Monetary Fund And The World Bank - 1554 Words

nternational Monetary Fund and The World Bank, though has a good purpose of their existence, they have come under lots of criticisms as to how they use the leverage of being in a position of helping poor countries to either recover from economic collapse or give them debt relief and economic boost from loans they give out to them to impose policies and condition that those poor countries has to implement. These loan conditions and policies structured by these international financial power institutions are geared towards moving resources from the poor countries to the rich western countries. The end result is creating a situation where the poor countries sunk into more economic suicidal condition in which they have to still depend on more loans or aids to survive and they would have to comply with any condition attached to the help, due to the urgent need of support. As history goes, the International Monetary Fund and its fraternal institution, The World Bank were created in 1944 after the second world war to rebuild Europe and its surrounding poor western countries. As stated â€Å"The Bank s first loans were extended during the late 1940s to finance the reconstruction of the war-ravaged economies of Western Europe†(Driscoll, 1996). But these funds were later extended to other poor countries who may need help with a boost in economy. This is what later became of the world bank s responsibility towards lending helping hand to poor countries. The IMF website state that â€Å"TheShow MoreRelatedThe World Bank And The International Monetary Fund1505 Words   |  7 Pagesclear Example, discuss the role and influence of The World Bank and the International Monetary Fund in the developing countries of Europe. Submission Date and Time: Monday 15 February 2016 before 3pm Word Count: Introduction What is the World Bank and the International Monetary Fund? The World Bank is an important source of financial and Technical help to countries that are still developing around the world. They are not a bank in a normal sense but instead is a partnership to helpRead MoreInternational Monetary Fund And The World Bank1679 Words   |  7 PagesTHE WORLD BANK AND IMF - HIPC International Monetary Fund and The World Bank, though has a good purpose of their existence, they have come under lots of criticisms as to how they use the leverage of being in a position of helping poor countries to either recover from economic collapse or give them debt relief and economic boost from loans they give out to them to impose policies and condition that those poor countries has to implement. These loan conditions and policies structured by these internationalRead MoreInternational Monetary Fund And The World Bank1561 Words   |  7 PagesTHE WORLD BANK AND IMF - HIPC International Monetary Fund and The World Bank, though has a good purpose of their existence, they have come under lots of criticisms as to how they use the leverage of being in a position of helping poor countries to either recover from economic collapse or give them debt relief and economic boost from loans they give out to them to impose policies and condition that those poor countries has to implement. These loan conditions and policies structured by these internationalRead MoreThe International Monetary Fund And World Bank Group1644 Words   |  7 PagesThe International Monetary Fund and World Bank Group The International Monetary Fund (IMF) and the World Bank have had enormous impact upon the world’s economies since their inception, after World War II. Although each of these organizations has a similar history, their role, objectives and funding are unique. These Washington DC-based organizations have drawn more than their share fair share of criticism as well as praise. Modern nations require thoroughly understand of these organizations. TheRead MoreInternational Monetary Fund : The Imf And The World Bank1252 Words   |  6 PagesThe International Monetary Fund, otherwise known as the IMF and the World Bank are two of the most economic organizations. While they are both economic organizations, they have different objectives. In order to understand these objectives, one must know why these organizations were formed and what if anything they have accomplished. Based on said accomplishments and also based on their initial goals, one can infer which of the two has been a succe ss. Therefore, it can be said that when it comes toRead MoreInternational Monetary Fund ( Imf ) And The World Bank948 Words   |  4 PagesInternational Monetary Fund (IMF) and the World Bank†. The HIPC Initiative was initiated by the International Monetary Fund and the World Bank in 1996. In 2001 Ghana declared itself as heavily indebted poor country, according to the then president John Agyekum Kuffour, the decision of Ghana to be part of this initiative was mainly because of the poor state of the economy. As a result of this the nation was expected to receive a total of 253 million dollars of IMF and the World Bank to help relieveRead MoreThe International Monetary Fund And The World Bank Were1419 Words   |  6 PagesThe International Monetary Fund and the World Bank were formed at the Britton Woods Conference in New Hampshire, United States, in 1944. They were designed as the mainstay of the post-war global economic order. The World Bank s focus is the provision of lon g-term loans to support development projects. The IMF concentrates on providing loans to stabilize countries with short-term financial crises Critics of the World Bank and IMF have argued that policies implemented by African Countries, intendedRead MoreInternational Monetary Fund ( Imf ) And World Bank1251 Words   |  6 PagesInternational Monetary Fund (IMF) and World Bank are both international financial institutes that where formed in July 1944 by the United Nation in Bretton Woods, United States. They are sometimes referred to as The Bretton Woods Institutes. They are both landers of last resort and they both offer loans and help countries design policy programs to solve balance of payments problems when sufficient finance cannot be obtained by the country. IMF offers short and medium term loans whilst World Bank offersRead MoreThe Role Of International Monetary Fund And The World Bank Positions3698 Words   |  15 Pagesinternational organizations all could be a complex function in terms of the World problems. This essay discusses the role of the International Monetary Fund and the World Bank positions in the World life. The essay will reflects the two organizations purposes, also provide an inside to the operation system, decision making, structure and shows some example for the failure or success of the institutions. Finding International Monetary Fund (IMF) aims to maintain and defeat and sometimes to restrain the financialRead MoreHostility Against the World Trade Organization, International Monetary Fund, and World Bank804 Words   |  3 Pagesï » ¿Hostility against the World Trade Organization (WTO), International Monetary Fund (IMF), and World Bank Far from being seen as objective entities, the World Trade Organization (WTO), International Monetary Fund (IMF), and World Bank are often conceptualized as instruments of the developed world. It is alleged that they are used to enforce crippling economic policies upon the developing world. To some extent, it is perhaps inevitable that these international institutions are seen as such. The memory

Comarative Analysis of Video Games Free Essays

Comparative Study of Video Gaming Systems Final Report Due Date: August 10, 2011 Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Research Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 Conclusions†¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦24 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 25 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. We will write a custom essay sample on Comarative Analysis of Video Games or any similar topic only for you Order Now 27 List of Figures Graph 1. 1: Role-Playing Games Bar Graph Graph 1. 2: Adventure Games Bar Graph Graph 1. 3: Platformer Games Bar Graph Table 1. 1: Xbox 360 – Hardware Specification Table 1. 2: Xbox 360 – Total Games in Preferred Genres Table 1. 3: Wii – Hardware Specification Table 1. 4: Wii – Total Games in Preferred Genres Table 1. 5: Playstation 3 – Hardware Specificaton Table 1. 6: Playstation 3 – Total Games in Preferred Genres Table 1. 7: Comparing Costs Table 1. 8: Comparing Hardware Specifications Table 1. 9: Comparing Games Offered pt. 1 Table 1. 10: Comparing Games Offered pt. 2 Table 1. 11: Comparing Target Demographic Table 1. 12: Comparing Common Hardware Malfunctions and Glitches Table 1. 13: Comparing Movie-Playing Features Table 1. 14: Overall Ranking Table 1. 15: Retail Locations and Prices Introduction Pascal, after remodeling your house and adding a bonus/entertainment room, you mentioned that you would love to buy a new video gaming system. The last video gaming system that you owned was a Nintendo 64, which pales in comparison to the systems available today. Since owning a Nintendo 64, your experience with playing video games has been limited to playing MMORPGs (Massive Multi-player Online Role Playing Games) on your personal computer. I have been researching your options and am constantly considering your preferences and restrictions. Your primary preference is game genre, with your most preferred genre being Role-Playing. Several other genres that you are interested in are Action, Adventure, Platformers, and Strategy. Your only real restriction is a spending limit of $700 for your entire gaming setup. Other preferences that have been noted are the system’s Blu-Ray capabilities, and that the system targets a mature audience. The three most prominent video gaming systems on the market that fit your preferences are Microsoft’s Xbox 360, Nintendo’s Wii, and Sony’s Playstation 3. The following criteria are being used to evaluate your options. Cost * Hardware Specifications * Games Offered * Target demographic * Common Hardware Malfunctions and Glitches * Movie-Playing Features The remaining contents of this comparative study will be organized into the several sections. RESEARCH DATA will be presented organized first by option and then by evaluative criteria. Each of the evaluative criteria will be compared in the RESULTS section by showing the results for each option side-by-side. These results will be totaled and a final CONCLUSION will be made. Finally, I will make a RECOMMENDATION as to the most appropriate course of action. Research Data Microsoft Xbox 360 Cost: $199. 99 – includes a 4GB console with built-in wi-fi, one wireless controller, A/V cables, and a one-month subscription to Xbox LIVE Gold. Hardware Specification: The following table shows vital hardware specifications that are important to your gaming preferences. Table 1. 1: Xbox 360 – Hardware Specification * Media Type| * DVD| * CPU| * 3. 2  GHz PowerPC Tri-Core Xenon| * Internal Memory| * 4 GB Flash| * RAM| * 512 MB| * Online Services| * Xbox Live| * Online Multi-Player Services| * Yes| * Connector Types| 1 x AV cable port,5 x USB 2. , 1 x Kinect port,1 x HDMI output1 x SPDIF output,1 x Ethernet| * * Games Offered: The following table shows how many Xbox 360 games are offered in your three most preferred genres. Table 1. 2: Xbox 360 – Total Games in Preferred Genres Genre| Titles Available| Action| 563| Role-Playing| 108| Strategy| 48| The following images show compiled game review scores by genre to show which conso le does best for several preferable genres. The results have been split into two types for each console. The lighter shaded color bars show the average score for all games for the specified system in that genre. The darker shaded color bars show the average score of just the top 5 best-scoring games in that genre for the specified system. Graph 1. 1: Role-Playing Games Bar Graph Graph 1. 2: Adventure Games Bar Graph Graph 1. 3: Platformer Games Bar Graph Target Demographic: The target demographic of the Xbox 360 is most easily identified and quantified by looking at the ESRB ratings of the most popular game titles. The following is a list of the number of Xbox 360 titles offered for each ESRB game rating. EVERYONE – 303 Titles rated E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language. EVERYONE 10+ – 213 Titles rated E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes. TEEN – 535 Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language. MATURE – 491 Titles rated M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language. RATING PENDING – 149 Titles listed as RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game’s release. ) Common Hardware Malfunctions and Glitches: The ten most common hardware malfunctions and glitches for the Xbox 360 are as follow: * 3 red flashing lights, also known as â€Å"Red Ring of Death† * Open tray and/or disc error messages * No video or only audio DVD laser replacement * DVD drive replacement * System freezes, dotted video or similar issues * 1 red light, E74 * 2 red lights * Stuck DVD tray * White screen Most of these issues must be dealt with by professionals and will be costly. Self-repair is a possibility, but is not recommended. Most systems run into issues eventuall y, but the Xbox runs into hardware problems more frequently than the other options. Movie-Playing Features: The Xbox 360 is capable of playing the following types of multimedia discs (list does not include Blu-Ray): * Xbox 360 Discs * Xbox 1 Discs * DVDs * CDs * DVD-R * DVD+R * DVD-RW * DVD+RW * CD-R CD-RW * Dual Discs Nintendo’s Wii Cost: $149. 99 – includes one remote controller, one nun chuck controller, one wheel controller, one sensor bar, and Mario Kart for Wii. Hardware Specification: The following table shows vital hardware specifications that are important to your gaming preferences. Table 1. 3: Wii – Hardware Specification * Media Type| * Flash Memory Card, * Nintendo Wii Disc, * Nintendo GameCube Disc| * CPU| * 729 MHzIBM PowerPC â€Å"Broadway†| * Internal Memory| * 512 MB| * RAM| * 512 MB| * Online Services| * Nintendo Wi-Fi Connection, WiiConnect24,| * Online Multi-Player Services| * Yes| Connector Types| (4 pin USB Type A),4 x Game controll er,Component video output,Composite video output,S-Video output,2 x USB| * Games Offered: The following table shows how many Wii games are offered in your three most preferred genres. Table 1. 4: Wii – Total Games in Preferred Genres Genre| Titles Available| Action| 593| Role-Playing| 33| Strategy| 32| Also, see the graphics and information in the section Microsoft’s Xbox 360 – Games Offered. Target Demographic: The target demographic of the Nintendo Wii is most easily identified and quantified by looking at the ESRB ratings of the most popular game titles. The following is a list of the number of Wii titles offered for each ESRB game rating. EVERYONE – 916 Titles rated E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language. EVERYONE 10+ – 355 Titles rated E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes. TEEN – 374 Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language. MATURE – 57 Titles rated M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language. RATING PENDING – 61 Titles listed as RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. This symbol appears only in advertising prior to a game’s release. ) Common Hardware Malfunctions and Glitches: Three common hardware malfunctions and Glitches for the Wii console are as follows: * Power Supply Issue * WiConnect 24 Issue * Dual Layer Wii Disc Problem All of these minor issues are covered by warranty and do not occur on the same scale as other video gaming system. The most common issue relating to the Wii system occurs when an excess of light interferes with the Wii Remote. Movie-Playing Features: The Nintendo Wii is only capable of playing Wii and GameCube discs and does ot support the playing of DVD or Blu-Ray Discs. Sony’s Playstation 3 Cost: $299. 99 – Includes access to the Playstation Network at no charge, 160GB harddrive, and one wireless controller. Hardware Specification: The following table shows vital hardware specifications that are important to your gaming preferences. Table 1. 5: Playstation 3 – Hardware Specificaton * Media Type| * Blu-Ray| * CPU| * 3. 2 GHz IBM Cell Broadband Engine (8-core)| * Internal Memory| * 160 GB HDD| * RAM| * 256 MB XDRAM| * Online Services| * Playstation Network| * Online Multi-Player Services| * Yes| Connector Types| 2 x USB,1 x Ethernet,1 x HDMI output,1 x PlayStation 3 AV output,1 x SPDIF output| * Games Offered: The following table shows how many Playstation 3 games are offered in your three most preferred genres. Table 1. 6: Playstation 3 – Total Games in Preferred Genres Genre| Titles Available| Action| 536| Role-Playing| 117| Strategy| 33| Also, see the graphics and information in the section Microsoft’s Xbox 360 – Games Offered. Target Demographic: The target demographic of the Playstation 3 is most easily identified and quantified by looking at the ESRB ratings of the most popular game titles. The following is a list of the number of Playstation 3 titles offered for each ESRB game rating. EVERYONE – 481 Titles rated E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language. EVERYONE 10+ – 186 Titles rated E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes. TEEN – 529 Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language. MATURE – 373 Titles rated M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language. RATING PENDING – 145 Titles listed as RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game’s release. ) Common Hardware Malfunctions and Glitches: The five most common Playstation 3 hardware malfunctions and glitches are as follows: * Yellow light of death (3 red light beeps) * Not reading games/blu-rays * No video * Stuck discs * No power Doing self-repair is very difficult on the Playstation 3 is highly discouraged. Most of these issues are not easy fixes and require the replacement of key components. Movie-Playing Features: The Playstation 3 is capable of playing the following types of multimedia discs (list includes Blu-Ray): * Playstation 1,2, and 3 Discs * Blu-Ray Discs * DVDs * CDs * DVD-R * DVD+R * DVD-RW DVD+RW * CD-R * CD-RW * Dual Discs RESULTS Comparing Costs The following table shows your three options with their prices and a ranking based on affordability. Table 1. 7: Comparing Costs Option| Cost| Ranking (1-Best Option)| Microsoft’s Xbox 360| $199. 99| 2| Nintendo’s Wii| $149. 99| 1| Sony’s Playstation 3| $299. 99| 3| BEST OPTION: All Because you have already identified that your spending lim it is $700 for a gaming setup, none of these options go against your cost preference. Cost is not a preventative factor in purchasing a video gaming system based on this information. However, if you decide that you would like to readjust your spending limit given the substantial difference between your limit and the prices of the systems, the Wii is your best option. Comparing Hardware Specifications The table below lists the hardware specifications for each option, and also includes the online capabilities of each system and their respective networks. Table 1. 8: Comparing Hardware Specifications | Options| Hardware Specification| Xbox 360| Wii| Playstation 3| * * Media Type| * * DVD| * * Flash Memory Card, * Nintendo Wii Disc, * Nintendo GameCube Disc| * * Blu-Ray| * * CPU| * * 3.   GHz PowerPC Tri-Core Xenon| * * 729 MHzIBM PowerPC â€Å"Broadway†| * * 3. 2 GHz IBM Cell Broadband Engine (8-core)| * * Internal Memory| * * 4 GB Flash| * * 512 MB| * * 160 GB HDD| * * RAM| * * 512 MB| * * 512 MB| * * 256 MB XDRAM| * * Online Services| * * Xbox Live| * * Nintendo Wi-Fi Connection, WiiConnect24,| * * Playstation Network| * * Online Multi-Player Services| * * Yes| * * Yes| * * Yes| * * Connector Types| 1 x AV cable port,5 x USB 2. , 1 x Kinect port,1 x HDMI output1 x SPDIF output,1 x Ethernet| (4 pin USB Type A),4 x Game controller,Component video output,Composite video output,S-Video output,2 x USB| 2 x USB,1 x Ethernet,1 x HDMI output,1 x PlayStation 3 AV output,1 x SPDIF output| * Ranking| 1| 3| 2| BEST OPTION: Microsoft’s Xbox 360 Because your preference is to play online Role-Playing Games, the focus of the hardware specification criterion has to be online capabilities. When it comes to online game-play, Xbox 360 has the technical specifications to make it the best option. One of the most important specifications in a system is its processor speed. The Xbox 360 boasts a 3. 2  GHz PowerPC Tri-Core Xenon processor, which is the same speed as the Playstation 3, but far superior to the Wii. When it comes to intense online game play with potentially dozens of other players, it is important to have a processor that can keep up. To keep the whole system running smoothly and minimize lag time, it is also important to have a substantial amount of RAM. The Xbox 360 and Playstation 3 have 512 MB or RAM, while the Wii only has 256 MB. At this point, the Xbox and Playstation 3 are nearly equal in terms of specifications that lean toward online gaming. What really pushes the Xbox 360 in the lead is their network: Xbox Live. As of 2011, Xbox Live has over 30 million users worldwide. Most of the games that are played on the Xbox Live network are geared toward your gaming preference of Role-Playing and Adventure games. However, due to the massive size of the network and the sheer number of users, even a less popular category like Strategy is available for multi-player gaming. According to Michael McNeilly, an experienced Xbox 360 online gamer, â€Å"There is really nothing like the Xbox Live network out there. The network for PS3 is okay, but it isn’t nearly as big and has a lot of bugs that still haven’t been worked out. † Michael Mcneilly has played all of the other systems extensively, but due to his love for online gaming, he chose the Xbox 360. Ralph Jones, an avid Wii owner and player, explained to me that he really has no need to play online. He mostly enjoys the physical nature of the Wii’s gameplay, and doubts that the Wii is even capable of serious online gaming. According to Kyle Johnson, an avid gamer and owner of all three options, the Wii is not a competitive option in terms of online gaming. When asked about the Playstation 3 and its online gaming community, Kyle explained that there is a reason that the Playstation Network does not have a subscription fee. It is not adequate when compared to Xbox Live, and the number of users sometimes makes it hard to play the less popular games online. Clearly, the Xbox 360 offers the best of both worlds. It has a massive online gaming community and also boasts a powerful 3. GHz processor. With processor speed and RAM that are equal to the Playstation 3 and far superior to the Wii, the Xbox Live community is what gives the Xbox 360 the top ranking and makes it the best option in terms of hardware specification. Comparing Games Offered Table 1. 9 lists a calculated average of the two figures previously provided in graphs 1. 1, 1. 2, and 1. 3. These figures were mean game-review scores of all games in t hree genres, and mean scores of the top-five best-selling games for the three genres. Table 1. 9: Comparing Games Offered pt. 1 | Options| Genre| Xbox 360| Wii| Playstation 3| Role-Playing Games| 79. 4| 72. 7| 71. 75| Adventure Games| 76. 1| 76. 7| 77. 9| Platformer Games| 76. 2| 72. 2| 76. 2| Ranking| 1| 3| 2| Table 1. 10 shows how many games are available for each system in your most preferred genre: Role-Playing Games. Table 1. 10: Comparing Games Offered pt. 2 | Options| Genre| Xbox 360| Wii| Playstation 3| Role-Playing Games| 108| 33| 117| Ranking| 2| 3| 1| BEST OPTION: Microsoft’s Xbox 360 Based on the averages found for all five relevant genres, the Xbox 360 is the best option for the Games Offered criterion. Even though the Playstation 3 has a slightly higher total number of Role-Playing Games available for sale, it does not outweigh the fact that the Xbox 360 scored significantly higher on overall game-review scores. It is generally more important to have higher-rated games than a greater quantity of lower-rated games. For this reason, the Xbox 360 is the best choice for the Games Offered criterion. Comparing Target Demographic Table 1. 11 displays your three options and the total number of ratings received for each rating category out of all games available for each system. Table 1. 11: Comparing Target Demographic Options (Number of Ratings)| Rating| Microsoft’s Xbox 360| Nintendo’s Wii| Sony’ Playstation 3| Everyone| 303| 916| 481| Everyone 10+| 213| 355| 186| Teen | 535| 374| 529| Mature| 491| 57| 373| Rating Pending| 145| 61| 145| Ranking| 1| 3| 2| BEST OPTION: Microsoft’s Xbox 360 Based on all of the games available for each gaming system, the Xbox 360 has the most games with ratings in the Mature and Teen categories. Since you, Pascal, are an adult and prefer the types of games that are most commonly rated Teen and Mature, the Xbox 360 gets the top rank for the Target Demographic criterion. Sony’s Playstation 3 comes in second with a comparable number of games in the Teen and Mature rating categories, but they are not quite as high as the Xbox 360. Nintendo’s Wii has least number of ratings in each of those categories. The Wii has a staggeringly low number of games in the Mature category at 57, and roughly 150 less games in the Teen category than the Xbox 360 and Playstation 3. This makes it clear that the Xbox 360 is geared toward an adult audience, and will likely have more games that suit the preferences of an adult. The Playstation 3 is a close second, but still offers significantly less games in the Mature category. The Wii seems to be geared toward a younger, less mature audience, and will likely have the least number of games that will fit your preferences. With all of this considered, it is clear that the Xbox 360 is the best option for the Target Demographic criterion. Comparing Common Hardware Malfunctions and Glitches Table 1. 11 shows all of the common hardware malfunctions and glitches for each option. This table also assigns a ranking (1 being the system with the overall least severe hardware problems relative to the other options). Table 1. 12: Comparing Common Hardware Malfunctions and Glitches | Options| Microsoft’s Xbox 360| Nintendo’s Wii| Sony’s Playstation 3| Common Hardware Malfunctions and Glitches| *Complete System Crash – â€Å"Red Ring of Death†*Basic Hardware Failure (eg. DVD tray and laser failure)| *Power Supply Issue*WiConnect24 Issue*Dual-Layer Wi Disc Failure| *Complete System Crash –â€Å"Yellow Lights of Death†| Rankin g| 2| 1| 3| BEST OPTION: Nintendo’s Wii Based on this table and other research, I have identified Nintendo’s Wii as your best option for the Common Hardware Malfunctions and Glitches criterion. Even though the Wii does run into problems occasionally, they are rarely as severe as they are with the other options. All of the problems listed for the Wii are covered by warranty and are not worthy of complete system replacement. Alternatively, the Xbox 360 and Playstation 3 both commonly run into full system crashes, which render the system unusable. Kyle Johnson, an avid gamer and owner of all three options, has never run into a problem with his Wii, but has experienced full system crashes on both his Xbox 360 and Playstation 3. The only reason the Xbox 360 is ranked higher than the Playstation 3 is because self-repair on the Playstation 3 is strongly discouraged. Kyle Johnson and Michael McNeilly have both performed minor repairs on their Xbox 360’s, but have never dared to open up their Playstation 3’s. With all things considered, Nintendo’s Wii is the best option for the Common Hardware Malfunctions and Glitches criterion. Comparing Movie-Playing Features Table 1. 13 below shows all of the media discs played by each option, and whether or not that option satisfies your preference of having a built-in Blu-Ray player. Table 1. 13: Comparing Movie-Playing Features | Options| | Xbox 360| Wii| Playstation 3| Media Discs Played| * Xbox 360 Discs * Xbox 1 Discs * DVDs * CDs * DVD-R * DVD+R * DVD-RW * DVD+RW * CD-R * CD-RW * Dual Discs | * Wii Discs * GameCube Discs| * Playstation 1,2, and 3 Discs * Blu-Ray Discs * DVDs * CDs * DVD-R * DVD+R * DVD-RW * DVD+RW * CD-R * CD-RW * Dual Discs | Satisfies Preference? | No| No| Yes| Ranking| 2| 3| 1| BEST OPTION: Sony’s Playstation 3 Based on the media discs that each option offers, Sony’s Playstation 3 is the obvious choice for the top rank in the Movie-Playing Features criterion. The Playstation 3 is capable of playing both DVDs and Blu-Rays, while the Xbox 360 is only capable of playing DVDs. The Nintendo Wii, however, cannot even play DVDs. Because you have identified that you prefer a video gaming system that has a built-in Blu-Ray player, the Playstation 3 is the best option for the Movie-Playing Features criterion. CONCLUSIONS Table 1. 14 lists the rankings of each of the six evaluative criteria used throughout this report. In order to come to an overall conclusion as to which option to select, I have assigned reversed point values to the previously determined rankings. If, for instance, an option received a ranking of 1, it would be valued a 3. A ranking of 2 receives a value of 2, and a ranking of 3 is valued a 1. The total number of points will be shown at the bottom of the table along with the final ranking. The video gaming system with the highest number of points will be ranked as 1 and will be your best option. Table 1. 14: Overall Ranking | Options| Evaluative Criteria| Xbox 360| Wii| Playstation 3| Cost| 1| 1| 1| Hardware Specification| 1| 3| 2| Games Offered| 1| 3| 2| Target Demographic| 1| 3| 2| Common Hardware Malfunctions and Glitches| 2| 1| 3| Movie-Playing Features| 2| 3| 1| Total Points| 16| 10| 13| Overall Ranking| 1| 3| 2| RECOMMENDATIONS It has been determined that Microsoft’s Xbox 360 is the best option, and I would like to recommend to you several retailers where it is available for purchase. The price is universal when bought new, but may vary depending on bundling and other promotions. I have prepared a table showing three popular retailers, the nearest location, and the price of the Xbox 360 4GB system. Table 1. 15: Retail Locations and Price Retailers and Locations| Price| GameStop(425) 895-833116475 NE 74TH STRedmond, WA 98052| $199. 99| Target(425) 482-641013950 NE 178th PlWoodinville, WA 98072| $199. 99| Walmart(425) 741-94451400 164Th St SwLynnwood, WA 98087| $199. 99| Throughout my research I began to realize that the final outcome would depend heavily on how much any criterion was valued. Based on your personal preferences, the best choice is the Xbox 360. However, if you decided that you valued having a Blu-Ray player above everything else, then the Playstation 3 would be the best option. If you decided that the only way to play Role-Playing Games was to use a remote and a nun chuck, then the Wii would be the best choice. It all depends on the valuing of any particular criterion. If you are interested in doing further research, the bibliography lists all sources used. My personal interviewees may be available if you would like to ask them questions, and all of my other sources have a variety of useful and reliable information. Based on everything I have learned from this report and my personal experience with the system, I believe that the Xbox 360 is the best choice for a video gaming system. Bibliography â€Å"Console at Nintendo – Wii. † Nintendo Wii Console. Web. 07 Aug. 2011. Dotree, Phil. â€Å"3 Common Wii Technical Problems. † Associated Content from Yahoo! – Associatedcontent. com. Web. 04 Aug. 2011. â€Å"ESRB Ratings Guide and Definitions. † Entertainment Software Rating Board. Web. 04 Aug. 2011. â€Å"How to Fix Common Xbox 360 Problems: Same Day Repairs, Low Prices. † Same-day Xbox Repair. Web. 04 Aug. 2011. Johnson, Kyle. Owns All Three Options, Personal interview. 29 July 2011. Jones, Ralph. Wii Owner, Personal interview. 30 July 2011. McNeilly, Michael. Xbox 360 Owner, Personal Interview. 0 July 2011. â€Å"Microsoft Xbox 360 Slim Specs (4GB) – Consoles – CNET Reviews. † Product Reviews – Electronics Reviews, Computer Reviews ; More – CNET Reviews. Web. 04 Aug. 2011. â€Å"Nintendo Wii Specs (original, Wii Sports Bundle) – Consoles – CNET Reviews. † Product Rev iews – Electronics Reviews, Computer Reviews ; More – CNET Reviews. Web. 04 Aug. 2011. â€Å"PlayStation 3 – 160 GB System. † PlayStation – PS3. Web. 04 Aug. 2011. â€Å"Playstation 3 Search – GameStop. † Games for PS3. Web. 04 Aug. 2011. â€Å"Sony PlayStation 3 Slim Specs (160GB) – Consoles – CNET Reviews. Product Reviews – Electronics Reviews, Computer Reviews More – CNET Reviews. Web. 04 Aug. 2011. Towell Justin, Games Radar UK, â€Å"Which console does best and worst in each genre? † 09 Aug. 2011. â€Å"Wii Search – GameStop. † Games for Wii. Web. 04 Aug. 2011. â€Å"Xbox 360 4GB Console – Xbox. com. † Xbox 360 – Official Site – Xbox. com. Web. 04 Aug. 2011. â€Å"Xbox 360 Game Search – GameStop. † Games for Xbox 360. Web. 04 Aug. 2011. ———————————— Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. â€Å"Xbox 360 4GB Console – Xbox. com. † Xbox 360 – Official Site – Xbox. com. Web. 04 Aug. 2011. [ 2 ]. â€Å"Microsoft Xbox 360 Slim Specs (4GB) – Consoles – CNET Reviews. † Product Reviews – Electronics Reviews, Computer Reviews More – CNET Reviews. Web. 04 Aug. 2011. . [ 3 ]. â€Å"Xbox 360 Game Search – GameStop. † Games for Xbox 360. Web. 04 Aug. 2011. . [ 4 ]. Towell Justin, Games Radar UK, â€Å"Which console does best and worst in each genre? † 09 Aug. 2011. [ 5 ]. Towell [ 6 ]. Towell [ 7 ]. Towell [ 8 ]. Towell [ 9 ]. Towell [ 10 ]. GameStop [ 11 ]. GameStop [ 12 ]. â€Å"ESRB Ratings Guide and Definitions. † Entertainment Software Rating Board. Web. 04 Aug. 2011. . [ 13 ]. Xbox 360 Game Search – GameStop [ 14 ]. ESRB [ 15 ]. Xbox 360 Game Search – GameStop [ 16 ]. ESRB [ 17 ]. Xbox 360 Game Search – GameStop [ 18 ]. ESRB [ 19 ]. Gamestop Xbox 360 Search [ 20 ]. ESRB [ 21 ]. â€Å"How to Fix Common Xbox 360 Problems: Same Day Repairs, Low Prices. † Same-day Xbox Repair. Web. 04 Aug. 2011. . [ 22 ]. Johnson, Kyle. Owns All Three Options, Personal interview. 29 July 2011. [ 23 ]. Johnson [ 24 ]. Johnson [ 25 ]. â€Å"Console at Nintendo – Wii. † Nintendo Wii Console. Web. 07 Aug. 2011. . [ 26 ]. â€Å"Nintendo Wii Specs (original, Wii Sports Bundle) – Consoles – CNET Reviews. Product Reviews – Electronics Reviews, Computer Reviews More – CNET Reviews. Web. 04 Aug. 2011. . [ 27 ]. â€Å"Wii Search – GameStop. † Games for Wii. Web. 04 Aug. 2011. . [ 28 ]. Towell [ 29 ]. Wii Search – GameStop [ 30 ]. Wii Search – GameStop [ 31 ]. ESRB [ 32 ]. Wii Search â€⠀œ GameStop [ 33 ]. ESRB [ 34 ]. Wii Search – GameStop [ 35 ]. ESRB [ 36 ]. Wii Search – GameStop [ 37 ]. ESRB [ 38 ]. Xbox 360 Game Search – GameStop [ 39 ]. ESRB [ 40 ]. Dotree, Phil. â€Å"3 Common Wii Technical Problems. † Associated Content from Yahoo! – Associatedcontent. com. Web. 4 Aug. 2011. . [ 41 ]. Dotree [ 42 ]. Jones, Ralph. Wii Owner, Personal interview, 30 July 2011. [ 43 ]. Jones [ 44 ]. â€Å"PlayStation 3 – 160 GB System. † PlayStation – PS3. Web. 04 Aug. 2011. . [ 45 ]. â€Å"Sony PlayStation 3 Slim Specs (160GB) – Consoles – CNET Reviews. † Product Reviews – Electronics Reviews, Computer Reviews More – CNET Reviews. Web. 04 Aug. 2011. . [ 46 ]. â€Å"Playstation 3 Search – GameStop. † Games for PS3. Web. 04 Aug. 2011. . [ 47 ]. Towell [ 48 ]. Playstation 3 Search – GameStop [ 49 ]. Playstation 3 Search – GameStop [ 50 ]. ESRB 51 ]. Playstation 3 Search – GameStop [ 52 ]. ESRB [ 53 ]. Playstation 3 Search – GameStop [ 54 ]. ESRB [ 55 ]. Playstation 3 Search – GameStop [ 56 ]. ESRB [ 57 ]. Playstation 3 Search – GameStop [ 58 ]. ESRB [ 59 ]. How to Fix Common Xbox 360 Problems [ 60 ]. Johnson [ 61 ]. Johnson [ 62 ]. Johnson [ 63 ]. Johnson [ 64 ]. McNeilly, Michael. Xbox 360 Owner, Personal Interview. 30 July 2011. [ 65 ]. Johnson [ 66 ]. Johnson [ 67 ]. McNeilly [ 68 ]. Jones [ 69 ]. Jones [ 70 ]. Johnson [ 71 ]. Johnson [ 72 ]. Johnson [ 73 ]. Johnson [ 74 ]. Johnson, McNeilly How to cite Comarative Analysis of Video Games, Papers

Types Of Project Management Methodology †MyAssignmenthelp.com

Question: Discuss about the Types Of Project Management Methodology. Answer: Definition of Project Methodology The word methodology refers to the system of methods used in a particular activity. Project methodology is a therefore a guiding process that helps in proper implementation of a project. Project methodology is not tool specific but a set of rules that helps in proper implementation of a project. It therefore provides a proper strategic plan for successful project implementation (Leau et al., 2012). According to pundak, (2014), methodology of a project can be defined as a standard for choosing different process, procedures and techniques for implementation of a project. Project methodology can further be defined as proper application of project management knowledge, tools and techniques for successful project implementation (Schwalbe, 2015). Therefore, it can be said that a project methodology plays a significant role in ensuring a project success. There is an increasing need for using a proper project methodology in project implementation as it ensures implementation of a project in a planned approach. There are differentproject management methodologies that can be undertaken by analysing the project requirements. The different types of project management methodology include waterfall, PRINCE2, Agile XP and agile scrum. Analyzing PMBOK and PRINCE2 PMBOK is a project management standard that defines the different tools and techniques required for successful project implementation. The Project Management Body of Knowledge provides a set of guidelines that gives an overview of the different project management practices. The 10 knowledge areas of PMBOK provide a detailed overview of the different processes associated with the process of project planning and implementation of a project. The PRINCE2 project methodology can be defined as a process based method that provides an effective project management solution. PRINCE2 is a widely recognized project management methodology that manages the project after dividing it into certain controllable units. Segregation of a project into certain manageable units makes it easier to track and update the project progress. The similarities and the differences between these two approach of project management is discussed in the following section- Analysis of Similarities between PMBOK and PRINCE2 The similarities between PMBOK and PRINCE2 are as follows- PMBOK and PRINCE2 both provide an idea of structured project implementation. PMBOM ensures that proper project management tools and techniques are used to implement a project in a planned approach. The PRINCE2 project methodology ensures implementation of a project in a controlled environment (Karaman Kurt, 2015). Therefore, both the processes can be used to implement a project thorough supervision. Both PMBOK and PRINCE2 ensure that the project undergoes proper processes of risk management before its implementation. Risk management is an important aspect of project management and both this approaches includes risk management at the initiation phase of the project. Both the approaches ensure there is a proper communication flow in the project. Communication plan therefore is a major necessity for both the approaches. However, both PMBOK and PRINCE2 differ from each other in a number of aspects. The dissimilarities between PRINCE2 and PMBOK are discussed in the following section. Dissimilarities between PMBOK and PRINCE2 The dissimilarities between PMBOK and PRINCE2 are as follows- PMBOK is a standard while PRINCE2 is a project methodology. Therefore, there is huge difference in the implementation approach of both the processes (Matos Lopes, 2013). The working principle of PRINCE2 methodology includes implementation of a project in controlled environment. This makes the process of tracking the project progress easier. PRINCE2 methodology further allows the project team in controlling the project implementation process. Project control however, is not possible in PMBOK. Quite contrast to PRINCE2 methodology, in PMBOK, the project manager is the central decision maker of the project (Ghosh et al., 2012). PMBOK process is generally based on project plan and proper planning is the driving force of the project. IN PRINCE2 business case acts as the driving force for controlling and managing a project. PMBOK follows a knowledge based approach while PRINCE2 is process oriented. PRINCE2 although does not incorporate all the knowledge areas of PMBOK, the principles, themes and processes of PMBOK are consistent with the PMBOK guide. PMBOK is administered by PMI while PRINCE2 is administered by the APMG PRINCE2 methodology is tailorable while PMBOK is follows a non prescriptive approach. PRINCE2 and Project Life Cycle (PLC) Project lifecycle gives a proper overview of initiation, planning, execution and closure of a project. PLC is followed by almost all the project managers irrespective of the project management approach chosen for the project. The project life cycle creates a proper framework for managing a particular project (Joslin Mller, 2015). PRINCE2 project methodology relates to the project life cycle as in PRINCE2 as well, he entire project is divided into a number of phases. Unlike project life cycle that consists of four major phases, in PRINCE2 project methodology, the project is subdivided into seven phases which are Pre initiation phase, project initiation, direction of a project, project control, project management, management of project delivery and the project closure. Proper execution of all the phases of the project ensures success of a particular project. Project life cycle holds a very important place in management of a project as it helps in managing any type of project (Kerzner Kerzner, 2017). PLC helps a project manager in coordinating the different aspects of a project thus ensuring proper project implementation and successful delivery of a project. References Ghosh, S., Forrest, D., DiNetta, T., Wolfe, B., Lambert, D. C. (2012). Enhance PMBOK by comparing it with P2M, ICB, PRINCE2, APM and Scrum project management standards.PM World Today,14(1), 1-77. Joslin, R., Mller, R. (2015). Relationships between a project management methodology and project success in different project governance contexts.International Journal of Project Management,33(6), 1377-1392. Karaman, E., Kurt, M. (2015). Comparison of project management methodologies: prince 2 versus PMBOK for it projects.Int. Journal of Applied Sciences and Engineering Research,4(5), 657-664. Kerzner, H., Kerzner, H. R. (2017).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Leau, Y. B., Loo, W. K., Tham, W. Y., Tan, S. F. (2012). Software development life cycle AGILE vs traditional approaches. InInternational Conference on Information and Network Technology(Vol. 37, No. 1, pp. 162-167). Matos, S., Lopes, E. (2013). Prince2 or PMBOKa question of choice.Procedia Technology,9, 787-794. Schwalbe, K. (2015).Information technology project management. Cengage Learning. pundak, M. (2014). Mixed agile/traditional project management methodologyreality or illusion?.Procedia-Social and Behavioral Sciences,119, 939-948.

The Performing Stage

Team members develop mechanisms to ensure focus is kept on the project goals. They manage and monitor change. Conflicts and disagreements that arise are resolved without interfering with the project’s progress. The project leader is excused from day-to-day activities (Mcshane, Steen, 2008).Advertising We will write a custom essay sample on The Performing Stage specifically for you for only $16.05 $11/page Learn More He or she remains to celebrate achievements and serve as a gateway to higher levels in case decisions of that level are sort. The project leader is to stick to the project management processes, such as improving communication, participation, morale, recognition, and capacity building. This is used to prevent team members from developing complacency. The project leader also guides the team dynamics in a professional manner. This eliminates internal rivalry and pride among members. Otherwise, all the successes achieved by the team will turn out to be a cropper. According to Bass (1985), an individual must go through various processes before becoming a leader. The researcher also claims that three events could force people to develop leadership skills (Bass, 1985). One of the events is a crisis (great event). People are forced to react to the situation to solve urgent problems. The event brings out unique leadership qualities in an individual. The second aspect is the individual’s personality traits. Some people possess extraordinary qualities that put them in a position to lead the others. Finally, a person can decide to learn leadership skills at the institutions of high learning. This form of leadership is referred to as transformational or process leadership. Crisis in leadership takes place when an individual volunteers to lead a team during unusual events. It happens during events, such as political violence, revolutions, and wars. Such leaders are usually outspoken and are good orators. Martin Luther King was such a leader. Transformational leadership focuses on bringing change to the organization. It is usually compared to transactional leadership, which is the worst form of leadership as far as change is concerned. Improved communication leaves its members with freedom to express their views openly on how to make the team more effective. It eliminates doubts and misunderstandings among members and the team leader. Clear nonverbal communication helps members fill the void left by verbal communication in the team.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Communication will finally build trust, reduce conflicts, and raise interpersonal relationships among project members. It is worth noting that talking about and modeling work ethics by the project leader together with the team enhance the workers understanding of what they are expected to do. A positive atmosphere may be created in an environment where trust and openness are present. It makes members feel comfortable with each other and be able, therefore, to express themselves freely on matters they deem necessary to the project. Trust is a primary tenet in relationships and, therefore, very crucial at this stage. It should be proclaimed as the most important issue. Moreover, it should be provided to all members at this stage. Trust builds reliability, responsibility, and accountability. Words, behavior, and actions must be congruent. As earlier noted, communication is a key aspect of the performing stage in team development. Participation is equally important though it comes second after communication. It puts a team together. This ensures that every member is involved. This is, of course, the bottom line of the performing stage. It should be remembered that collective participation is not the scale to measure the level of participation. Instead, appropriate contribution to necessity by an individual take s the cue. Involvement results in commitment and synergy in team actions. Participation has to be balanced. This means that to ensure a successful performing stage, members should be involved in the discussion, if their contributions are relevant. This leaves them with a sense of value; hence, they might perform the whole project on their own. What the project leader is to do then is to match the leader’s behavior with member’s expectations. The behavior of leaders influences the behavior of organizational members in a number of ways. This means that leaders with good behaviors inspire employees. Recognition and appreciation comes the last at the performing stage. This should be communicated to everyone at every opportunity. The system used should be fair and consistent to avoid biasness.Advertising We will write a custom essay sample on The Performing Stage specifically for you for only $16.05 $11/page Learn More This can only be successf ully, if done in the presence of other team members. For example, during briefing, the project leader could say thank the junior employee for working overtime the previous day. Quality or a skill brought into the task by a member of the team has to be specified during recognition or reward. An effective performing stage displays the following characteristics among team members. One of the characteristics displayed include an elaborate, well-structured communication system. Others include proper agreement among team members, positivity, and interdependency, regular team meetings to allow brainstorming and all-inclusive participation, and clear procedures of conflict and disagreement resolutions. Additional advantages would include exhibition of commitment and synergy by team members, and simple and clear ways of replacement of members in cases of unexpected departure. References Bass, B.M. (1985). Leadership and performance beyond expectations. New York: The Free Press. Mcshane, S., Steen, S. (2008). Canadian Organizational behavior. Oxford: Oxford University Press. This essay on The Performing Stage was written and submitted by user Saanvi I. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Clil Essays

Clil Essays Clil Essay Clil Essay spanning the continent geographically from the North (Sweden) to the South(Spain)What is true of most educational issues also applies to CLIL is that it comes in a wide range of shapes and sizes. [4] 2. FIVE DIMENSIONS FOR INTRODUCING CLIL According to the research published in 2001 (MARSH, Majlers and Hartiala: Profiling European CLIL Classrooms-Languages Open Doors) [5]) there are five dimensions or reasons for introducing CLIL in schools and universities in order to strengthen the teaching and learning at these institutions. Five dimensions of CLIL: 1. Culture Dimension –CULTIX, emphasizes the importance to build intercultural knowledge and understanding; to develop intercultural communication skills; to learn about specific neighboring countries/regions and minority groups; to introduce the wider cultural context. 2. Environment Dimension – ENTIX, is to prepare for internationalism, specifically European union integration; access International Certification, enhance school profile. 3. Language Dimension – LANTIX, seeks to improve overall target language competence, develop oral communication skills, develop multilingual interests an attitudes, introduce a target language. 4. Content Dimension – CONTIX , aims at providing opportunities to study content through different perspectives ; accessing subject-specific target language terminology, preparing for future studies and working life . . 5. Learning Dimension- LEARNTIX, has the goal to complement individual learning strategies; diversely methods an forms of classroom practice ; increasing learners motivation. 2] These five assumptions can be considered as the basic ingredients for effective language learning and teaching activities These assumptions are otherwise called- The official CLIL Compendium. Another theorist slightly disagrees with this opinion and puts communication as the central focus in the process of the language acquisition. Krashen and Terell meant that the problem with this method of language learning was that they were built too much around the structure of language, not about theories of acquisition. 6] According to Krashen theory – learning hypothesis is two different ways of developing skills in a second or foreign language. [6] Analysis of the CLIL theories implies that the role of a teacher in CLIL is very important . The final achievement of the student should depend on the teacher’s awareness of the goals to be reached during the course and general motivation of the students. [2] 3. BENEFITS OF CLIL According to the theoretical definitions we can assume, that CLIL, has the following benefits: 1. CLIL is a member of the curriculum club. . CLIL has a dual focus. 3. CLIL buys us time. 4. CLIL causes  good change. 5. CLIL motivates. 1. CLIL is a member of the curriculum club. According to the European Commission: â€Å"Content and Language Integrated Learning (CLIL),  in which pupils learn a subject through the medium of a foreign languag e † This quotation endorses CLIL as a member of the curricular club. It seems uncontroversial because we do not know to what extent or to what level pupils ‘learn a subject’ through the foreign language, and we are left unaware of any reasons for doing CLIL. . CLIL has a dual focus. According to more detailed description: â€Å"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with  dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. (Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential). This quote highlights some of the educational intention inherent to the CLIL paradigm. Through CLIL-type practice, subject content is learned at the same time with a foreign language. The ‘dual-focused’ objective would seem to be implying that CLIL shoots two birds at the same time. 3. CLIL buys us time. In European Commission’s quotation we encounter the following phrase: â€Å"It [CLIL] provides exposure to the language  without requiring extra time in the curriculum†. This should promote an approach with a twin set of objectives. One of these objectives is clearly educational (to learn subject content and a foreign language) and the other is administrative. Since educational and administrative needs often fight for space, this seems a good way to promote peace between them. In the European Council Resolution in 1995 is said, â€Å"†¦all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue†. Curricula is attempting to achieve this aim have been getting more and more desperate in their attempts to find timetabling space. Instead of studying for example Geography in the mother tongue language, we should do it in a foreign language. Pupils learn the same subject concepts and skills, but increase contact time with the foreign language – crucial consideration in the improvement of attainment levels. [7] 4. CLIL causes  change. David Graddol wrote that CLIL is: â€Å"†¦an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together. It differs from simple English-medium education in that  the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study†. (Graddol D. English Next, British Council Publications, 2006) Graddol suggests that a powerful element of CLIL is its role in the improvement of language skills, and that pupils do not necessarily need a particularly high level of foreign language attainment. The teachers would have to adjust their methodology to ensure that the students understood the content. They would have to think of other means (group work, tasks, etc) which would result in an increase of the skill-based focus of the learning. [7]   The educational materials (textbooks) would also have to reflect this approach. The pupils would be learning language that was more clearly focused on, and related to, the subject matter that they needed to learn. CLIL is not confined to higher-achieving students. It fits in perfectly with a mixed-ability philosophy. So we might say that the phenomenon described above is desirable in educational terms. Ensuring that students understand the content, reducing teacher-talk, increasing the focus on skills, influencing publishers to do likewise and getting students to learn language items that are always contextualized, always functionally necessary at any level of curricular discourse. [7] . CLIL motivates Another quote: â€Å"CLIL is about  using languages to learn†¦ It is about  installing a ‘hunger to learn’ in the student. It gives opportunity for him/her to think about and develop how s/he communicates in general, even in the first language†. (Marsh, Marsland Stenberg, 2001) From the first part we can see that CLIL views language a s a ‘vehicle’, not simply as an entity in itself. This is a central component of the CLIL package. David Graddol said something similar too in his book  English Next, when he talked about the world now viewing English not so much as a language but as a core skill. This is a crucial observation, and it lies at the heart of the educational and social change that has taken place since the development of the Internet and the parallel growth in globalization. As English becomes an essential add-on to any curricular program around the world, it is moving into a position where it becomes a subject that pupils learn in order to do something else. [7]   A dual-focused CLIL encapsulates perfectly this post-modern, utilitarian view of the English language. Liberal educationalists may not agree with it, but for the time being it is here to tay. In its defense, CLIL also seems to contribute to the buzz-concept of our times – namely ‘motivation’. Teachers’ forums talk about it endlessly, as do the blurbs on the back of scholastic textbooks and the opening lines of ministerial declarations. In CLIL there is a chance that they are being asked their opinions because the expression of opinions is a key competence in the syllabus con tent. [7] 4. HISTORY OF CLIL There was always a big interest in alternative methods of language instruction and understanding of foreign cultures. In ancient times it was very popular to learn another language in the languages country of origin and to familiarize with the culture at the same time. In the middle ages many people were multilingual, although it is known that (except from Latin) no language was taught systematically in the schools or in other educational institutions. Foreign languages were learned through the interaction with speakers (people from foreign countries), mostly from trade or professional interests. In the 18 th and 19th century governesses were employed by aristocratic families. The governesses used their native tongue, French language, to instruct the children. The children had acquired new language as a foreign or frequently as a second language, as they used it to learn the contents of whatever it was they were taught: history, geography, or other subjects. So the roots of CLIL lies at this ancient linguistic cultural learning . Simultaneous integrated learning of a language and a particular subject by using foreign language as the language of instruction and learning. For a considerable time now, schools exist all over the world in which all school subjects are taught not in the local language, but in one of the worlds great cultural languages. German schools abroad, French academic high schools, British boarding schools and for some time now the schools set up by international institutions for the children of their employees are modern examples of alternative methods that depart from traditional curricular instruction and make use of this underlying principle of bilingual instruction, the integration of a foreign language and school ubject matter. [8] But it is conspicuous that the schools mentioned above are almost exclusively elite schools, where the term eliteâ€Å" not only refers to the high intellectual capabilities of the students, but also to the financial options available to their parents that make it possible for them to send their children to these schools. This process of selection over a long period of time had led to this decidedl y attractive form of learning being available only to a minority of young people. Through the establishment of so-called bilingual branches in normal regular schools (academic high schools and secondary schools), especially in Germany and Austria in the second half of the 20th century, bilingual curricular instruction was made available to students from all levels of society. The language policy of the European Union (every E. U. citizen should be able to speak at least two languages of the Union in addition to his native language) has resulted in bilingual curricular instruction having gained a high level of acceptance and support in all of Europe. 8] The number of concepts referring to this didactic idea is surprisingly large. In the English-language context, concepts such as; 1. Teaching Content through a Foreign Language, 2. Dual Focused Instruction, 3. Bilingual Content Teaching, 4. Content Based Language Teaching. These terms also make it clear that the basic concept of bilingual learning is interpreted in different ways. [8] During the past decade a concept has established itself in the English- and French-speaking cultural areas that are being increasingly used to refer to this idea:   1. Content and Language Integrated Learning((English) abbreviated as CLIL) 2. Enseignement dune Matiere par lIntegration dune Language Etrangere  ((French)  abbreviated as EMILE). It is surely a welcome development that, in spite of the diversity of interpretations of this idea inherent in these concepts, a uniform term is beginning to emerge, one that allows an unbiased perspective on this approach. But this also necessitates a definition that does justice to the diversity inherent in the concepts. Such a definition was already proposed at the start of this century and presented in slightly modified form in the Eurydice Report of the European Union (Eurydice Report, 2006). It runs as follows: ? The acronym CLIL is used as a generic term to describe all types of provision in which a second language (a foreign, regional or minority language and/or another official state language) is used to teach certain subjects in the curriculum other than the language lessons themselves. (Eurydice 2006: 8) 5. CLIL’S SITUATION IN LITHUANIA In Lithuania CLIL was initiated only in 2002 by the Ministry of Education and Science. The subject’s taught in foreign languages – English, French and German-include informatics, technology, history, ethics, and geography. Other subjects including art, business and cultural studies, music, biology, economics, healthy life style, mathematics, were used rarely. Humanities and creative subjects are definitely preferred as options for CLIL projects. The integration of languages and humanities in Lithuania seems to work better. Language teachers feel more confident about teaching other subject through foreign languages than subject teachers teaching in foreign languages. The most widely used model of teaching CLIL is subject and language teachers working in teams. CLIL is viewed in a positive light. The teachers in Lithuania perceive integrated teaching as a possibility for professional growth. Teachers are also motivated by the possibility to learn methods and approaches . By far the largest advantages as seen is the expansion of knowledge , both language and subject . Integrated teaching is primarily seen as a mean of developing language skills. Studies abroad are mentioned as a second biggest advantage. Other advantages that are mentioned by Lithuanian teachers are the development of IT skills, co-operation possibilities, career opportunities, higher motivation and increased competitiveness. Some teachers also mention the use of authentic materials and authentic tasks as one of the biggest advantages of approach. [9] Recently an investigation has been done by Ruta Veteryte, Management Teacher and Vilmante Liubiniene, English/ESP Teacher, to find out the situation of CLIL in Lithuania in various education levels. The results were following: 1. Pre primary level. Nowadays it has become a fashion, to offer language classes in some kindergartens. (Especially in English language). 2. Primary level. A foreign language is being taught from 1st year only in some profiled schools. 3. Secondary level. Beginning with the secondary level all schools provides studies of foreign languages. This lasts approximately for 7 years. In some gymnasiums students study such subjects as Economics or Physics in a foreign language, but this is not a very common practice. 4. Tertiary level. All students study foreign languages at least for a year, not depending on whether they are college or university students. Some higher education institutions train language specialists; others develop general skills of students in foreign languages up the advanced level. Studies of foreign languages differ a great deal among the universities. The length of language studies usually is restricted to one academic year. During this year some universities offer the courses of general English/German/French. When students reach the required level of language skills they are allowed to continue language studies choosing some alternatives, like Business English, English for Academic Purposes and etc. Other universities right from the beginning offer specialized language studies (ESP), depending on the profile of the Faculty(English for Law, English for Economics and Management, English for Environmental Studies, etc. ). Still, there are universities, which offer a variety of subjects to be taught in foreign languages. This is a common practice in Social Sciences, Economics, Engineering, and etc. Some universities have special units like International Study Centers that organize most of the studies in a foreign language. Students have a possibility to attend the courses offered by the visiting or native professors. [10] 6. THE RESEARCH OF CLIL’S SUCCESSFULNESS IN TERTIARY LEVEL A research has been done by Doctor. Vilmante Liubiniene [? ], in Lithuania , Kaunas University of technology , in Faculty of Social Sciences in order to verify theoretical assumptions of CLIL discussed in Chapter 2. A group of first year students in tertiary level were chosen and exposed to CLIL teaching methods during course â€Å"English through Sociologyâ€Å". For comparison another group of students were included, as a control group. Observation has been done for a whole academic year and results tested in the form of survey at the end. The questionnaire was also composed by Doctor. Vilmante Liubiniene. It was composed according to the theoretical assumptions of Marsh and Krashen, plus some additional questions on language and subject skills. Respondents had to answer 28 questions. In the table below we can see the results of Doctor. Vilmantes Liubinienes investigation. [2] Table 6. 1 Results of Investigation | |CLIL* |RS** | |1 |Built intercultural knowledge and understanding |3,94 |2,63 | |2 |Develop intercultural communication skills |3,73 |3,09 | |3 |Learn about specific neighboring countries/regions and minority of groups |3,89 |2,41 | |4 |Introduce the wider cultural context |4,05 |3,16 | |5 |Prepare for internationalism, specifically EU-integration |2,94 |3,08 | |6 |Improve overall English language competence |3,89 |3,41 | |7 |De velop oral communication skills |4,05 |3,66 | |8 |Develop multilingualism interest and attitudes |3,36 |2,83 | |9 |Improved the skills of listening comprehension |3,78 |2,58 | |10 |Provide opportunities to study content through different perspectives |3,63 |3,16 | |11 |Access subject-specific English language terminology |3,68 |3,33 | |12 |Prepare for future studies and/or working life |3,89 |3,25 | |13 |Complement individual learning strategies |3,68 |3,0 | |14 |Diversify methods and forms of classroom practice |4,0 2,91 | |15 |Increase learner motivation |3,73 |2,58 | |16 |Have â€Å"naturally† developed the knowledge of a second language |4,15 |3,41 | |17 |Develop the skills of reading |4,21 |3,5 | |18 |Have understood what is meant â€Å"sociology† |4,63 |3,58 | |19 |Develop academic writing skills |3,57 |3,08 | |20 |Acquired the skills of presentation |4,26 |3,08 | |21 |Have understood texts in the target language |4,31 |3,25 | |22 |Feel fluent in English |3,89 |3,16 | |23 |Have learnt grammas rules |2,84 |2,58 | |24 |Develop ability to answer spontaneously to the questions |3,76 |2,83 | |25 |Understand the content with the help of context or extra-linguistic information |3,94 |2,5 | |26 |Have acquired self-confidence |3,66 |3,16 | |27 |Have enjoyed studying the content |4,1 |3,25 | |28 |Had a relaxed classroom atmosphere |4,57 |3,58 | *-students working according to the CLIL methodology **- regular students Results were based on self-evaluation questionnaire (ranging from-1the least till 5- the most)indicates that CLIL students have become more proficient and have achieved better results as compared to the other students learning a foreign language. These findings gave proof to Krashen’s hypothesis and Marsh four dimension hypotheses. According to the results in Table 6. 1 it is obvious that CLIL students are more proficient than regular students, and CLIL has a positive impact on a versatile education. CLIL students in this investigation, have clearly improved overall foreign language competence and increased learner’s motivation. 7. PERSPECTIVES OF CLIL According to the investigation in Chapter 5 and research in Chapter 6, that were held in Lithuania, we can assume, various findings. In the investigation described in Chapter 5, we can clearly see that in Lithuania, there are no CLIL until secondary level of education. In the secondary level of education CLIL is a very rear practice, and as a rule it is held in English language only. Meanwhile foreign languages are being taught at least for seven years, and sometimes since pre-primary level. Situation remarkably changes in tertiary level, where CLIL is applied in three languages. Lithuanian colleges and universities offer, not only subject learning, but even whole studies according to the CLIL program. In research, shown in Chapter 6, shows up a clear view, that CLIL in tertiary level, in this case university is absolutely successful. And it satisfies most of the European Union’s theoretical assumptions. It means that science teaching in universities, based on CLIL program is very successful, useful and perspective. But according to the European Council Resolution in 1995: â€Å"†¦all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue†. It means, that CLIL program should be applied in Secondary level of education (alongside with tertiary). Keeping in mind that compulsory schooling in Lithuania is tenth grade , indicates that CLIL should be practiced in earlier classes , not in the graduate ones. In my opinion applying CLIL in secondary schools more often and much earlier would cause more problems, to the teachers, and rarely to the pupils. Teachers on the other hand might face the following obstacles: 1. Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility. 2. Most current CLIL programs are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programs are mainly seen to be marketable products in the private sector. 3. CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher. 4. The lack of CLIL teacher-training programs suggests that the majority of teachers working on bilingual programs may be ill-equipped to do the job adequately. 5. There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage. 6. Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learners own country through a second language. [11] Putting an effort, by both teachers and pupils, would result in very successful, proficient and perspective science teaching. CONCLUSION Teaching foreign language through content of subject is a useful educational strategy in multilingual education. The emphasis on content and on communication initiates teaching and learning process. During the investigation of CLIL situation in Lithuania, I found out that in the secondary level of education, CLIL is a very rear practice and as a rule it is held in English language only. Meanwhile in tertiary level, CLIL is applied in three languages. In Lithuanian colleges and universities there are not only subject learning, but whole studies are based on CLIL program. According to the research, science teaching in universities, based on CLIL program, is very successful, useful and perspective. Pupils will graduate school by being more proficient and knowing more than one foreign language, if the CLIL program would be implemented to lower secondary education classes and expanded widely between Lithuanian schools, And this would lead us to the conclusion, that CLIL has huge perspectives in science and foreign language teaching and learning. LITERATURE 1. http://ec. europa. eu/education/languages/language-teaching/doc236_en. htm 2. Global Cooperation in Engineering Education. Proceedings of International conference. Kaunas University of Tehcnology. 2008 3. clilconsortium. jyu. fi/ 4. Marsh, D; Wolff, D. (eds) Diverse Contexts Converging Goals. CLIL in Europe (2007) 5. Marsh, D. and Maljers, A, and Hartiala , A-K. Profiling European CLIL Classrooms , Languages open doors (2001), www. clilcompencium. com 6. Krashen, S. and Terrell, T. D. The Natural Approach. Oxford: Pergamon (1988). 7. onestopclil. com/section. asp? theme=magcatid=238docid=453 8. goethe. de/ges/spa/dos/ifs/en2747558. htm 9. Andriuliene, L; Kelly , K,; Krikstaponis,A. ; Vilkanciene, L. (red. ) Integruotas dalyko ir uzsienio kalbos mokymas. Vilnius,SMM, Svietimo aprupinimo centras (2006) 10. factworld. info/lithuania/ 11. teachingenglish. org. uk/think/articles/content-language-integrated-learning[pic]

A Look at Vengeance as Illustrated in Edgar Allan Poe’s Story, The Cask of Amontillado

A Look at Vengeance as Illustrated in Edgar Allan Poe’s Story, The Cask of Amontillado â€Å"The Cask of Amontillado† by Edgar Allan Poe is the twisted story of Montresors revenge against Fortunato, a â€Å"friend† who insulted his family name. After luring Fortunato into his family’s catacombs with the promise of enjoying a drink of Amontillado, Montresor chains him to wall and leaves him there to die. Different aspects of Poe’s life, including his psychological tendencies and Freemasonry, influenced him to incorporate social status into â€Å"The Cask of Amontillado†. It is evident that both characteristics of Poe’s personality and values are reflected in this short story. Poe resented his social status, was full of pride, and took criticism harshly. Like Poe, Montresor also did not take jokes and criticism lightly. Fortunato’s continuous remarks about the Montresors is what ultimately lead Montresor to kill him. Fortunato made remarks about the Montresors because of their recent fall in wealth. Poe resented his more successful coworkers who had more money than him, and he made this known; he â€Å"quickly became upset by jokes made at his expense† (Giammarco). Montresor resents Fortunato’s wealth and happiness because he has fallen in social status. Montresor wants what he used to have and what Fortunato recently gained. Montresor and Fortunato both have a high sense of pride and reputation. Thus, Montresor’s fall in social status severely affects him and makes him envious of Fortunato. This envy and jealousy, caused by the differing social positions of Montresor and Fortunato, is what ultimately drives Montresor to kill Fortunato (Poe). Poe’s own personality characteristic of resenting his social status can be seen here in Montresor’s character. As the story unfolds, the audience learns that Montresor has fallen in social class, and that Fortunato is now wealthier and therefore more powerful than he. After Fortunato has a coughing fit, Montresor says â€Å"You are rich, respected, admired, beloved; you are happy, as I once was. You are a man to be missed† (Poe 327). This shows that Montresor was once wealthy and happy, like Fortunato currently is, but his fall in social status has caused him unhappiness. One of the influences on Poe plays a role Montresor still has his pride despite the fact that he has fallen in social status. He is still confident that he can trick Fortunato with the promise of Amontillado and play upon his weaknesses. This weakness, stemming from his high social status, leads to his ultimate demise. Fortunato is left to die in the catacombs, and Montresor has to live with the guilt of killing him for his reputation (Poe). Poe’s strong sense of pride is seen here in Montresor’s character. Three aspects of Poe’s character, including resenting his social status, taking criticism harshly, and having a strong sense of pride, all made their way into Montresor’s character in this short story. These characteristics of Montresor demonstrate the social status element that Poe incorporated in â€Å"The Cask of Amontillado†. Not only was Poe’s influenced by his own personal experience, he was also influenced by the heavy Freemason presence of his time period. The audience sees another aspect of social status embedded in Poe’s short story, and this is the reference to the Freemasons. In Poe’s â€Å"The Cask of Amontillado† a conversation between Montresor and Fortunato occurs over the Freemasons. ‘â€Å"You do not comprehend?† he said. â€Å"Not I,† I replied. â€Å"Then you are not of the brotherhood.† â€Å"How?† â€Å"You are not of the masons.† â€Å"Yes, yes,† I said; â€Å"yes, yes.† â€Å"You? Impossible! A mason?† (Poe 328). Fortunato, once again, insults Montresor by telling him that it is impossible that he is a Freemason. The issue of social status is evident again here, as the audience sees how Fortunato regards himself as a higher social status. This dialogue between Montresor and Fortunato held cultural significance for Poe because of the large presence of Freemasons during this time period. The dialogue that contains the reference to the Freemasons is a â€Å"contemporary Masonic political conflict† (Davis-Undiano). According to Davis-Undiano, contemporary analysis of the Freemasons in this short story is often incorrect; their cultural impact and significance vastly varied at the time the short story was written compared to present day. At the time this short story was written, there were two different kinds of Freemasons, and an ongoing conflict was occurring between them (Davis-Undiano). Since the Freemasons were an exclusive club, the idea of social status is seen further here. Fortunato considers himself of higher social status than Montresor, so when he references the Freemasons, he is insulting Montresor yet again, accusing him of being a â€Å"lesser† Freemason. The time period in which Poe wrote this story was the period in which the rift was deepening between the â€Å"elite† and â€Å"working class† Freemasons. Poe could have been demonstrating this rift in â€Å"The Cask of Amontillado† with the reference to the Freemasons between Montresor and Fortunato. The reader can see the similarities between Poe’s personality characteristics and morals in the characters in the story. These characteristics Montresor, including resenting his social status, taking criticism harshly, and having a strong sense of pride, all demonstrate Poe’s psychological tendencies in relation to social class. The Freemasons are also an integral part of the story, as they also influenced Poe and further show social status. Fortunato’s incredulous remarks about Montresor being a Freemason demonstrate their differing social statuses and the importance of the Freemasons to the story. Social status is a significant theme in Poe’s â€Å"The Cask of Amontillado† and many of his other great works.

Report on Diversity day episode Essay Example | Topics and Well Written Essays - 500 words

Report on Diversity day episode - Essay Example Employees are inconsiderate of other employee’s feelings. One employee shreds papers rudely inconveniencing another, who is on the phone. He even goes further to cut off a call from a client. Dwight steals a colleague’s client. Such behavior illustrates the absence of office etiquette. Michael Scott as the Scranton Regional Manager should set a good example and the standard for the way people conduct themselves in the workplace. The Diversity Day training is organized by corporate in response to an incident in which Michael made racially offensive statements. Having everyone sign the Diversity commitment paper in order to avoid embarrassment shows preferential treatment in corporate. There should be fair treatment of all members of an organization. At the seminar, he does not provide a good environment for Mr. Brown, the course facilitator to do his job. Michael also discriminates against black people in the office. He lashes out at them for failing to take responsibility for mistakes they make and blames them for expecting praise for doing what is expected of them. He later extends this discrimination to the Mexicans by suggesting that the term represents something that one should feel ashamed. Role acting about minority communities propagates stereotypes. The role of Michael representing Martin Luther Jnr is an insult to the civil rights movement and the black community he represented. The statement that most streets named after the civil rights record the highest number of violence propagates the stereotypes that black people are violent. The show also suggests that Arabs are violent people while upholding the perception that Jews are shylocks. It is worth noting that several laws broken in the show. For example, the slapping of Michael breaks the law against violence at the workplace. His imitation of Indians deliberately singles a member of the minority community subjecting her to emotional pain

Stock photography Essay Example | Topics and Well Written Essays - 500 words

Stock photography - Essay Example Stock photography in this case becomes highly cost effective and of great use at the right time. Moreover, hiring and explaining while training the photographer as to what the company actually needs out of his work takes a lot of time and still cannot assure the desired results. Therefore in order to minimize the risk of getting the wrong outcomes, most of the companies go for stock photography (Highton, 244). The use of stock photography is most commonly found in the advertising, design or such related agencies which have more of a creative and artistic work to do. Although this type of photography seems easy but it has some serious criterion related to it. Such photographers always have to keep on following certain criteria so that their images can match up to the standards which most of the reputed and well established companies desire (Gross, 185). This type of photography is best utilized by those companies which are purely involved in their core business and can hardly manage these advertising and promotional aspects on their own.Stock photography is of great value both to the photographer as well as the employer as it mutually benefits both parties not only in financial terms but also in terms of saving valuable time of both parties. The success of stock photography entirely depends upon the effectiveness and efficiency of the photographer. If the portfolio of his or her pictures is diverse and caters almost everything that can match the needs of his target clients, then it would definitely get him a huge business. Similarly, he would not be in need of updating the portfolio of new pictures every now and then. The trend of the stock photography started a long time back, nearly in the nineteen twenties. But now the things have changed drastically. It has not just been limited to photography but a number of agencies have been established

Science Neutralizing Lakes Essay Example for Free

Science Neutralizing Lakes Essay Part 1 – Design a strategy for neutralizing Fish Lake What do I know? (What do I remember about the neutralization reaction) Neutralization is when an acid and base are mixed together to me an ionic compound or which are 7 on the pH scale or pure water, it is also when a base and acid are mixed to make it in a neutral state. What am I wondering? (What are your rough ideas to fix an acidified lake?) I will be finding a base that will work the most effective way, also I will find a base that can fix a large amount of acidified lake water with a base that can neutralize it with less then the acidified lake water, I will also look for a base that can make sulfuric acid neutral As a class we got options to what we will conduct this experiment with the base I choose is Sodium hydroxide (NaOH) and for the indicator to show that this will make it neutral is the Universal Indictor I choose that indicator because it has a wide color spectrum when being neutralized. Predictions How much base do you think do you think it will take to neutralize 5mL of acidified lake water? Why? I believe that it will take a little less then 5mL to neutralize it because it will rapidly dissolve and neutralize it. I also know because sodium hydroxide is very responsive once added it will take effect. Balanced Chemical Formula for Sodium hydroxide and Sulfuric Acid (Acidic Lake water) NaOH + H2SO4 - NaHSO4 + H2O How will you know when you have added the correct amount of base and why? I will be using the universal indicator when first added it will first be red, orange, and yellow thus meaning it’s an acid. I will know when it’s fully neutralized when it turns green, blue, and violet. I choose this indicator because it has a wide spectrum of colors, which can help me indicate if I have added the right amount of base. Experimental Set-up and procedure 1. First get all safety equipment needed (safety goggles, and glasses) 2. Receive a test tube 3. Add about 10 drops of acidified lake water to the test tube (10 drops = 5mL) 4. Receive your Indictor (universal indictor) 5. Add about 2 drops of the universal indictor to the acidified lake water 6. Acidified lake water turned orange which meant it was a acid 7. Then I received sodium hydroxide (NaOH) 8. I filled a dropper with NaOH 9. I dropped NaOH into the acidified lake water I seen drastic changes right away with the indictor it started to change right away 10. I added NaOH to the acidified lake water until the indictor turned into a color which was recognized as a base or neutral 11. It took about 9 drops which is less then 5mL to fully neutralize the acid in the water 12. I then recorded all my data to a piece of paper to keep for future references 13. At the end of this experiment I also conducted a next one all the previous steps above were followed but the base was changed to get a comparison 14. To complete my second experiment I used calcium carbonate (CaCo3) 15. I followed previous steps above 16. I added calcium carbonate (CaCo3) to the acidified lake water 17. It took about 15 – 20 drops of (Caco3) to neutralize the acid from the water 18. At the end of these experiments all equipment that I used was cleaned up and stored away to its proper location Record Lake water Acid | Indicator | Base | Observations| What volume of acidic lake water did you neutralize ?I used 10 drops of acidic lake water which is = to 5mL.| What indictor did you choose?Universal indicator I choose that because there is a wide color spectrum so you will see the neutralization when it’s happening.| What base did you choose?I choose sodium hydroxide because it can get the job done and rapidly neutralize acidic water. | How much base was needed to neutralize the acid? What else did you observe?It took about 9 drops of sodium hydroxide (NaOH) which is less then 5mL, I also noticed when adding NaOH the water started to neutralize right away you were able to see the indictor turning purple due to the fact that it was turning into a base.| Reflect Make conclusion by referring to your predictions from step 1. Did your data support these predictions? Why or why not? If not how has your thinking changed? My predictions were correct, my data did support these predictions I say that because when I conducted this experiment I did in fact use less then 5mL I used 9 drops of sodium hydroxide, which is about 4.8 mL. when I conducted this experiment I did have a worry it might be over 5mL because I was not sure my research prior to this lab. I also did know I added the right amount of indicator because when conducting this lab/experiment the indictor turned fully purple thus meaning it was neutralized. When using the universal indicator it has a wide color spectrum, which means it has different colors. When it’s an acid the color will be red, orange, and yellow. When it’s a base it will be green, blue, and violet. MSDS I kept this in mind when using these chemicals in this experiment In large amounts of NaOH is very harmful to human health also other life, I did keep that in mind but I did further research, when I did my research it did state when adding small amounts gradually it will dissolve with out a problem when adding large amounts will cause a problem to wild life and also human life. Small amounts will dissolve over time then add in more once dissolved. Suggest one way in which you could improve your experimental procedure. One way I could of improved in this experimental procedure is to get different bases to get a different observation, which will be a better base. It will be more effective because we have a wider range of bases, which could lead to better solutions.

How Social Capital is Viewed by Different Communities Essay -- Social

Introduction The purpose of this essay is to compare and contrast two different papers that highlight how social capital is viewed by different communities in any given society. The first article titled â€Å"Social Capital and Civil Society† was published in October 1999 by Francis Fukuyama from the institute of Public Policy, George Mason University. Fukuyama (1999) explores to examine in a wider context what social capital is? It’s key function in the free market, how social capital is measured and finally makes suggestions on how social capital can be cultivated for the good in any given society. In the second article titled â€Å"What is Social Capital and why is it important to Public Policy?† was published in 1998 by Robert E. Lang and Steven P. Hornburg from the Fannie Mae Foundation. The authors highlight that social capital has a clear link to government housing and urban policy formation and argue that the lack of social capital has a clear affect to community stability and housing provision. By using Robert Putman’s concepts and comparing six different articles on social capital the author’s further see the increase to social capital to an area has a high effect to the community and improves the lives of many people that are living in deprived areas of the society. Brief Outline Articles Article One â€Å"Social Capital and Civil Society† published in October 1999 By Francis Fukuyama from the institute of Public Policy, George Mason University. Fukuyama (1999) defines social capital as the cooperation of a group of people that are mainly formed by two or more people. He goes further to claim that the formation of the group can be between two very good friends or be more complicated like in the formation of religious group b... ...l suggested by â€Å"globalisation† where the involvement of the community is made not just for capital gain but by ideas of culture. In conclusion this two articles even though different and written for two different audiences, prove without a doubt the theoretical concept behind social capital whether the focus is in housing, public policy or civil society, an enhanced social capital within a community can generate good to any given society. Bibliography Fukuyama F., (1999). Social Capital and Civil Society. The Institute of Public Policy. Web. March 1, 2016 https://www.imf.org/external/pubs/ft/seminar/1999/reforms/fukuyama.htm Lang R.E, and Hornburg S.P (1998) What is Social Capital and why is it important to Public Policy?. Housing Policy Debate. Vol.9, No.1, pp1-16. Web. March 6, 2016 http://www.tandfonline.com/doi/pdf/10.1080/10511482.1998.9521284

Notes on the Auteur Theory Essay

The auteur theory consists of a director’s own personality or attitude in each film that they create. Each film has his or her own style and they use their own personal technique in each film differently. In the article entitled â€Å"Notes on the Auteur Theory,† written by Andrew Sarris, he states that there are three different premises of the auteur theory. The first premise is â€Å"the technical competence of a director as a criterion of value. † A director can be either good or bad, it all depends on the types of films they create. The second premise of the auteur theory is the â€Å"distinguishable personality of the director as a criterion value. † In every film a director correlates his or her own personality into the premise of the film in some way. This creates a relationship between how the film looks and moves to how the director thinks and feels. The third and final premise of the auteur theory according to Sarris is â€Å"concerned with interior meaning, the ultimate glory of the cinema as an art. † This premise projects the director’s attitude towards life during their films or their vision on the world. Over the years, many directors have met the criteria of an auteur director, but none have fit the characteristics of suspense and mystery like Alfred Hitchcock has. Alfred Hitchcock was born in Leytonstone, London England on August 13th, 1899. He had two older siblings, William and Eileen and the three of them grew up in a strict catholic family with their parents named William Hitchcock and Emma Jane Whelan. Hitchcock did not join the film industry until the 1920s, and prior to that he attended St.  Ignatius College and a school for engineering and navigation. In the beginning of his film work, Hitchcock began drawing sets because of his skills in art and eventually got into filmmaking. Some of Hitchcock’ include, The Pleasure Garden, Jamaica Inn, Frenzy, The Lady Vanishes, Psycho, The Rear Window, The Lodger, Vertigo, and Dial M for Murder. In 1942, after Hitchcock directed a film called, Saboteur, film companies began referring to his film after himself; such as Alfred Hitchcock’s Psycho, Alfred Hitchcock’s Family Plot, Alfred Hitchcock’s Frenzy. Hitchcock was awarded the Life Achievement Award on March 7th, 1979 and by this time he was becoming very ill. Unfortunately, Alfred Hitchcock passed away on April 29th, 1980 from a renal failure. Hitchcock may be gone, but his films are never forgotten and to this day Hitchcock will be remembered as the most famous suspenseful and mysterious filmmakers. (IMDB, N. P) Alfred Hitchcock, said, â€Å"There is no terror in the bang, only the anticipation of it†. This statement falls true in almost all of Hitchcock’s films. An auteur director â€Å"illuminates the style of a single artist through a consideration of formal elements,† and one of Hitchcock’s elements that he incorporates in his films is the use of suspenseful tone during certain scenes. (Bywater, 52) In the film, Dial M for Murder, Alfred applies ominous tones to make the audience on the edge of their seats. During the scene when Margot is about to be murdered, the music starts off slow and begins to increase in volume right before the murderer strangles her, forcing the audience to wonder what will occur next. The same type of suspense is used during the film, Vertigo. There is a scene when John is attempting to makeover Judy to fit the aspects of a former lover, Madeline. While he is awaiting her arrival from the bathroom, the tone of the score begins to rise. As John is anticipating Judy’s appearance, the music starts to grow and right before she opens the door of the bathroom, the volume is at its loudest, making the suspense for her arrival at its peak for the audience. Another scene from Vertigo is when John follows Madeline to see her jump off of the bridge into the San Francisco bay. Prior to her jump, the music is light and calming, making the audience wonder why John and Madeline are there. The moment Madeline dives into the bay, the tone immediately heightens and the audience feels a sense of terror not knowing what happened to her. Hitchcock incorporates this style of score into one of his most famous films, Psycho. In an article its states that â€Å"Psycho is the mother of all modern suspense films,† and the audience witnesses this in one of the most famous scenes from the film, the death of the main actress, Marian, during a shower (â€Å"The Greatest Films†). As Marian steps in and begins to take a shower, there is no music playing. While the scene progresses and the shadow of the mother begins to appear, as does the screeching music. This high-pitched tone terrifies the audience as the mother quickly kills Marion. Hitchcock combines the use of score and the use of a drawn out dialogue scenes to create a sense of anxiety between the characters. By using long dialogue scenes, Hitchcock is able to create anticipation from scene to scene, allowing the audience to wonder what will come after. In Dial M for Murder, there is a scene between Tony and Swan discussing how the two will kill Tony’s wife, Margot. The two deeply discuss what will happen during the murder and as the scene progresses the audience becomes worried whether or not the plan will succeed. Hitchcock used the same technique in the film Vertigo during a scene between John and Meredith. The scene consists of the two in the woods while Meredith begins to go into an odd mental breakdown. The audience learns that there is something deeply wrong with Meredith and that John is trying to help her. This scene shows the progression of Meredith’s condition, causing the audience to think about what is left to come. The same technique appears in the film Psycho during an intense conversation between Norman and Marion. This is the first night that Marion stays in the home with Norman and his mother. Norman begins a conversation with her, but instead of coming off friendly, Norman starts to become much more creepy. As the scene advances, Marion begins to become scared of Norman and starts to feel unsafe in his presence. This scene gives the audience a feel of uncertainty with Norman and begins to see that there is something wrong with the man. With the use of long dialogue scenes, Hitchcock was able to convey certain emotions within the scenes to the audience. Alfred Hitchcock will go down in filmmaking history as an auteur director because of his use of both suspenseful score and long mysterious dialogue scenes. Throughout every one of his films, the audience is able to feel scared without the use of cheesy tactics, but from intelligent techniques that incorporate Hitchcock’s personality and the use of his own spin on every film he creates.