and status to tyrannize those lower than them to achieve even their smallest goals. On a less violent note, some just refuse to recognize the problem with France’s people. Dickens demonstrates how the aristocracy ives the high life by showing how one â€Å"Monseigneur could swallow a great many things with ease, and was by some few sullen minds supposed to be rather rapidly swallowing France. † (Dickens 109). Upper-class citizens indulging in luxuries pay no mind to the poor around them who made up the great majority of the country. They have money to eat and â€Å"swallow† any food they pleased while oth ers scavenge daily for a possible dinner. Looking back at the history of events leading up to the Revolution, â€Å"There is, no doubt a great deal of truth in this view of the matter,† (Stephen 155).The hellacious government oppresses the people of France. Devastation did not rule France before the cruel wrath of the aristocracy reigned over. In Dickens’s book, he displays a scene of Mr. Lorry when he first meets Lucie Manette and â€Å"a sudden vivid likeness passed before him, of a child whom he had held in his arms on the passage across that very channel on cold time when the hail drifted heavily and the sea ran high. † (29). Lucie lost her family as a baby, her father to the Bastille and her mother to death, so Mr. Lorry takes her away from France to grow in England.Times have not yet reached the peak of pain; the people’s spirits run high with hope. Dickens uses sea imagery throughout the book to demonstrate the intersections between social classes who had believed themselves to live as parallels before. Now things have changed, â€Å"The centuries of aristocratic rule have left France a waste land. † (Rosen 93). Nothing in France lives anymore, death, depression, and oppression have left France desecrated. The French lose all hope as they prepare to storm the Bastille, â€Å"Every living creature there held life as of no account, and was demented with a passionate readiness to sacrifice it. (Dickens 221). No lone soul in the crowd troubles with what might become of them or those around them. The ability to reason a life threatening situation over survival has lost them and the mob prepares to lay their lives down. Oppression consumes the nation and even the corruption of friendship befalls them. Successful lawyer Mr. Stryver differs very much from his assistant and friend Sydney Carton in Dickens’s book. Stryver treats Carton as below him and conveys himself as, â€Å"dragging his useful friend in his wake, li ke a boat towed astern. (Dickens 211). Stryver uses Carton to accomplish his drive to excel socially, pulling Carton through the rough waves of upset that he creates. As a whole, the people of France find joy in watching the brutal executions of others hoping that it will satisfy the aristocracy’s thirst for blood. Oppression drives them to the point where trials rush and every sentence reaps death. In the event of Darnay’s trial, Dickens renders the justice system as, â€Å"the public current of the time set too strong and too fast for him. † (270).The jury and the spectators press for a quick trial ending in death. Darnay frets he will not get the chance to defend his self. This behavior is only a result of the government’s oppression, â€Å"While a great part of the novel is spent detailing the violence surrounding the storming of the Bastille and the beginnings of the Reign of Terror, the narrative is punctuated by reminders of the kind of violent ab uses that instigated this anger in the first place. † (Gonzalez-Posse 347). Terrors of the government send the people into frenzy; they want to take an eye for an eye.This only proves Dickens’s point, â€Å"that violence and oppression only lead to more of the same. † (Gonzalez-Posse 347). The evidence indicates that the government leaves the people of France with only one choice, to return the violent acts that have devastated them. When presented with a life threatening situation, human instinct leaves one with two choices; fight or flight. Threat of life though will usually end in strive for survival. The oppressed in Dickens's book choose to fight for their survival through violence.One critic discusses this choice, â€Å"there are two possible ways in which violence may be exorcised: first, as a spontaneous release from slavishness through self-regardless violence†¦ second, as a calculated retreat from self-abandonment toward the use of violence agains t others in an attempt to make one's transcendent liberation endure in the world. † (Kucich 101). The people have the ability to unleash themselves on the government without warning or organization. These instances would be each individual lash out at the government but they would not ensure freedom.Their second possible choice of violence brings rebellion in groups such as the storming of the Bastille where everyone gives up everything to achieve one common goal. Trouble arises for more than just the aristocracy though, â€Å"For both men, the Revolution is a tumultuous ‘sea' with spinning whirlpools. Innately violent Mother Nature replaces the civilized order† (Bloom 22). Hardships and trials arise for all social classes, confusion runs wild amongst the people brought on by nature making the Revolution inevitable. The crowd surrounding Monsieur Defarge compels him to fight during the torming of the Bastille, â€Å"So resistless was the force of the ocean bearin g on him,† (Dickens 251). The strength of passion in the mass of angry people around Defarge raises a feeling within him, mob mentality, to fight as well. Dickens uses the word â€Å"resistless† to illustrate that fighting back this feeling, the uncontrollable urge to do as those around him, cannot be done. Fighting as a unified group derives from the human instincts when oppressed, â€Å"It follows the Revolution’s progression as the downtrodden peasants unite to overthrow their oppressors,† (Gonzalez-Posse 345).Naturally, struggle for survival pushes one to destroy or vanquish whatever puts them at risk. The French peasants as a whole realize that this brute force presents itself as their only way to save themselves. Blood flows like small streams through the cobblestone streets in every violent scene of Dickens’s book. The government brings it on first when a cask of wine breaks in the streets and people are on their hands and knees lapping it up like dogs because they are so starved from poverty.A man writes â€Å"BLOOD† on the walls and the wine stains lips and hands as if it truly were. As the book progresses, the peasants bring out the bloodshed. In the beginning, Mr. Lorry takes a walk along the beach. While looking at the rocks and other things brought to the surface by the waves, now tumbling around, Dickens portrays it for his readers, â€Å"the sea did what it liked, and what it like was destruction. † (Dickens 27-28). Up until this point Dickens has not had enough time to make too many references to the people French as â€Å"the sea†.Instead of speaking of them directly he foreshadows the upcoming revolution about to strike and the devastation it will cause. After the scene where the cask splits, lamplighters illuminate the street with the dim glow of candles and here Dickens introduces, â€Å"Indeed they were at sea and the ship and crew were in peril of tempest. † (Dickens 39). The o ppressed hold up the aristocracy because, after all, there would be no upper-class without a lower-class to hold them up. Government can not exist without residents to govern.The word â€Å"peril† implies the imminent danger of a storm that cannot be avoided, the Revolution where peasants will rock and threaten the lives of those they uphold. Storms like the one Dickens predicts bring decease and ruin in the most upsetting of ways. Those who were once civilized humans are now raging, â€Å"When the mob turns homicidal, its impulse is plainly cannibalistic, with its victims often torn limb from limb. † (Rosen 95). Primitive aspects of human nature buried under years of manners from society’s rules break free from hiding places and unfold on the aristocracy and government of France.Dickens fast forwards his readers though time when the revolution has not yet ended, â€Å"-the firm earth shaken by the rushes of an angry ocean which had no ebb, but was always on th e flow, higher and higher to the terror and wonder of the beholders on the shore-† (Dickens 231). The Revolution has failed to die down. Instead it persistency in its action holds the attention of the aristocracy and government who have not so far suffered from it and now await its arrival. While the Revolution wares on, those participating in it see it unravel only in a moment.In the grindstone scene, peasants work hastily to sharpen their weapons, to a viewer, â€Å"All this was seen in the vision of a drowning man†¦Ã¢â‚¬  (Dickens 260). The adrenaline rush from the fear of the killings about to take place clutters the mind making the processing of this moment all too quick. The minds of unstoppable revolutionaries are not thinking, just the primal instinct to attack. Psychology explains it as, â€Å"this yearning for the pure release of self-violence is identified as the ultimate form of desire for freedom,† (Kucich 101).The hellacious aggression exhibited by the oppressed people of France reflects the crimes done to them before. This natural passion once repressed does not break out with such hate until a desperate cause arises. Oppression leaves the people of France with two choices. Fighting confirms the only logical answer where as flight would have them run away to another oppressed county. Revolution supplies the only sufficient means of revenge, â€Å"The novel presents two sources of violence, the heartless and reckless disdain of the nobility and the base savagery of the rebelling masses responding to it. † (Gonzalez-Posse 347).The two way road here makes cruelty a give and take relationship between social classes. From the lower-class’s point of view, the only fair way for revenge has the aristocracy undergo the same level of pain as they do. Peasants suffer from starvation, disease, and death. While the lower-class does not have the ability to deprive the upper-class of their money and lavish riches, they can how ever cause a violent uproar in physical pain to meet the level of their own. So in essence, the Revolution lacks the unnecessary gore some believe it has, instead a reasonable reaction to the upper-class’s malice government and, â€Å"The people, says Mr.Dickens, in effect, had been degraded by long and gross misgovernment and acted like wild beasts in consequence. † (Stephen 155). The oppressed French justify their actions and choices because the government inflicts pain on them first. The carefree government, practically run by the aristocracy, can be called corrupt for their crimes against the people. Freedom must be obtained through violence and this â€Å"can arguably be said to be moved by laudable motives, such as a desire to overturn OPPRESSION and avenge or protect their loved ones. † (Gonzalez-Posse 347).Examples for justification of the lower-class’s choices come in high frequency in Dickens’s book. Talking of an upper-classman, visual a ppearances show just how different the two classes are, â€Å"his stockings, was as white as the tops of the waves that broke upon the neighboring beach, or the specs of sail that glinted in the sunlight far at sea. † (Dickens 27). To have enough money to be able to have garments as clean as Dickens describes them here has become unreal. Specifically, when around 97% of France’s population does not have money to buy daily bread.The sea imagery used here describes the small number of people who can afford to live this way. They come few and far between like droplets of water on a boat’s sail, or white caps of waves. Justice for the oppressed finds its way solitarily through violence making their choices for revolution feasible, â€Å"The liberating intentions behind the lower classes’ violence, however, are only a response to the repressive image of non-human freedom and the ‘represented’ violence that defined the power of the class of Monsei gneur. (Kucich 102). Upper-class, defined as having money, power, and influence, abuses of lower-classes and influences government to allow them to get away with it. Lower-class citizens require a violent revolution to gain freedom from their oppressors, without it they would be driven to ruin. The misgovernment of France leads to the oppression of its lower-class. Aristocracy abuses their power through violence and eventually pushes the lower-class into a position where they feel their lives threatened.Human instinct tells the oppressed that they must fight back in order to gain their safety and their freedom. The government’s violent oppression causes the Revolution, â€Å"Sow the same seed of rapacious license and oppression over again, and it will surely yield the same fruit according to its kind. † (Dickens 381). Dickens’s writes this book to warn England that if they continue to poorly govern their country as France does then they will inevitably have a re volution of their own on their hands.

Languages of Spain Other Than Spanish

Languages of Spain Other Than Spanish If you think that Spanish or Castilian is the language of Spain, youre only partly right. True, Spanish is the national language and the only language you can use if you want to be understood almost everywhere. But Spain also has three other officially recognized languages, and language use continues to be a hot political issue in parts of the country. In fact, about a fourth of the countrys residents use a tongue other than Spanish as their first language. Here is a brief look at them: Euskara (Basque) Euskara is easily the most unusual language of Spain - and an unusual language for Europe as well, since it doesnt fit in the Indo-European family of languages that includes Spanish as well as French, English and the other Romance and Germanic languages. Euskara is the language spoken by the Basque people, an ethnic group in Spain and France that has its own identity as well as separatist sentiments on both sides of the Franco-Spanish border. (Euskara has no legal recognition in France, where far fewer people speak it.) About 600,000 speak Euskara, sometimes known as Basque, as a first language. What makes Euskara linguistically interesting is that it has not been shown conclusively to be related to any other language. Some of its characteristics include three classes of quantity (single, plural and indefinite), numerous declinations, positional nouns, regular spelling, a relative lack of irregular verbs, no gender, and pluri-personal verbs (verbs that vary according to the sex of the person being spoken to). The fact that Euskara is an ergative language (a linguistic term involving cases of nouns and their relations to verbs) has caused some linguists to think that Euskara may have come from the Caucasus region, although the relationship with languages of that area hasnt been demonstrated. In any case, it is likely that Euskara, or least the language it developed from, has been in the area for thousands of years, and at one time it was spoken in a much larger region. The most common English word that comes from Euskara is silhouette, the French spelling of a Basque surname. The rare English word bilbo, a type of sword, is the Euskara word for Bilbao, a city on the western edge of Basque Country. And chaparral came to English by way of Spanish, which modified the Euskara word txapar, a thicket. The most common Spanish word that came from Euskara is izquierda, left. Euskara uses the Roman alphabet, including most letters that other European languages use, and the à ±. Most of the letters are pronounced roughly like they would be in Spanish. Catalan Catalan is spoken not only in Spain, but also in parts of Andorra (where it is the national language), France, and Sardinia in Italy. Barcelona is the largest city where Catalan is spoken. In written form, Catalan looks something like a cross between Spanish and French, although it is a major language in its own right and  may be more similar to Italian than it is to Spanish. Its alphabet is similar to that of English, although it also includes a Ç. Vowels can take both grave and acute accents (as in and , respectively). Conjugation is similar to Spanishs. About 4 million people use Catalan as a first language, with about that many also speaking it as a second language. The role of the the Catalan language has been a key issue in the Catalonian independence movement. In a series of plebiscites, Catalonians have generally supported independence from Spain, although in many cases opponents of independence boycotted the elections and the Spanish government has contested the legality of the votes. Galician Galician has strong similarities to Portuguese, especially in vocabulary and syntax. It developed along with Portuguese until the 14th century, when a split developed, largely for political reasons. For the native Galician speaker, Portuguese is about 85 percent intelligible. About 4 million people speak Galician, 3 million of them in Spain, the rest in Portugal with a few communities in Latin America. Miscellaneous Languages Scattered throughout Spain are a variety of smaller ethnic groups with their own languages, most of them Latin derivatives. Among them are Aragonese, Asturian, Calà ³, Valencian (usually considered a dialect of Catalan), Extremaduran, Gascon, and Occitan. Sample Vocabularies Euskara: kaixo (hello), eskerrik asko (thank you), bai (yes), ez (no), etxe (house), esnea (milk), bat (one), jatetxea (restaurant). Catalan: sà ­ (yes), si us plau (please), quà ¨ tal? (how are you?), cantar (to sing), cotxe (car), lhome (the man), llengua or llengo (language), mitjanit (midnight). Galician: polo (chicken), dà ­a (day), ovo (egg), amar (love), si (yes), nom (no), ola (hello), amigo/amiga (friend), cuarto de baà ±o or baà ±o (bathroom), comida (food).

Performance Appraisal Essays

Performance Appraisal Essays Performance Appraisal Essay Performance Appraisal Essay TRAINING PROJECT REPORT ON â€Å"To Analyze the Present PERFORMANCE APPRAISAL AT NTPC, ANTA† A Training Project Report Submitted in partial fulfillment of the requirements for the Award of the PGDM Academic Session 2010-2011 SUMITTED BY- SUMITTED TO- NEHA GUPTA CHETNA MAM PGDM [HR] MAHARISHI ARVIND INTERNATIONAL INSTITUTE OF MANAGEMENT, KOTA. Approved by AICTE, Ministry of HRD, Govt. of India) CERTIFICATE This is to certify that Ms Neha Gupta a student of PGDM III semester at Maharishi Arvind International Institute of Management has completed Training Project entitled â€Å"To analyze the present performance appraisal at NTPC†. This project has been completed after studying for one year in PGDM course and for partially fulfilling the requirements for award of PGDM. The Major Research Project has been conducted under the guidance of â€Å"Mrs. Chetna Mangal† of MAIIM and is as per norms. Director: Academic Guide: Dr. Payal Uppadhay Mrs. Chetna Mangal CERTIFICATE This is to certify that Ms. Neha Gupta student of PGDM III semester at Maharishi Arvind International Institute of Management has submitted Training Project Report entitled â€Å"To analyze the present performance appraisal at NTPC†. This project has been completed after studying for one year in PGDM course and for partially fulfilling the requirements for award of PGDM. The Training Project Report has been evaluated and viva-voce conducted by the undersigned panel of examiners. The project has been found satisfactory/unsatisfactory and is recommended/not recommended for acceptance. Prof. Prof. Internal Examiner External Examiner DECLARATION I hereby declared that the Research Project titled â€Å"PERFORMANCE APPRAISAL SYSTEM IN NATIONAL THERMAL POWER COOPERATION LMTD ANTA [KOTA] an original work of mine carried out under the guidance of Mr. Ananth Jaganaath (Senior HR Officer) during my survey period. The project was spread over a period of 6 weeks i. e. 26-05-2011 to 07-07-2011 and was carried out for the same period. NEHA GUPTA MAIIM Kota (raj. ) ACKNOWLEDGEMENT The Summer Internship at â€Å"NTPC, Anta† has been a Quantum leap in terms of practical apprehension understanding of management concepts, sincerity, diligence, and responsibility and above all self-confidence. In particular, I would like to extend my heartfelt gratitude to â€Å"Ms. Ananth jagannath (Sn. HR officer) NTPC,Anta† who gave me the opportunity to do my summer training in NTPC,Anta without his facilitation and cooperation, this project would not be so fulfilling. I would like to take this opportunity to thank my project guide Mr. Ananth jagannath (senior hr officer) for his guidance and for keeping me on track through his expertise in the field of Human Resource. I am also grateful to respected Mr. Anil Gupta (Hr Officer) for their valuable guidance to me regarding my training. I am also very grateful to all of the employees of NTPC, Anta without their cooperation I think I would not be able to learn. At the onset, I would like to thank Mr. Payal Upadhay (Deputy Director, Maharishi Arvind International Institute of Management, Kota, and Rajasthan) for giving me the opportunity to gain vital insights into the corporate world. I would like to acknowledge Mrs. Chetna Mangal (project guide) the entire esteemed faculty at MAIIM (Mrs. Shilpa Sharma, Miss Gazal Yadav, Mrs. Anju Ghosh Mr. Rupesh Garg) Kota for providing me with the required theoretical background to approach the project. However, I accept the sole responsibility for any possible error of omission and would be extremely grateful to the readers of this project report if they bring such mistakes to my notice Neha Gupta Maharishi Arvind International Institute of Management Kota, Rajasthan PREFACE To survive, thrive beat the competition in today’s brutally competitive world one has to manage the future. Managing the future means managing information. What we learned in post graduate in business management classroom study is no doubt quite important for gaining theoretical knowledge, but practical training is equally important for student, who wants to provide himself with the real working environment in any field of study. Practical training provides an opportunity to the theoretical knowledge being applied in practice. Hence it acts as a bridge between the education and practical environment. This report is prepared to study the â€Å"Performance appraisal at NTPC, Anta, kota. In the present era it is becoming the backbone of every concern. Neha Gupta MAIIM Kota (raj. ) EXECUTIVE SUMMARY In my project, entitled-â€Å"To analyze the present performance appraisal system of National Thermal Power Corporation Ltd. , I have studied the present appraisal system of NTPC by analyzing the details of the appraisal system, articulate the organizational, functional, departmental individual objectives , factors in business dynamics to grade employees on objectives transparent productivity parameters, self appraisal followed by reporting officer higher authority’s assessment , link between rewards and performance to increase motivation level of employees , assessment of training developmental needs of the individuals and make them aware about the parameters used to evaluate their performance. In my own style, I have tried to find out whether the present appraisal system is effective enough to serve the purpose of performance appraisal i. e. to understand the needs of employees and provide them formal regular feedback related to their performance. For this purpose, I used questionnaires to get the opinions of employees at different levels. I also went through different books, websites and magazines to gather material related to the topic. After collecting the information, I analyzed the data and provide the necessary suggestions to improve the system. CONTENTS Title Page No. 1. Certificateii-iii 2. Decelerationiv 3. Acknowledgementv-vi 4. Preface vii 5. Executive Summary viii 6. Contents ix CHAPTER-I -COMPANY PROFILE * History 2 * About NTPC3 * Vision and Mission Statement 3 * About the company 4-8 * Organization structure of NTPC 9 CHAPTER-II-PROJECT PROFILE 10 * Conceptual framework 11-22 * Objectives of PA 23-24 * Procedure of PA 25-29 CHAPTER III RESEARCH METHODOLOGY 30 * Research objective 31 * Research Methodology 32-33 * Data Collection Method 34 * SWOT Analysis 35-36 CHAPTERIV-DATA AND INTERPRETATION 37 Result and Discussion 38 * Interpretation –I 39 * Interpretation –II 40 * Interpretation –III 41 * Interpretation –IV 42 * Interpretation –V 43 * Interpretation –VI 44 * Interpretation –VII 45 * Interpretation –VIII 46 CHAPTERV-FINDINGS AND CONCLUSION 47 * Findings 48 * Limitations 49 CHAPTERVI-RECOMMENDATIONS 50 * Bibliography 51

More About Mission

More About Mission More About Mission More About Mission By Mark Nichol A recent post listed and defined many words containing the element mit and miss and descended from the Latin verb mittere, meaning â€Å"send.† This follow-up offers related words not as easily discerned as being part of the mittere family. But first, here are the details about a word integral to this vocabulary family but not discussed in the previous post: Mission, the word that often forms the root of the noun form of words in the mittere family, itself means â€Å"job† or â€Å"task† or sometimes refers to those sent to do a job or task. Because the practice of sending religious personnel to convert people or provide aid to them historically also had political and economic motivations, the term came to apply also to assignments of diplomatic personnel and trade representatives. Also from the religious sense, a complex of buildings constructed to support such work is called a mission. (A particular style of architecture and furniture inspired by buildings and furnishings for Catholic missions in North America is called â€Å"mission style.†) Someone engaged in mission work in a religious context is a missionary; that term is also employed as an adjective to describe someone very supportive of a cause or eager about a job; this fervor might be described as â€Å"missionary zeal.† Mass, describing a church service,† derives from Latin by way of the Old English term mà ¦sse, which refers to the church service known as the Eucharist; it likely stems from the priest’s concluding statement, â€Å"Missa est† (â€Å"It has been sent†). Religious documents and publications generally capitalize the term, while in lay usage it is usually lowercase. (The noun and verb mass, referring to a large amount or crowd, is unrelated.) A missal, meanwhile, is a book containing prayers said or sung at various times of year during masses. Mess in the dining sense, usually employed to describe a meal seating in a military context, comes from the notion of sending a meal to be eaten. The sense of â€Å"jumble† or â€Å"state of confusion or untidiness,† and the meaning, by extension, of â€Å"quantity† derives from the original sense applied to mixed food given to animals. A message is a communication (as a verb, the word means â€Å"communicate by message† or â€Å"send a communication†); it can also apply, more broadly, to an idea or theme. The near synonym missive refers specifically to a letter, while a missile is a weapon â€Å"sent† by projecting or throwing. The phrase mise-en-scà ¨ne, borrowed directly from French, literally means â€Å"setting on the stage† and is based on the French noun mise, â€Å"a placing or putting†; it refers to the physical arrangement of performers and scenery in a live or recorded dramatic presentation or, by extension, the context or setting of a narrative or the environment of a place in general. To dismiss is to disregard or send away; such an act is a dismissal. Demise is a formal synonym for death that also applies to the end of activity or existence or the loss of position or status, as well as conveying sovereignty or an estate; in the latter sense, it is used in legal contexts as a verb. (In the sense of â€Å"death,† such usage is rare.) A premise is an idea or statement accepted as true or the sake of argument or to discuss a reasoning; the word is also employed as a verb in that sense. In plural form, it has the specific formal meaning â€Å"buildings and the piece of land on which they are built.† (This usage stems from the fact that in legal documents, where such property was often described, premise was employed to mean â€Å"something previously stated.†) Surmise means â€Å"imagine† or â€Å"infer,† or refers to having a poorly supported idea or thought; such is also referred to as a surmise. A promise is a pledge or vow- one literally â€Å"sent forth†- or the action of pledging or vowing; the word also pertains to an expectation, as in â€Å"the promise of rain† or â€Å"showing promise.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Idioms About Numbers75 Synonyms for â€Å"Talk†Threw and Through

139 DB wk4 quail Essay Example | Topics and Well Written Essays - 250 words

139 DB wk4 quail - Essay Example The element in this case is where natural talents meets passion. Cirque du Soleil is successful owing to the efforts of one, Guy Lalibertà ©Ã¢â‚¬â„¢s, together with his good friends’ effort to become circus performers, and marvel the world at doing so. They penetrated the cultural hindrances by becoming diverse in all their performances. Evidently, we can see that their talent was inbuilt even though they penetrated the global scale, and in this case, Guy was able to unify the group. Through this, they were able to target specific market with products aimed at marveling a particular audience. Corporate citizenship forms a critical basis for the growth of Cirque du Soleil as a company as well as a group. Since its main goal is to marvel and capture the hearts of their audiences, Cirque du Soleil sorts of polishes its efforts to entertain, applying diverse concepts which focus on various culture within the global scale. Owing to this, it is important for Cirque du Soleil to register as a good corporate citizen, in all the global perspective, in order to foster good communication and understanding wherever they perform their various shows. Ethnocentrism assists by simplifying situations and unifying groups like; Guy Lalibertà ©Ã¢â‚¬â„¢s and his team had envisioned getting together to entertain audiences, concur the world, and have fun while at it. Through this, they were able to transcend all barriers of language, and also culture. This ideology is particularly common in military planning because of ‘groupthink.’ It reinforces manifestation of rigidity tendenc y to neglect unpalatable information, and the adherence to existing plans longer than the circumstances justify (Booth,