Digital Signatures

Mark is a significant part of any archive or understanding between two gatherings. Just transcribed marks are legitimate for authoritative records. The advanced world is as of now doing parcel of recommendations and understandings through PCs and web. So as to use in the online archives, technologists has built up another mark strategy called computerized signature. This paper analyzes the innovation, legitimacy and dependability of advanced marks Introduction Digital mark is an electronic mark which is utilized to distinguish the legitimacy of a document.With the assistance of computerized signature one can confirm that the message he got is unique and unaltered. It's not possible for anyone to dismiss the parenthood of a message in the event that it is marked carefully. Advanced mark is a procedure which includes an encryption and decoding of information. The individual who sends the message will scramble the message which can be unscramble just by the recipient. â€Å"A computeri zed mark is a â€Å"stamp† puts on the information which is one of a kind to someone, and is hard to forge.In expansion, the mark guarantees that any progressions made to the information that has been marked can't go undetected. † (David Youd) Digital marks 3 Digital mark †Technology â€Å"After making an archive, utilizing unique programming one can acquire a message hash (numerical rundown) of the message. At that point utilizing a private key acquired from an open private key position, the message is been hashed. This scrambled hash is the computerized mark of the message.The collector of the message makes a hash of the got message to guarantee the legitimacy of the message. He will at that point utilize the open key gave by the sender to decode the message hash. On the off chance that the hashes coordinated, at that point the got message is legitimate. † (Digital mark) Legality of Digital mark Many nations like, US, European Union, and Australia have end orsed computerized marks legitimately simply like other written by hand signature archives. The vast majority of the online business exercises are utilizing advanced marks to verify the documants.â€Å"Stimulated by the improvement of the American Bar Association Digital Signature Guidelines, electronic mark enactment started with the Utah Digital Signature Act, which was authorized in 1995 and concentrated exclusively on issues raised by cryptography-based computerized marks. Before long, enactment was presented in a few other states† (Thomas J. Smedinghoff and Ruth Hill Bro) Digital marks 4 Issues and worries of computerized marks Like the greater part of the other secure reports have endured by the interruption of programmers, advanced mark innovation is likewise under the consistent dangers from the e-frauds.â€Å"How do you check the genuine assent and authority of an individual identifying with these new electronically-marked exchanges, or realize that the electronic m ark wasn't taken from a PC by some inside or outside substance? † (Lauren Weinstein) Conclusion Digital marks are broadly utilized in internet business exercises. It is legitimately endorsed in numerous nations simply like the written by hand marks. Like the greater part of the other secure records in web, the computerized marks are additionally under danger from gatecrashers or programmers.

Eng 125 Week 1 Assignment

ENG/125 8/6/2012 A Poem Poetry isn't something that I would ordinarily be keen on. I’ve had a go at composing verse just to wind up a bleak disappointment. I’ve attempted to peruse verse just to wind up drilled part of the way through. I’ve consistently needed to be one of those profound graceful sorts who stroll around with a tranquil look on their appearances, snapping their fingers when something intrigues them however I’ve never fully made that progress. Verse, to me, is by all accounts a whimsical, ethereal interest that has by one way or another consistently passed me by regardless of how hard I’ve tried.Since I’ve flopped wretchedly at being an artist or in any event, getting a charge out of verse, you can envision my unexpected when I read â€Å"Dog’s Death† and appreciated it as well as it contacted my heart. A decent sonnet realizes how to get the reader’s consideration as well as will catch the reader’s feelings and take them on a thrill ride; regardless of whether it has a glad or a miserable closure the sonnet should keep the reader’s enthusiasm until the end. The sonnet â€Å"Dog’s Death† is a sonnet about a pooch that has become a piece of a family just to later be harmed and die in some horrible, nightmarish way from a liver laceration.The creator discusses how the canine figured out how to utilize the restroom by going potty on papers and afterward proceeds onward to being potty prepared. The creator discusses how the family plays with the pooch however the canine is discharging the entire time. The creator discusses how they at last observed that there was an issue and hurried the canine to the vet yet the pooch kicked the bucket in transit and, at long last, the creator discusses how the canine, in the most recent hours of her life, has the runs in the house yet has discovered a disposed of paper to go on so as not to soil the floor.The tone that the cr eator utilizes is a huge amount of thoughtfulness and trouble. One may anticipate that the creator should utilize a tone of criticalness as they surge the canine to the vet however the writer is recalling the occasion and the tone has been coated over with a misery that makes light of the desperation. The creator likewise utilizes a piercing illustration [Definition. (2005-2010)] when he says â€Å"As we prodded her with play, blood was filling her skin/and her heart was figuring out how to rests forever†.I can plainly picture the canine difficult her hardest to play with the family since she cherishes them so much yet realizing that something isn't right and presumably being in a ton of agony simultaneously. The devotion that the canine shows is awful thus pitiful yet elevating simultaneously. The formalist way to deal with evaluating writing is the most generally utilized structure [Clugston, R. W. (2010)]. In the formalist approach the peruser is solicited to investigate t he piece from writing to perceive what parts make the piece interesting.The formalist approach poses inquiries like â€Å"Was there an amazement? † â€Å"How were the characters depicted? † and â€Å"Why was the plot intriguing? † [Clugston, R. W. (2010)]. The formalist approach truly gets the peruser contemplating why they loved the piece, what part was their preferred part and which was their preferred character. The formalist approach can truly get to the core of a bit of writing. In â€Å"Dog’s Death† the creator utilizes the primary character (we accept the male leader of the family) to depict the dog’s starting just as the dog’s last minutes in life.The character’s weren’t around for long so they didn’t have a great deal of time to grow yet we realize that the pooch was steadfast and cherishing, the man was adoring and kind and the remainder of the family adored the canine definitely. The setting was paramou nt in light of the fact that you rapidly understand that there is a major issue with the pooch so the reader’s intrigue is immediately caught and is caught again toward the end when the principle character understands that the canine had one final mishap however utilized a disposed of paper so as to keep the floor clean.The stream of the sonnet adds to the intrigue in light of the fact that the meter of the sonnet makes the words move off of the tongue without stumbling over pointless syllables or confused words. The possibility of the sonnet is a basic story of a family and their canine and the conditions encompassing the dog’s death. In the event that the creator had put huge words with convoluted implications it would diminish the possibility of the sonnet. A â€Å"Dog’s Death† is a passionate sonnet that is very elegantly composed, streams normally and utilizes terms, tone and characters that all perusers can relate too.The sonnet, told in the main in dividual, is intriguing, fascinating, has highs and lows and leaves the peruser truly feeling the importance of the sonnet; and that is the thing that a sonnet is intended for. References Definition. (2005-2010). Recovered from http://www. poetryarchive. organization/poetryarchive/glossaryItem. do? letter=M&id=8079 Clugston, R. W. (2010). Excursion into writing. San Diego, Ca: Bridgepoint Education, Inc.

Before you Register for Classes Tools, Tips, and Resources

Before you Register for Classes Tools, Tips, and Resources For First Semester Freshmen, Registration Day can be tough. You can only pick 54 class units, while using the precious Pass/No Record grading policy wisely. Online Tools Luckily, MIT has some excellent online tools for academic planning. Here are some essentials: CourseRoad is a “four-year planner for the MIT community” from the awesome Danny B.-D. ‘15, who wrote about it here. This is the best tool to plan your academic path at MIT. CourseRoad helps you track your progress towards graduation by checking off completed GIR, REST, Lab, and HASS classes, as well as the requirements of your specific major(s) and minor(s). You can create a tentative schedule for four years, track prerequisites, see class descriptions, move courses around, and save different paths. Check it out! Subject Evaluation Reports:  at the end of each semester, students rate completed classes on difficulty, pace, and other factors on a scale of 0 to 7. They also rate their professors and TAs. This tool is helpful for picking courses, recitation sessions, or checking when its best to take a certain class. Make sure to contribute to the reports at the end of each semester. Sometimes, a professor will bring muffins for the whole class if you do. Course Picker: here, you can log in to save and edit your schedule for the semester, and see it displayed nicely with times and locations of your classes. This tool  is integrated with CourseRoad, Google Calendar, and Subject Evaluation Reports. A great way to see if any of your classes overlap and what your school days will look like. Click around for other cool features.   Planner is similar to Course Picker, but with an option to add extracurricular activities. You can similarly export Planner schedules to  Google Calendar. Try both Planner and Picker to see which layout and features you prefer. MIT Student Resources is an online treasure trove that will guide you through all facets of MIT life. I wish that Id used MIT Resources more my freshman year to learn about grading policies, majors and minors, requirements, cross-registration,  finding internships, and so much more. ACADEX, MIT’s Center for Academic Excellence, is a helpful  guide for time management, academic integrity, studying, and tutoring options. Note that there are upperclassmen tutors available for all GIRs. Lastly, Interrogation of Upperclassmen is the #1 way to get acclimated to the new environment, find a fun community or club, and get UROP and class advice. MIT is unique for its GIR requirement we’ve all been there. So question students on their class preferences, differences between 8.01 and 8.012 or 5.111 and 5.112, and professor teaching styles. During Orientation, professors in various departments will talk about GIR options and resources themselves. An event not to be missed. Adding, Dropping, and (Not) Failing If you feel overloaded in the beginning, remember that MIT’s Drop deadline is rather late into the semester. This year, it’s November 18. If you drop a class before this date, it will not show up on your transcript. Of course, as a first-semester freshman, you probably wont worry about dropping a class you may fail. You’re on Pass/No Record anyway! However, although a failing grade will not show up on your transcript during the first semester, the Committee on Academic Performance could still “CAP” your credit limit to 48-51 units. Same goes for subsequent semesters. Last day to Add or switch a class is October 9. Make sure you ask the instructor for permission to get into a new class. Note that certain courses, like workshops or oversubscribed offerings, will only accept you if you show up on the first day. Fifth Week Flags will notify you if you’re failing a certain class (something you may not realize on your own). Take advantage of the resources your professors and TAs offer after this announcement. Late Drop a class if absolutely necessary under the guidance of your Advisor and  S^3 Dean. Here are the academic standards MIT expects you to meet. Note that some of these are recommended (like completing most Science Core subjects in your first year), and some are required to not be “CAP-ped” (like the communication requirement for the first two years). In the case of the PE requirement, you’ll need to create a Physical Education Plan  if you dont complete the 8 required points by the end of your first two years. First Semester: Exploiting Pass/No Record and GIRs Don’t overload on required classes and GIRs during your first semester. Even though  Pass/No Record time is precious, make sure you take some classes in your area(s) of interest and explore your options. Everything is presented differently in college. Don’t fear to plunge into the unknown. The purpose of the Pass/No Record period is not so much academic, but social. MIT wants you to establish a community with your peers and try new activities. So join an excessive number of clubs to find out how many you can actually handle. Waste time happily on a late night or early morning adventure with your friends and neighbors. Try unexpected and hard classes. Revel in the privilege of skipping that one pset at the end of the semester when you’re sure you’ll pass. However, don’t start by neglecting the required work. Pass/No Record can be a cleverly disguised trap. With great power comes great responsibility. Consider not taking 4 technical classes in your first semester to avoid burn-out. I made the mistake of trying to load up on “challenging” classes my fall semester to get as many GIRs as possible completed while on Pass/No Record. The plan failed, and within the first month, up until the Add date, my advisor heard from me multiple times. Each time, I shed another class or transferred to its lower-level version. If you’re unsure whether you want to take the accelerated or regular version of a GIR, start with the hardest option and move down. This will account for the differences in pace. For example, I started with 18.014 my first semester. Then switched to 18.022. And finally settled on 18.02, which I enjoyed greatly. Theres no shame in switching. Plus, you get to try different flavors of a subject. The same goes for the transitions between 8.012 and 8.01, 5.112 and 5.111, and others. As long as you transfer into the option most appropriate for you by the October 9 date, no harm will be done. Let your future professors know you’ll be joining their class late so they can assign any makeup work. Generally, you won’t have to make up much, since transitioning between GIR levels is fairly common. PE Requirement Sign up for a PE class in order to fulfill the 8-point General Institute Requirement  by the end of sophomore year. MIT PE says this to the Class of 2019. Registration for PE is first come, first serve. Classes fill up quickly, so plan to wake up at the start of registration, at  8 am on September 2 for the 1st Quarter, in order to get into the desired one. This goes especially for courses required for the Pirate Certificate, which get filled within the first minute of open registration. If you get a spot in a class, attend the first session in order to keep it and receive credit. After that, you can miss at most 3 classes, 2 of which you’ll have to make up elsewhere. Take a swim class asap if you dont pass the swim test during Orientation. If you don’t get into your favorite PE option, don’t despair! There’s still a chance to get in if you come by all sections of the class on the first day. Sometimes, the lucky registered students don’t make it, and the waitlisted get their chance. Inquire about alternative options for getting PE points (such as a weekend-long hiking trip or others). Take a PE class with friends to enhance your experience. Your Support Network: Advisor, S^3 Dean, and Others Your Freshman Advisor is the best resource to talk about changing schedules and balancing academics and extracurriculars. This position is voluntary, so the professors who take it are truly excited to know you. They will support and advocate for you in hard times. Maintain a good relationship with your Freshman Advisor, and he will be a great resource for academic and life advice, as well as UROP opportunities. Here  is a list of what your Advisor can do for you, and what you should do to help your Advisor. Your Assistant Advisor, an upperclassman, will be able to talk more about workload and budgeting time. Mine recommended holding a paying job for no more than 6-10 hours a week, which was wise advice. Student Support Services (S^3)   is a great resource for hard times. Establish a relationship with one of the Deans early (it is absolutely acceptable to visit different ones before settling), and you will have a trusted advocate at your side. Ask upperclassmen about their favorite advocates and ways to make the best out of each S^3 visit. For mental and emotional support, MIT Mental Health has walk-in hours 2-4 pm on the 3rd floor of MIT Medical in E23. These services are free and confidential. And, as with S^3, you can feel free to visit several different clinicians to find one whose specialty best fits your needs. MIT Together  is an excellent website with support resources for the MIT community. Here, you can find information for a concerned friend  or get immediate help  for yourself. Popular HASS Classes: How to (Maybe) Get In Some HASS classes at MIT are traditionally full. Many of these have a CI-H/CI-HW designation. As a freshman, you will need to complete your first CI-H/CI-HW course by the end of spring, so get on the waitlist early. Unfortunately, first-year students are usually pretty low on the HASS priority list. You don’t have a major or concentration declared. You have lots of time ahead to take classes. So if you want to get a spot in an oversubscribed class, reach out to the instructor via email. Ask about the way she admits students to the class and indicate a strong interest in the subject. Show up on the first day of class. If more than one session of the class is offered, attend all of them. Stay on the waitlist even if all seems lost. Even if you dont get in your first semester, the next time the class is offered, you will have higher priority if youve been on the waitlist. Examples of popular CI-H classes are Course 11 education courses required for the teacher licensure program, 11.124 and 11.125. This spring, 35 students remained on the waiting list for 11.125  after the first 25 got in. IAP Opportunities and Grading The Pass/No Record grading policy extends to IAP, when you can take both electives and required classes for certain majors (like 8.223 for Physics). Some GIRs (like 8.01L or 18.02A) run over into the month of January, so plan your IAP activities accordingly. The credit limit for IAP is 12 units. Check out listings from all departments for exciting  IAP options  (like this one from the Edgerton Center). This year, I stumbled upon a Course 20 (Biological Engineering) class that was actually about making educational videos (incidentally, blogger Ceri R. 16 was the TA for the  class).  Best decision of winter! If you don’t want to remain on campus for the chilly January, you can apply to travel through Four Weeks for America  (U.S. only) or Global Teaching Labs  (eight possible non-U.S. destinations), paid for by MIT. Many other opportunities for service and travel exist. Start planning for IAP early, since some deadlines come as early as October. Lastly, IAP is when DEX (Departmental Exploration)  happens. And  Charm School. *** Ready to start your CourseRoad at MIT? Head over to the Catalog. And enjoy your first semester!!!

Before you Register for Classes Tools, Tips, and Resources

Before you Register for Classes Tools, Tips, and Resources For First Semester Freshmen, Registration Day can be tough. You can only pick 54 class units, while using the precious Pass/No Record grading policy wisely. Online Tools Luckily, MIT has some excellent online tools for academic planning. Here are some essentials: CourseRoad is a “four-year planner for the MIT community” from the awesome Danny B.-D. ‘15, who wrote about it here. This is the best tool to plan your academic path at MIT. CourseRoad helps you track your progress towards graduation by checking off completed GIR, REST, Lab, and HASS classes, as well as the requirements of your specific major(s) and minor(s). You can create a tentative schedule for four years, track prerequisites, see class descriptions, move courses around, and save different paths. Check it out! Subject Evaluation Reports:  at the end of each semester, students rate completed classes on difficulty, pace, and other factors on a scale of 0 to 7. They also rate their professors and TAs. This tool is helpful for picking courses, recitation sessions, or checking when its best to take a certain class. Make sure to contribute to the reports at the end of each semester. Sometimes, a professor will bring muffins for the whole class if you do. Course Picker: here, you can log in to save and edit your schedule for the semester, and see it displayed nicely with times and locations of your classes. This tool  is integrated with CourseRoad, Google Calendar, and Subject Evaluation Reports. A great way to see if any of your classes overlap and what your school days will look like. Click around for other cool features.   Planner is similar to Course Picker, but with an option to add extracurricular activities. You can similarly export Planner schedules to  Google Calendar. Try both Planner and Picker to see which layout and features you prefer. MIT Student Resources is an online treasure trove that will guide you through all facets of MIT life. I wish that Id used MIT Resources more my freshman year to learn about grading policies, majors and minors, requirements, cross-registration,  finding internships, and so much more. ACADEX, MIT’s Center for Academic Excellence, is a helpful  guide for time management, academic integrity, studying, and tutoring options. Note that there are upperclassmen tutors available for all GIRs. Lastly, Interrogation of Upperclassmen is the #1 way to get acclimated to the new environment, find a fun community or club, and get UROP and class advice. MIT is unique for its GIR requirement we’ve all been there. So question students on their class preferences, differences between 8.01 and 8.012 or 5.111 and 5.112, and professor teaching styles. During Orientation, professors in various departments will talk about GIR options and resources themselves. An event not to be missed. Adding, Dropping, and (Not) Failing If you feel overloaded in the beginning, remember that MIT’s Drop deadline is rather late into the semester. This year, it’s November 18. If you drop a class before this date, it will not show up on your transcript. Of course, as a first-semester freshman, you probably wont worry about dropping a class you may fail. You’re on Pass/No Record anyway! However, although a failing grade will not show up on your transcript during the first semester, the Committee on Academic Performance could still “CAP” your credit limit to 48-51 units. Same goes for subsequent semesters. Last day to Add or switch a class is October 9. Make sure you ask the instructor for permission to get into a new class. Note that certain courses, like workshops or oversubscribed offerings, will only accept you if you show up on the first day. Fifth Week Flags will notify you if you’re failing a certain class (something you may not realize on your own). Take advantage of the resources your professors and TAs offer after this announcement. Late Drop a class if absolutely necessary under the guidance of your Advisor and  S^3 Dean. Here are the academic standards MIT expects you to meet. Note that some of these are recommended (like completing most Science Core subjects in your first year), and some are required to not be “CAP-ped” (like the communication requirement for the first two years). In the case of the PE requirement, you’ll need to create a Physical Education Plan  if you dont complete the 8 required points by the end of your first two years. First Semester: Exploiting Pass/No Record and GIRs Don’t overload on required classes and GIRs during your first semester. Even though  Pass/No Record time is precious, make sure you take some classes in your area(s) of interest and explore your options. Everything is presented differently in college. Don’t fear to plunge into the unknown. The purpose of the Pass/No Record period is not so much academic, but social. MIT wants you to establish a community with your peers and try new activities. So join an excessive number of clubs to find out how many you can actually handle. Waste time happily on a late night or early morning adventure with your friends and neighbors. Try unexpected and hard classes. Revel in the privilege of skipping that one pset at the end of the semester when you’re sure you’ll pass. However, don’t start by neglecting the required work. Pass/No Record can be a cleverly disguised trap. With great power comes great responsibility. Consider not taking 4 technical classes in your first semester to avoid burn-out. I made the mistake of trying to load up on “challenging” classes my fall semester to get as many GIRs as possible completed while on Pass/No Record. The plan failed, and within the first month, up until the Add date, my advisor heard from me multiple times. Each time, I shed another class or transferred to its lower-level version. If you’re unsure whether you want to take the accelerated or regular version of a GIR, start with the hardest option and move down. This will account for the differences in pace. For example, I started with 18.014 my first semester. Then switched to 18.022. And finally settled on 18.02, which I enjoyed greatly. Theres no shame in switching. Plus, you get to try different flavors of a subject. The same goes for the transitions between 8.012 and 8.01, 5.112 and 5.111, and others. As long as you transfer into the option most appropriate for you by the October 9 date, no harm will be done. Let your future professors know you’ll be joining their class late so they can assign any makeup work. Generally, you won’t have to make up much, since transitioning between GIR levels is fairly common. PE Requirement Sign up for a PE class in order to fulfill the 8-point General Institute Requirement  by the end of sophomore year. MIT PE says this to the Class of 2019. Registration for PE is first come, first serve. Classes fill up quickly, so plan to wake up at the start of registration, at  8 am on September 2 for the 1st Quarter, in order to get into the desired one. This goes especially for courses required for the Pirate Certificate, which get filled within the first minute of open registration. If you get a spot in a class, attend the first session in order to keep it and receive credit. After that, you can miss at most 3 classes, 2 of which you’ll have to make up elsewhere. Take a swim class asap if you dont pass the swim test during Orientation. If you don’t get into your favorite PE option, don’t despair! There’s still a chance to get in if you come by all sections of the class on the first day. Sometimes, the lucky registered students don’t make it, and the waitlisted get their chance. Inquire about alternative options for getting PE points (such as a weekend-long hiking trip or others). Take a PE class with friends to enhance your experience. Your Support Network: Advisor, S^3 Dean, and Others Your Freshman Advisor is the best resource to talk about changing schedules and balancing academics and extracurriculars. This position is voluntary, so the professors who take it are truly excited to know you. They will support and advocate for you in hard times. Maintain a good relationship with your Freshman Advisor, and he will be a great resource for academic and life advice, as well as UROP opportunities. Here  is a list of what your Advisor can do for you, and what you should do to help your Advisor. Your Assistant Advisor, an upperclassman, will be able to talk more about workload and budgeting time. Mine recommended holding a paying job for no more than 6-10 hours a week, which was wise advice. Student Support Services (S^3)   is a great resource for hard times. Establish a relationship with one of the Deans early (it is absolutely acceptable to visit different ones before settling), and you will have a trusted advocate at your side. Ask upperclassmen about their favorite advocates and ways to make the best out of each S^3 visit. For mental and emotional support, MIT Mental Health has walk-in hours 2-4 pm on the 3rd floor of MIT Medical in E23. These services are free and confidential. And, as with S^3, you can feel free to visit several different clinicians to find one whose specialty best fits your needs. MIT Together  is an excellent website with support resources for the MIT community. Here, you can find information for a concerned friend  or get immediate help  for yourself. Popular HASS Classes: How to (Maybe) Get In Some HASS classes at MIT are traditionally full. Many of these have a CI-H/CI-HW designation. As a freshman, you will need to complete your first CI-H/CI-HW course by the end of spring, so get on the waitlist early. Unfortunately, first-year students are usually pretty low on the HASS priority list. You don’t have a major or concentration declared. You have lots of time ahead to take classes. So if you want to get a spot in an oversubscribed class, reach out to the instructor via email. Ask about the way she admits students to the class and indicate a strong interest in the subject. Show up on the first day of class. If more than one session of the class is offered, attend all of them. Stay on the waitlist even if all seems lost. Even if you dont get in your first semester, the next time the class is offered, you will have higher priority if youve been on the waitlist. Examples of popular CI-H classes are Course 11 education courses required for the teacher licensure program, 11.124 and 11.125. This spring, 35 students remained on the waiting list for 11.125  after the first 25 got in. IAP Opportunities and Grading The Pass/No Record grading policy extends to IAP, when you can take both electives and required classes for certain majors (like 8.223 for Physics). Some GIRs (like 8.01L or 18.02A) run over into the month of January, so plan your IAP activities accordingly. The credit limit for IAP is 12 units. Check out listings from all departments for exciting  IAP options  (like this one from the Edgerton Center). This year, I stumbled upon a Course 20 (Biological Engineering) class that was actually about making educational videos (incidentally, blogger Ceri R. 16 was the TA for the  class).  Best decision of winter! If you don’t want to remain on campus for the chilly January, you can apply to travel through Four Weeks for America  (U.S. only) or Global Teaching Labs  (eight possible non-U.S. destinations), paid for by MIT. Many other opportunities for service and travel exist. Start planning for IAP early, since some deadlines come as early as October. Lastly, IAP is when DEX (Departmental Exploration)  happens. And  Charm School. *** Ready to start your CourseRoad at MIT? Head over to the Catalog. And enjoy your first semester!!!

Why Is Positive Accounting Standards - 1162 Words

1. Introduction: This paper is a contribution made my Ross L. Watts and Jerold L. Zimmerman, titled as â€Å"Towards a Positive Theory of Determination of Accounting Standards† published by American Accounting Association. It explores the factors that have been influencing management’s attitudes in lobbying on accounting standards. It describes an attempt made by two in evolution and development of the Positive Accounting Theory by reasoning, factors like taxes, regulations, management compensation plans, book keeping cots, etc. The results concerned with the theory are consistent. 2. Summary of the Article To begin with it is important to understand why Positive accounting theory is incorporated by a Company. Commonly know as PAT, it†¦show more content†¦This theory has a precondition, which focuses on understanding the management incentives. The paper begins with introduction of the factors affecting management wealth which are listed as; i)Taxes, ii) Political costs, iii) Information Production Costs, and iv) Management Compensation Plans. Moving on, it gives description about various assumption that an organisation needs to consider before they start following the Positive Accounting Theory approach. Two main assumption the research paper is based on are: Individual act to maximise their own utility. (Article) This assumption is also used by Gordon (1964) in an early attempt to derive positive accounting theory. Gordon model and variants of it, were also tested know as the â€Å"smooth† literature. Management utility is a positive function of the expected compensation in future periods and decreases the firms reported earning. The Study 1978 corroborated the hypothesis that management is a determinant role in accounting standard and concretely pointed that firm size is the most consequential factor will influence managerial deportment, which has a paramount implicative insinuation for setting accounting standard. Furthermore, this conclusion of this paper convinced the feasibility of positive theory in accounting research which as a revolution in accounting research area. On the other hand, Study 1998 additionally gave us a paramount conclusion which

Children With Autism Spectrum Disorder - 956 Words

Numerous studies have been conducted showing the daily lives of children with autism spectrum disorder, and the battles the parents have to face. According to the National Institute of Neurological Disorders and Stroke (2015), â€Å"Autism spectrum disorder (ASD) refers to a group of complex neurodevelopment disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction.† As someone who lives with an autistic child, the daily challenges faced are enormous. Autistic children tend to have specific daily routines, and if those daily routines are disrupted, it greatly upsets the child. The following scholarly journals all discuss the lives of autistic people along with a perspective of their parents. Autism in Vietnam To begin with, Vu Song Ha (2014) states that children with autism go through numerous hardships such as â€Å"lack of education, neglect and rejection, teasing and violence at school, social isolation, dependent living, and health problems† (p. 278). Parents also have shown higher physical and mental exhaustion than other parents (Ha, p. 278). Ha states that he created this study because he wanted to show a viewpoint of someone with autism in a low-income area instead of a high-income area where most studies are performed (p. 278). He also states that the number of people diagnosed with autism has been increasing since the 2000s (p. 279). There is an estimate that 52 per cent of children diagnosedShow MoreRelatedChildren With Autism Spectrum Disorder1502 Words   |  7 Pagesby a disorder that affects the very things we need to fit in to society. The ability to be able to fit in, communicate and behave in proper ways, allows us to function, work and survive in life. For ma ny children and adults, they live with a disorder that dictates these behaviors and language skills to be very different from the average American. These skills they are challenged with, make it very difficult to live independently. The disorder these individuals live with is called Autism SpectrumRead MoreChildren With Autism Spectrum Disorder1125 Words   |  5 PagesIn the last decade, the rate of autism has experienced a dramatic increase (Gerber 1). There used to be a speculation of an apparent correlation between the numbers of vaccines children receive and the increase of autism. A predominant controversy regarding vaccinations was whether or not one of the side effects of vaccines is Autism Spectrum Disorder. The probability of vaccines in children resulting in autism was challenged by various researchers from around the world has proven to be untrue (GerberRead MoreChildren With Autism Spectrum Disorder Essay2241 Words   |  9 PagesAbstract Siblings of children with autism spectrum disorder have received little Research attention historically, with most family studies focusing on either the child with the illness/disorder or the parents. More recently, research has identified that these children may need support in their own right, yet little published research is reported to inform this support. The aim of this systematic review was to identify the extent to which siblings of children with autism spectrum disorder facing psychosocialRead MoreChildren With Autism Spectrum Disorder993 Words   |  4 PagesNational Institute of Neurological Disorders and Stroke, Autism is defined as a spectrum disorder (ASD). 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A previous research study by Baker-Ericzen, Brookman-Frazee Stahmer(2005, p. 194) supports this statement, â€Å"Both parents of children with ASD report higher levels of both parent and child related stress juxtaposed with parents of typically developing toddlers†. In order to comprehend the information of the study, one must understand what autism spectrum disorder is. AutismRead MoreChildren With Autism Spectrum Disorder1493 Words   |  6 Pagestwo million individuals are affected by autism in the United States and it is one of the fastest growing disorders but with very much research being put behind it. Autism can tend to be one of the most confusing and stressful disorders but yet it is still able to be coped with lots of patience. Imagine being put down or not given an opportunity deserved because of something that is out of one’s control, more specifically children with autism spectrum disorder. Parents have a huge role in preparingRead MoreChildren With Autism Spectrum Disorder2302 Words   |  10 Pagesof all children. Children play for many reasons including learning, exercise, stimulation, and for pure entertainment. They are learning and exploring the world around them by testing out ideas and just having fun playing wit h simple objects. However, like language, play is a skill that develops in stages. As a child gradually learns to understand the world around him or her, they begin to play and learn by engaging in exploratory and manipulative play. This is no different for children withRead MoreChildren With Autism Spectrum Disorder853 Words   |  4 Pageswise) (Green, S., Davis, C., Karshmer, E., Marsh, P., Straight, B, 2005) Autism spectrum disorder pose greater threat to the family because of many reasons like the child with autism spectrum disorder is likely to be accompanied by disruptive antisocial behaviour. Second for the parents the process of make an accurate diagnosis and obtaining treatment is often a frustrating experience. Third after the diagnoses of the disorder the proper access to the services available for the child and family is

Brain-Computer Interfaces - 1221 Words

Until recently, our relationship with technology has been limited to physical and direct command. To get a device to take action, you must touch it, or speak to it. All of this could change with this new technology called, brain-computer interfaces. This amazing technology will not only revamp military applications, but most importantly help the medical community substantially. It brings the possibility of sound to the deaf, sight to the blind and movement to the physically challenged. However, with all great ideas there is a downside, there are many technical and ethical issues that people are not willing to risk. A brain-computer interface, also known as a BCI, is technology that allows a device to respond neural signals†¦show more content†¦With the help of Dr. Leigh Hochberg of Massachusetts General Hospital, Huthinson was able to manipulate a robotic arm to serve herself coffee (Castillo 1). This may sound like a simple task for a normally functional person, but for someone who has been paralyzed for fifteen years this is ground breaking. There have even been new studies of prosthetic limbs that have feeling. This would be perfect for someone whos limb may be absent, in their situation. The University of Chicago has been doing research on robotic limbs that can feel. They did experiments on monkeys since their sense of touch is so similar to humans. The first set of experiments focused on contact location, or sensing where the skin has been touched. The animals were trained to identify several patterns of physical contact with their fingers. Researchers then connected electrodes to areas of the brain corresponding to each finger and replaced physical touches with electrical stimuli delivered to the appropriate areas of the brain. The result: The animals responded the same way to artificial stimulation as they did to physical 275 contact. Next the researchers focused on the sensation of pressure. In this case, they developed an algorithm to generate the appropriate amount of electrical current to elicit a sensation of pressure. Again, theShow MoreRelatedFrom Toys to Practicality: Brain Computer Interface Technology900 Words   |  4 PagesFrom Toys to Practicality: Brain Computer Interface Technology The idea of Brain Computer Interface (BCI) technology is the subject of high interest for many people and families of the person experiencing considerable physical impairments, such as those with Amyotrophic Lateral Sclerosis (ALS). This knowledge is recognized by several monitors, such as BCI, Brain-Machine Interface (BMI), neuro-brain transmission and Direct Brain Interface (DBI). Conventional computer input and assistive technologyRead MoreBrain Computer Interface2272 Words   |  10 Pagestries to link the human brain with machines allowing humans to control their environment through their thoughts. Research on BCIs began in the 1970s, but it wasnt until the mid-1990s that the first working experimental implants in humans appeared. Following years of animal experimentation, early working implants in humans now exist, designed to restore damaged hearing, sight and movement. The common thread throughout the research is the remarkable cortical plasticity of the brain, which often adaptsRead MoreBrain Computer Interfaces1205 Words   |  5 PagesBrain-computer interfaces, or BCIs, are a developing technology that enable computers to interact directly with the brain for various purposes. They have various current applications, including prosthetic limbs, sight and hearing implants, diagnosis of medical conditions, and research into brain activity (Abdulkader, S 2015). In the future, more advanced forms may provide dramatic changes to communication, entertainment, exchange of knowledge and learning, and other aspects of society (Lance, B KerickRead MoreWhat Is A Brain Computer Interf ace?2728 Words   |  11 Pages BRAIN COMPUTER INTERFACE Tejaswi Palacharla University of Houston ABSTRACT INTRODUCTION What is a Brain Computer Interface? Brain Computer Interface (BCI) is a communication channel between a brain and the computer. The BCI system transforms specific ‘thoughts’, into control signals. These are then converted to a computer readable form where the output is shown on the computer. This computer follows the instructions or thoughts given by the brain when a patient mentally visualizesRead MoreNeural Technology : Brain Computer Interface934 Words   |  4 Pagestechnology is a field of engineering that specializes in taking information that is present in the brain and translating it to a medium that can be understood by a wide range of people. 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Chip Technological Benefits1597 Words   |  7 PagesBrain, Brain Computer Interface, V-chip, and V-chip Technological Benefits In the movie, South Park: Bigger, Longer, and Uncut, Dr. Vosknocker implants a v-chip into Cartman’s head. The doctor then tells Cartman to say â€Å"horsefucker† in which, when Cartman complies, he is shocked. In response to the pain, he unconsciously cries out â€Å"Goddamnit† in which he is shocked as well. (Parker, Stone, Brady, 1999) In order to follow the movie’s v-chip, we would have to place the v-chip in two places. The realRead MoreA Paper Presentation on Brain Controlled Car for Disabled Using Artificial Intelligence1667 Words   |  7 PagesA Paper Presentation on BRAIN CONTROLLED CAR FOR DISABLED USING ARTIFICIAL INTELLIGENCE Submitted on the event of Zeitgeist’09 At UNIVERSITY COLLEGE OF ENGINEERING Read MoreEmotiv System Essay737 Words   |  3 Pagesof money in 2003, they decided to take a new challenge about processing brain signals. Then, together with Allan Snyder, a physicist and Neil Weste, a chip designer, they founded Emotiv Systems Inc.. The company built a Ramp;D lab to develop a workable system about brain signals process. Finally, the team had a breakthrough-successfully developed basic technology called EPOC, which can detect 30 mental states and process brain signals into software algorithms. Now, The company wants to launch thisRead MoreCommunication Technology Research Project : How It Works, And Its Application919 Words   |  4 Pagescouldn’t believe all the different ways it could be used for all different types of people and the lengths it could reach. The technology that I decided to write my paper on is called Brain-Computer Interfaces (BCI). I will discuss what exactly BCI is, how it works, and its application in today’s world. Brain-computer interface is a technology that has been around for a while, however the technology has really taken off in recent years. The thing that makes this technology so dynamic is the fact that it

Customer Service Policy

Question: Discuss about the Customer Service Policy. Answer: Introduction Customer service is an important element for any business. For a business to be successful, it has to identify and develop mechanisms to satisfy customer needs. In todays competitive business environment, customers are the decision makers and dictates the terms of product and service quality. Since, most of the business organizations present more or less similar products with little product differentiation, therefore, in the end, the degree of customer service provided by the business to its customers determines businesss success (Soteriou and Stavrinides 2013). The purpose of this report is to analyse current practice of customer service being followed in the Brads Holiday Retreat and provide recommendations for changing the customer service process and culture. The report has discussed about the customers of Brads Holiday Retreat and aims at developing a customer service policy for the firm. The report has also discussed a standard for handling customer complaints and a work instru ction for handling a complaint. The report further discusses the elements of customer service that needs to be changed in response to customers complaint about the quality of the meals. Further, the report has also discussed ways to bring desired change in the work culture in the kitchen. In addition, the report discusses the mechanisms that would help in evaluating the customer service that the Brads Holiday Retreat will provide to its customers. Lastly, the report presents a survey questionnaire and survey process that would help in increasing Brads understanding of his and Rosemarys customers needs and wants in relation to meals. Brads Holiday Retreat customers The customer base of Brads Holiday Retreat comprises of 60% domestic tourists and 40% international customers. Domestic customers rely equally on travel agent booking and online/ telephone bookings whereas international customers exclusively uses online/telephone bookings. Although, the return from international customers is better, these customs are more demanding and hard to satisfy. Customer service policy for Brads Holiday Retreat Brads Holiday Retreat is a backpacker hotel that is essentially a service oriented business organization. In order to be successful, the company needs to develop and implement customer service policy to enhance the quality of service it provides to its customers and increase customer satisfaction levels. The customer service policy for Brads Holiday Retreat should include following elements Business mission: the businesss mission is to become a preferred holiday hotel for backpacker community by providing them with best customer service delivery. Customer Service Philosophy: Customer Service Guaranteed. Organization commitment: the hotel is committed to provide customers with optimum levels of service delivery and the organization prides itself on ensuring customer satisfaction every time (Fan et al. 2013). Communication: The Company has devised various means to communicate with its customers with its customers in order to understand their preferences and other needs. 4.1 Telephone the company provides 24/7 customer care services in order to enable customers get their query and other problem resolved in a best possible way. The employees are well trained and are committed to provide optimum services to resolve customers issues. 4.2 E-mail: customers are also having the option to get their queries resolved through e-mails and the companys representative are fully competent to provide customers with best solutions (Fan et al. 2013). Booking, refunds and cancellations: the hotel provides its customers many options to book rooms as per convenience. Customers have the option to book through telephone, e-mails, hotels website, by walking into the hotel and via partner travelling agencies. In addition, the hotel provides customers an option to cancel their bookings by any of the above means. The company provides full refunds in case the customers are rescheduling their trip or when the cancelation request is received one week prior to their arrival. In addition, the company provides partial refund of 40% to 80% depending on customer cancellation request time and management discretion. Further, as the company is committed to provide best customer service delivery, the company provides discounts and other benefits if the customers expectations are not adequately met due to incompetency of the staff or management (Davidow 2014). Training: In order to deliver best service delivery, Brads Holiday Retreat provides its employees with best training in the industry. For this, the company has incorporate various training programs to enable the staff understand customers expectations and provide customers with best service experience from the time of their engagement with the business, at the time of their stay in the hotel and beyond as the company aims at maintaining long term relation with customers. In the training program, more emphasis has been given on the promptness of the service delivery, politeness, professionalism and personalized or customized service delivery to the customers. In addition, employees are given adequate training to be more patient and attentive to customers demands. Therefore, training in the area of developing communication and soft skills are provided (Brock et al. 2013). Feedback: feedback is one of the best ways to understand customers need and expectations; therefore, the company encourages its customers to provide feedback (positive as well as negative) in order to improve customer service delivery and overall experience with the hotel. Customer complaint handling standard Hotel business is a service-oriented business and Brads Holiday Retreat employees have to deal with all types of guests on the daily basis. It is also expected that some customers may not find the service prompt enough, while other may believe that the quality of service or food discouraging. While some complaints are trivial and can be easily mitigated at the point of service delivery, others may require serious consideration and intervention supervisors or managers (Cheng and Loi 2014). Therefore, it is important to implement customer compliant handling standard in the Brads Holiday Retreat to enhance customer satisfaction levels. Customer complaint handling standard can be presented as Acknowledgement: front line employees are trained to acknowledge customers immediately and provide appropriate solution to resolve customer complaints at local level, and if, the complaint cannot be resolved at their level then the customers are assisted and directed to the person who will be responsible to resolve their complaints (Chen 2014). Assessment: the responsible person would access the nature of complaint and provide means to resolve the issue in the best possible manner. Investigation: in some cases due to the complexity of complaint received from the customers, it may be required to investigate the matter in detail to avoid such circumstances. For this the responsible person may require to complete and relevant information that may be collected by interviewing the staff involved and getting customers feedback to clear any misunderstandings. Response: Once the necessary information is gathered and intensity of complaint is analysed, the responsible person will provide appropriate solution to resolve customer complaints (Wilson et al. 2012). Improvements and follow-ups: After a customer complaint is received and resolved, it is important to analyse the cause of such complaint and develop means to avoid such instances in future. If the complaints are due to internal factors such as incompetency of staffs then appropriate solution can be providing training to the employees. Work instruction for handling complaints Applies to: Front end employees and executives who handle customer complaints. Objective: To provide an efficient and systematic tool for handling and resolving customer complaints. Policy handbook reference Refer to organizational policy on customer satisfaction. Pre-requisites Refer to customer complaint handling standard. Customer complaint solving process Step Instruction Remarks 1 Listen and emphasize Let the customer know that you care about their issues. 2 Recording and classifying complaints Any complaint raised by the customer must be recorded in the CRM software. The next step is to classify them in order of priority and high priority complaints should be escalated immediately for initiating further action. 3. Acknowledge Customers should be informed about when they will receive response regarding their complaint and person dealing with it. 4. Investigate (if required) All aspects of customer complaint must be investigated to ensure all relevant facts are identified and clarified. 5. Resolve and confirm Appropriate resolution to the customer complaint must be devised in consultation with senior manager and organizational objectives. The solution must base on corporate and customers viewpoint to ensure fairness and clarity. 6. Responding to customer The proposed solution must be communicated to the customers within the timescale promised. 7. Follow up It is important to get customers feedback on the solution provided by the management to ensure customer satisfaction. 8. Evaluate and close The last step is to evaluate the causes of such complaints and devise strategies to stop such incidents in future. Changing customer service system in response to customer complaint about the quality of meals In response to the increasing complaints regarding the quality of food provided at the Brads Holiday retreat, it is important to bring few changes in the customer service delivery system. The major complaints are received regarding the meals is it arrived late, was overcooked or was not warm enough when served. In order to fix this it is important to train employees to effectively manage timing of their service delivery. The waiter would greet the newly seated customers and take initial order within five minutes, if the customers orders entrees with some drinks, it should always be served together, for the main course, the waiter would provide them an option of whether they want it served when ready or wait for the customers request. This new standard would solve all the problems regarding the quality of food. However, for this to achieve a greater coordination between the kitchen staff and waiters would be required (Kaufman et al. 2013). Work culture in the kitchen The hotel needs to change its work culture in the kitchen to provide better quality meals and to improve the quality of services. Waiters need to be given training to handle customers complaints and provide better solutions of customer demands and complaints. How kitchen employees interact with customers has be changed. Further, the task division and work flow needs to be streamlined so that customers receive their meals in prompt and appropriate manner (Cronin et al. 2015). Guidelines for evaluating customer service In order to evaluate the quality of service provided to the customers in future, Brads Holiday Retreat can adopt the following method The best method is to get customer feedback and determining the level of satisfaction they receive from using the hotel services. Further, the less the number of customer complaints, more is the customer satisfaction. Another method can be undertaking an analysis of competitors strategy and comparing it with the firms own strategy of customer strategy (Batt 2014). Customer survey questionnaire and survey process In order to evaluate the effectiveness of customer service, it is important to develop a survey process and survey questionnaires. Sample group: for the survey, the company can randomly select 50 customers that would be interviewed over a period of one month. Survey questionnaires: the following questions would be asked S. no Question Agree Uncertain Disagree 1 I am satisfied with the quality of meals provided by the hotel 2 I am satisfied with the level of services provided by the hotel 3 The staff are competent and well mannered 4 Customer executives are well trained to handle customer complaints 5 Complaints are handled in timely and fair manner 6 Overall experience is excellent Distribution method: this survey questionnaire would be distributed to the customers at the time of their checkout, via emails and telephonic interview to get the customer responses. Use of data collected: the data collected will be used to evaluate the customer satisfaction levels and enable the hotel to implement better customer service practices (Dasu and Chase 2013). References Aryee, S., Seidu, E.Y., Sacramento, C.A. and Martinaityte, I., 2015, January. Proactive Customer Service Performance: Test of a Team-Level Model. In Academy of Management Proceedings (Vol. 2015, No. 1, p. 11002). Academy of Management. Aziz, Y.A. and Ennew, C., 2013. Assessing the Effects of Empowerment and Emotions on Job Satisfaction in Hotel Service Environments. Pertanika Journal of Social Science Humanities, 21, pp.65-84. Batt, R., 2014. of Human Resource Practices, Turnover, and Customer Service in the Restaurant Industry (Journal of School of International Public Affairs, Columbia University).

Christopher Hill The Class Strugle Of The English Revolution Essays

Christopher Hill: The Class Strugle Of The English Revolution As a prolific historian and scholar of 17th century England, Christopher Hill has taken a unique historical perspective on the Civil War and its manifestations. He perceives the revolution as being a bourgeois insurrection . He also believes that this is the reason for the shaping of England since that time. In 1913 R. G Usher wrote: ?The English Revolution of 1640 is as much an enigma today as it was to Charles. It is a riddle, which has to be solved. No one has tried to solve it because all assumed it was solved be repeating the Grand Remonstrance. Every Englishman born since 1800 has...been born into a view of English history. Christopher Hill did his part to dissect the Revolution and make sense of it. The following will describe some of his findings on the subject. This paper will demonstrate Hill's unprecedented knowledge and understanding of the events in the 17th century. It will look extensively at some of his works, namely: Some Intellectual Consequences of the English Revolution, Change and Continuity in 17th Century England, The Good Old Cause 1640-1660, and his first book The English Revolution 1640 . Hill's interpretation that three main people influenced the revolution will also be demonstrated in this paper. He was born in York in 1912 as John Edward Christopher Hill. While attending college in the 1930's, Hill embraced Marxism, an ideology that focuses on struggles between the different social classes. This is where how he based his interpretation of the revolution. Later, he attributed the revolution to this by citing the middle class upheaval as being the primary source. He has also produced exceptional books that probe subjects such as the Anglican Church and Puritanism. Hill was also a member of the Historians Group of the Communist Party (HGCP). Some of the other members included an extraordinary group, namely Rodney Hilton, Eric Honsbawm, and E.P. Thompson. Hill and other members of the HGCP founded Past and Present, an innovative scholarly journal. To this day, Hill is still closely associated with this publication. Hill's first book, The English Revolution 1640, aims to look at the English Revolution as a great social movement similar to the one that came in France in 1789. Hill suggests that the power was handed over to a different class after the Revolution. ?The civil war was a class war, in which the despotism of Charles I was defended by the reactionary forces of the established Church and the conservative landlords. Parliament beat the King because it could appeal to the enthusiastic support of the trading and industrial classes in town and countryside, to the yeomen and progressive gentry, and to wider masses of the population whenever they were able by free discussion to understand what the struggle was really about.? The war in England was between the King and Parliament. Parliament wanted to end the tyrannical monarchy and its unfair treatment of the individual. These included imprisonment without a trial and jury, taxation without consent or representation, seizure of land, punishment for speaking out against the government, and also the attempted banishment of the Parliamentary body as a whole. Hill believes that the bourgeoisie party was influenced by this treatment and rose up against the monarchy; the typical action according to Marx. There was a political party that sprang up in London called the Levellers. This party represented the views of the small producers, or Bourgeoisie. From an account of Leveller Rainborowe in 1647, he said ?if the writings be true, there have been many scufflings between the honest men of England and those that have tyrannised over them; and if it be read, there is none of those just and equitable laws that the people of England are born to but are intrenchment altogether. But...if the people find that they are not suitable to freemen as they are, I know no reason should deter me...from endeavouring by all means to gain anything that might be of more advantage to them than government under which we live.? This proves Hill's point of view in that the man who said this obviously was of a lower class and demanded that he be given the

Transport Disagreement Essays

Transport Disagreement Essays Transport Disagreement Essay Transport Disagreement Essay A disagreement did occur between the parties (i.e. the year 13 business team and European Study Tours). The contract promised that there would be a coach at the disposal for those who went on the Prague trip. However in the last minute, it was found out that the coach was not at the disposal for those on the Prague trip, and if it was to be taken it had to be paid for.The terms and conditions of the European Study Tours company for complaints and problems (euro-study-tours.co.uk/pages/common/common.aspx?id=33l=0) states that: For all complaints and claims which do not involve death, personal injury or illness, we regret we cannot accept liability if you fail to notify us of the complaint or claim entirely in accordance with this clause. If you fail to follow this simple complaints procedure, youre right to claim the compensation you may otherwise have been entitled to may be affected or even lost as a result.As a result, Miss Carter phoned the emergency contact of European Study Tours Will, the manager, and explained that she was unsatisfied with the way they handled things. So as a means of problem solving, some of the contingency money raised from the fundraising events bag packing and the cake stall, was used to pay for the tram service to get to the bowling alley, where after an hour of time was lost to prepare for the river cruise later in the evening.Norah an agent of Excalibur a tour company in Prague, may have caused this misunderstanding due to communication problems. She thought that the brewery business visit was going to be after bowling instead of before. Therefore, she may have thought that the coach was not needed since the bowling alley was a short walk from Park Hotel.This is as the bowling centre is located in the old town square in Prague (pragueexperience.com/places.asp?PlaceID=654) as well as Park Hotel (hotels-of-prague.com/park/index.htm) which is a five minute walk from the bowling centre.As a result, it was useful for the year thirteen business team to have signed a written contract with European Study Tours to claim compensation for the coach inconvenience during the trip. Also, language barriers became a big problem for the group during the Prague trip. An example of this was with year thirteen business student Joe Medlin, who ordered a pizza at the Park Hotel Pizzeria in Prague and received the wrong one, making the group late. This also demonstrates how language barriers developed to become a big problem for the group.FlightsThe easy jet flight to Prague was set to take off from London Gatwick at 6.25pm GMT (Greenwich Mean Time). However, this flight was delayed by an hour. In this case, the party leader Miss Carter was not in a position to make a complaint to gain compensation for the group, due to the terms and conditions:The flight timings given on booking and detailed on your confirmation invoice are for general guidance only and are subject to change. The latest timings will be shown on your tickets or flight confirmation which will be despatched to you approximately two weeks before departure. You must accordingly check your tickets very carefully immediately on receipt to ensure you have the correct flight times. It is possible that flight times may be changed even after tickets have been despatched we will contact you as soon as possible if this occurs. Therefore the party leader was not entitled to claim compensation or assistance for the group after the flight delay occurred. This was as the airline Easy Jet was providing the air transport and not European Study Tours who only arranged it, which is stated in the terms and conditions for flight delays: We regret we are not in a position to offer you any assistance in the event of delay at your outward or homeward point of departure. Under EU law you have rights in some circumstances to refunds and/or compensation from your airline in cases of denied boarding, cancellation or delay to flights. Full details of these rights will be publicised at EU airports and will also be available from Airlines. However, reimbursement in such cases is the responsibility of the airline and will not automatically entitle you to a refund of your holiday cost from us. We cannot accept liability for any delay which is due to any of the reasons set out in clause 10(1) of these booking conditions (which includes the behaviour of any passenger(s) on the flight who, for example, fails to check in or board on time).

An Evaluation of Fossil Fuel,Hybrid Energies Alternative Fuel Essay

An Evaluation of Fossil Fuel,Hybrid Energies Alternative Fuel - Essay Example It concludes by recommending an amalgamation of the two energy forms, and increased development of the hybrid energy sources, so that an endless supply of cheap and clean energy can be provided. Harris Kamran Environmental Studies Research Paper 11 August 2011 An evaluation of fossil fuels and hybrid energies as alternate fuel Background: The availability of abundant, cheap, and clean energy is a prerequisite for the advancement and progress of any country, both in terms of technology and society (Eltawil, Zhengming, & Yuan, 2009). This means that energy supplies make the bedrock of development. The most commonly used forms of energy come from the traditional sources, which are termed fossil fuels due to the process of their development; these fuels include coal, oil, and natural gas (Glaser, 1968), and originate from the fossilized remains of plants and animals. Hence, they are organic in nature, and widely available around the world (Glaser, 1968), since their availability does not depend upon artificially generated raw materials or rare minerals. These fuels have been widely used all over the world for energy production, not only because of their rampant availability, but also because of their cheap production costs and low cost of the yield (Glaser, 1968). However, the produce is often not well-refined, or even if it is refined, it is not entirely clean, so that these forms of energy are associated with phenomena such as greenhouse gases and global warming (Glaser, 1968). Owing to their organic composition, these fuels give off copious amounts of carbon, sulfur, and other chemicals when burned, leasing not only to the destruction of the ozone layer (Glaser, 1968), but also to human medical conditions and the destruction of ecosystems (Keatinge & Donaldson, 2004). These threats to the well-being of the geo-sphere at large have resulted in a concern about their continued and increased used by the growing population (Glaser, 1968), and experts have expressed d oubt about the safety and practicality of these fuels in the present day society (Glaser, 1968). Another issue is the limited, albeit abundant, supply of these fuels, which is threatened to run out anytime in the future (Glaser, 1968). Due to these reasons, there is an increased research into hybrid forms of energy as alternate energy sources. These energy sources include, but are not limited to, solar power, hydropower, hydrogen fuel cells, techniques such as MED, MSF, and Reverse Osmosis, wind energy, tidal energy, biofuel, and other techniques that offer a relatively clean and unlimited supply of energy (Eltawil, Zhengming, & Yuan, 2009). This paper purports to discuss some of these alternate energy sources, especially as they compare to the traditional fossil fuels, to determine the worth and value of these hybrid energy sources in the mainstream market and their application both industrially and domestically. It begins with by presenting the advantages and disadvantages of both energy forms, discussing the infrastructure and policies of the government with regard to the development of these energy forms, a comparison of the impact on the environment of these energies, both the traditional and hybrid forms, comparison and discussion

Content Analysis Writing Assignment Research Paper

Content Analysis Writing Assignment - Research Paper Example The movie analyses how the less popular students in school suffer when they try to fit in the popular world. It becomes difficult for them to establish friendships and mingle with other students (Dubowski, Bicks, Kohn & Silverstein, 2009). As seen by the character of Josie, whereby the popular girls mimic her and isolate her. This makes Josie miserable and unhappy. She struggles to fit in, in vain. Friendship is crucial in every person’s life, be it a child, teenager or a parent. Through good friendships, one is able to discuss diverse ideas with regard to different life situation (Brougham, 2007). Everyone in the world requires friendships in one way or another. Without friends, one feels unhappy and isolated. As seen in the movie, Josie tries to establish friendships with different people without success. When she tries to fit in with the popular students, they neglect and make fun of her, when she tries to fit with the geek group she fails too (Dubowski, Bicks, Kohn & Silverstein, 2009). This makes her have no option, but be on her own. In every friendship, there are rules that ought to be adhered, to make the friendship last. For instance, trust, love and emotional support are crucial in every relationship. Therefore, it is essential for everyone to have a friend with whom to depend on and share life experiences (Brougham, 2007). The theme of love, also seen in the movie, the students want to feel loved by both their friends and experience romantic love. For instance, Josie tries to make herself noticed by men so that she could experience romantic love. Her efforts become fruitless after taking a cookie and misbehave in front of the entire school fraternity. She becomes a laughing stock the following day in school. She is thus forced to give up her dreams of getting a boyfriend. A similar thing happens in real life; this occurs in every person’s life when looking for that one

The Role Of Vocabulary English Language Essay

The Role Of Vocabulary English Language Essay However, nowadays, the importance of vocabulary as also learning a language has become more accepted. Vocabulary is a basic component of language proficiency which provides the basis for learners performance in other skills, such as speaking, reading, listening and writing. (Nation, 2008) Therefore, acquiring vocabulary it is a fundamental process when learning an L2 because it will not only develop the writing skills, but also the remaining ones. As a consequence, learners will become competent on their level of language because it seems that the four skills will be hand in hand. Between many forms or learning vocabulary, it is the possibility of learning vocabulary incidentally. Hunt and Beglar (1998) point out that many vocabularies are learned incidentally through extensive reading and listening. For this reason, motivating learners to read and listen extensively can provide them with great opportunities to learn new vocabularies. According to Except for the first few thousand most common words, vocabulary learning predominantly occurs through extensive reading with the learner guessing the meaning of unknown words. This process is incidental learning of vocabulary for the acquisition of new words and is the by-product of the reading. Most of the papers in the special issue of incidental vocabulary learning (Wesche Paribakht, 1999) refer to incidental learning as something that is learned without specific focus of attention in a classroom context. Research on both first and second language development supports the conclusion that most vocabulary learning occurs naturally when learners try to understand new words they hear or read in context. This process is called incidental because it occurs as learners are focused on something other than word learning itself. (T. Sima) Wode is the most specific author about this topic when he provides the following operational definition: language learning as a by-product of language use by the teacher or anybody else in the classroom, without the linguistic structure itself being the focus of attention or the target of teaching maneuvers In the process of incidental vocabulary learning, word knowledge is thought to be cumulated and developed gradually through multiple exposures in various reading contexts. Extensive reading, as a form of comprehensible input, has the effect of providing learners with rich contexts ideal for vocabulary learning. During the reciprocal process of extensive reading, the acquisition of words is the result of successes in inferring word meanings from a meaningful context and through more reading experiences the developed and matured vocabulary inference ability could in turn contributes to reading level. As believed by Huckin and Coady (1999), incidental vocabulary learning can be really advantageous for learners because it is a more learner based process, in which learners select the reading materials to study according to their personal preferences. Therefore, reading will be more interesting for each person. Another advantage of this process is that it can be pedagogically efficient, since it leads two activities at the same time: vocabulary acquisition and reading comprehension. Learners acquire new vocabulary, language learning, and grammatical knowledge as also develop their critical thinking when reading and comprehending the main ideas. Finally, since it is contextualized, the readers can understand the meaning and the use of the word within the context established in the text. For this reason, enrich their knowledge of the words they already know, increase lexical access speeds, build network linkages between words, and a few words will be acquired Horst, Cobb and Meara (1998) (p. 221) Although having these favorable situations in order that it is easier for students to acquire new vocabulary, Ellis proposes some factors that may affect the process when learning an L2. These factors are grouped in four and are classified in: Intrinsic word properties, Input factors, Interactional factors and Learner factors. Intrinsic word properties Some words have a higher grade of difficulty in order to be learnt from oral input; R. Ellis considered four intrinsic word properties which appear to influence acquisition: a) Pronounceability: It takes a long time to students to pronounce an L2 word; thereby their ability to produce it will take a long time also. Laufer (1997) cites a number of sources that suggest that pronounceable words are more likely to be perceived accurately, and that learners may avoid attending to phonologically problematic words. While there is a major similarity between the learners first language and the target language functions, there will be a bigger determinant of difficulty. b) Part of speech: There are some researches that suggest that learners learn nouns faster than other parts of speech, at least in the early stages. There are a few explanations for these researches. Nation (1990) suggests that the meaning of nouns can be guessed from context more easily than the meaning of verbs. Other explanation is that learners initially concentrate on nouns because they are more useful when decoding and encoding messages. Ellis (1984) says that verbs are omitted more frequently than nouns because they are not so important when receiving a message. Finally, Ellis and Beaton (1993) suggest that nouns may be easier to learn than other parts of speech because they are more imageable. c)Distinctiveness of word form: learning a word that has its own uniqueness is easier than learning a word that is similar to some other word. According to a study made by Huckin and Bloch (1993) learners allowed word shape to override contextual factors. For instance, one learner misread optimal as optional. It is interesting to note that the words causing the problem begin and end with the same letters being differentiated by letters in medial position. d) Length of word form: It is easy to believe that for learners it is better to remember monosyllabic than polysyllabic words. Meara (1984) reports that Chinese learners of L2 English were found to have an unexpected difficulty with long words. However, Meara suggests that the reason of this is that there is a need of putting more effort and time to process and remember polysyllabic words. Other factors are that long words may be less pronounceable than short words. Also, as Laufer (1997) says, in a language as English, shorter words tend to be more frequent in the input. Input factors Krashen (1994) expressed that comprehensible input is all that is necessary for second-language acquisition (Krashen, Stephen (1994). The input hypothesis and its rivals. In Ellis, Nick.  Implicit and Explicit Learning of Languages. London: Academic Press. pp.  45-77.  ISBN  978-0-12-237475-3.) Krashen (1981) also said from some of his studies that the length of time a person stays in a foreign country is closely linked with his level of language acquisition. Cook, Vivian (2008).  Second Language Learning and Language Teaching. London: Arnold.  ISBN  978-0-340-95876-6. For further more evidence, Cook (2008) suggests that input comes from studies on reading: large amounts of free voluntary reading have a significant positive effect on learners vocabulary, grammar, and writing. Input is also the mechanism by which people learn languages according to the  universal grammar  model. Krashen, Stephen (1981a).  Second Language Acquisition and Second Language Learning. New York: Pergamon Press.  ISBN  0-08-025338-5. Retrieved 2011-02-28. Interactional factors Ellis refers to interactional factors when the interaction provides more input that becomes more prominent to learners, and also she says that learners can acquire vocabulary from non-interactional input through different techniques, as teacher-discourse, which includes definition, conjunction, elaboration, among others. Learner factors Ellis suggests that the factors that are related directly with learners may be combined with different variations while the acquisition occurs, due to their background knowledge, procedural knowledge, second language vocabulary size, morphological knowledge, and learners L1. EVIDENCE: In the past, it was believed in the proposition that most vocabulary was learned incidentally through the argument that learning from context is the only way to account for most vocabulary acquisition and for the close relationship between the growth of vocabulary knowledge and reading comprehension ability. (e.g., Nagy Anderson, 1984; Sternberg, 1987). Some researchers have investigated the subject matter and have shown evidence that vocabulary can be incidentally learnt through the exposure to reading comprehension texts. On one hand evidence presented from a case study of a Japanese ESL speaker studying anthropology at an American university (Parry, 1993) demonstrated her incremental vocabulary growth over time through repeated encounters with given words in the course textbook. Experimental evidence of incidental vocabulary growth has been reported in research on secondary school students learning pseudo- L1 words and rare L2 words (Hulstijn, 1992), in which significant-if quite low-incidental learning of target words occurred from a single encounter in a 900-word text. Similarly, an experiment that required adult ESL learners to read and subsequently recall stories demonstrated retention of some low-frequency L2 words first encountered in a 300-word expository text (Joe, 1995). A more complete study by Paribakht Wesche, 1997 was based on tracked vocabulary learning by 38 intermediate-level university ESL learners in a thematic reading program under Reading Only and Reading Plus instructional conditions, each program requiring equivalent class time. Learners experienced two thematic units for each treatment, thus acting as their own controls. In Reading Only, learners read selected texts on two themes (a total of four texts) and had to answer comprehension questions. The texts provided multiple exposures to a number of nouns, verbs, and discourse connectors that had been identified as generally unfamiliar to students at this level of ESL proficiency. In the Reading Plus treatment, students had to read four texts on two themes and then carried out text-based vocabulary activities targeting the same set of words. Gains in both treatments were measured by pre and post-administration of the target word list using the Vocabulary Knowledge Scale (VKS; Paribakht Wesche, 1993; Wesche Paribakht, 1996), an instrument that was developed not only to measure the number of words learners knew to some extent but also to identify different levels of knowledge ranging from the recognition of the word; its meaning and also the ability of learners to use the word grammatically correct in a sentence. The results between known versus unknown words before and after instruction on the VKS indicated significant gains in both treatments, although Reading Plus led to greater gains. After the Reading Only treatment, learners knowledge of target words tended to remain at the recognition level, whereas after the Reading Plus treatment many learners were able to write sentences using the new words. These findings were interpreted to mean that, although multiple encounters with given words during reading leads to increased knowledge of the words, a combination of reading and text-based exercises demanding different kinds of analysis and practice of the words is more effective for vocabulary learning. Despite the more favorable results of Reading Plus, the significant gains in Reading Only are arguably of greater practical significance for language learn Reading and Incidental L2 Vocabulary Acquisition. The concept of glosses dates back to the Middle Ages, but it has been largely studied by researchers until late in this century. Glosses provide a short definition or an image in order to facilitate reading and comprehension processes for L2 learners. Nation (1983) defined glosses as short definitions; Pak (1986) refers to them as explanations of the meanings of words. Glosses are usually located in the side or bottom margins, and they are most often supplied for unfamiliar words, which may help to limit continual dictionary consultation that may hinder and interrupt the L2 reading comprehension process. Many studies have confirmed that a gloss is more useful than no gloss for incidental vocabulary learning. Hulstijin, Hollander and Greidanus (1996) have examined the effectiveness of glosses on incidental vocabulary learning. They studied the influence of marginal glosses, dictionary use, and the reoccurrence of unknown words on incidental vocabulary learning. Recently, researchers have become interested in which gloss type is more effective, and whether there are any differences between different glosses, for example, between single glosses and multiple-choice glosses (Duan Yan, 2004; Miyasako, 2002). Miyasako (2002) compared multiple-choice glosses and single glosses and found there was no difference between the multiple-choice and single glosses in their effect on vocabulary learning. Duan Yan (2004) also examined the effects of multiple-choice glosses, single glosses and no glosses. The results indicated that both multiple-choice glosses and single glosses significantly promoted incidental vocabulary learning, while multiple-choice glosses were better than single glosses in incidental vocabulary learning. Others studied the effects of sentence-level L1 translations on incidental vocabulary learning. Grace (1998, 2000) tested the effects of sentence-level L1 translations on incidental vocabulary learning, while Gettys et al. (2001) compared the glosses of sentence level L1 translation with the glosses of dictionary form L1. Grace used sentence-level L1 translations to replace word definitions or explanations and found that the translation glosses were very effective, while Gettys et al. found that the dictionary form glosses were more effective than sentence-level translation glosses.

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Child beauty pageants have changed so much since the 1960’s. Children beauty pageants used to be about the children and having fun. Now, it seems like most children are being forced in these pageants by their parents, looking unnoticeable from all the heavy makeup they wear, fake hair, teeth and nails they use. Children being abuse, sexualize, having self-esteem problems etc in these pageants. Many people have questioned this sport and wonder if it should be ban? In this paper, I have augured and provided facts and information on why children beauty pageants should be ban.  Children Beauty Pageants Should Be Ban Seeing children as small as 0-month old to 12 years old in beautiful dresses, showing off their talents and competing to win cash and tiaras may seem cute. Today many mothers are taking the pageants to a completely different level. Do you think dressing a three year old as a prostitute for a movie theme pageant is appropriate? No, it is completely inappropriate and that is exactly what Wendy Dickey did to her three-year-old daughter Paisley Dickey in a film theme beauty pageant on TLC’s â€Å"Toddlers and Tiaras†. Wendy thought by dressing her daughter as a prostitute like Julia Roberts character in Pretty Woman was going to â€Å"wow† the judges but just created controversy all over. Children beauty pageants may seem to be cute, but today it is a concern among many people on whether children beauty pageants should be ban because of what goes on in the pageant world that we do not see and the outcome and future of these children. When beauty pageants became a part of the American society in 1920, it also became a marketing tool. In 1921, in the state of New Jersey, in Atlantic City beauty pageants were used to make tourist stay... ...beauty pageants is that their parents wants fame. On one of TLC’s hit show â€Å"Toddlers and Tiaras†, there was an episode about a girl name Alan Thompson. Alan was new to the beauty pageant world, from being on that show and competed in a beauty pageant on the show the network gave Alan and her family a spin-off show which we all know â€Å"Here Comes Honey Boo Boo†. Here comes Honey Boo Boo is the top rated show on TLC as of right now. Alan and her family is famous now and since getting her own reality show and recognition she have not compete in any more beauty pageants. When you think about it if she really loved doing beauty pageants and was passionate about it she would still be doing it. I think her mother exploited her daughter in the beauty pageant world so she can get fame and money. I personally find that disgusting because I see it as selling your child for money.

King Duncan’s murder marks the beginning of MacBeth’s downfall Essay

Who can be held most responsible for this? In this essay I am going to be discussing who was mainly to blame for MacBeth’s downfall. I am going to be looking at Lady MacBeth, the Three Witches and MacBeth himself. Shakespeare wrote this play for King James 1. The moral of the play demonstrates respect for the King and how there would be chaos if his authority was disrupted. Shakespeare shows us this when King Duncan is murdered, even nature is upset – horses go wild and start to attack each other, owls shriek and many more strange things happen. This idea would have pleased King James because in Shakespearian times Kings and Queens believed that they were chosen by God to rule over a nation. The play illustrates that killing a King would be like disobeying God’s will. King James 1 was obsessed with witches and Shakespeare’s use of them in ‘MacBeth’ would have pleased the King further. James believed that witches caused evil and they were the work of the devil. So when they appear to MacBeth in the play, and could ultimately cause his downfall due to their predictions, the King would have approved of this, and so approved of Shakespeare’s work. I am now going to discuss in further detail, how Lady MacBeth could be to blame for MacBeth’s downfall. Lady MacBeth first appears in the play speaking a soliloquy. This has a dramatic effect on the audience in that we can see inside her mid as she speaks. We get the impression that she doesn’t think that her husband is capable of ruling over Scotland. She thinks that he is too weak by saying, ‘†¦ yet I do fear that thy nature is too full o’th’milk of human kindness’. She also thinks that if MacBeth got to be king, he could and would only get there by going good, and this is not prepared to do any evil to get there. She says, ‘What thou wouldst highly, thou wouldst thou holily; wouldst not play false, and yet wouldst wrongly win’. From her soliloquy we can learn that Lady MacBeth comes across as not really knowing her husband, and that she is mean and evil. The audience really get to see into her thoughts. But we start to think, ‘does she know the true MacBeth?’ as further on in the play she is not at all surprised by what her husband can do. In Act 2 Scene 2, we really begin to see the how Lady MacBeth can influence MacBeth and how unemotional she is. She finally persuades MacBeth to murder King Duncan, and after he has carried out the deed, she shows no remorse and no emotion to MacBeth when he is worried. She says that if Duncan hadn’t reminded her of her father, she would have killed him herself, ‘Had he not resembled my father as he slept, I had done’t’. However, here we see that she does have some kindness, but it wasn’t enough for her to stop Duncan from being killed. She is ultimately evil and nothing can deter her from it. In the same scene she goes on to say that MacBeth shouldn’t worry about what they have done, ‘These deeds must not be thought of after these ways; so, it will make us go mad’. This is significant in the play, as in the end, Lady MacBeth does herself go mad. She starts to sleep walk and tries to wash imaginary blood off her hands. In the end her guilt gets too much for her and she kills herself. I think that Lady MacBeth cannot be blamed for MacBeth’s downfall. She did contribute to some of it, as she emotionally blackmailed him into doing her work. The other murders that MacBeth committed, they were on his own and Lady MacBeth had nothing to do with them. We could maybe say that she started him off with the realisation that he could actually kill King Duncan when MacBeth told her about the witches. But MacBeth already had the thought of murder in his head before she said anything to him. In Shakespearian times all of the audience of ‘MacBeth’ would have believed in witches. Witches symbolised the devil. People thought that they were a source of evil, and so they were very superstitious about people acting ‘differently’. In ‘MacBeth’, Shakespeare introduces the witches as being very strange characters. He describes the, as, ‘†¦ so withered and wild in their attire, that look not like th’inhibitants o’th’earth’, ‘†¦ by each at once her choppy finger laying upon her skinny lips; you should be woman and yet your beards forbid me to interpret that you are so’. From this we can create a picture in our minds of very wild and weird looking women. In Shakespearian times if anyone had looked like this they would have been branded as a witch and killed. When MacBeth and Banquo first meet the witches they are returning home from a victorious battle. The witches give them both predictions. To MacBeth they say, ‘All hail MacBeth, hail to thee, Thane of Glamis. All hail MacBeth, hail to thee, Thane of Cawdor. All hail MacBeth, that shalt be King hereafter’. The witches don’t give MacBeth bad predictions they just tell him what will be in the future. Further on in the play, MacBeth returns to see the witches, forcing the, to tell him more predictions. They make apparitions appear to MacBeth. The first apparition, an armed head, enters and says, ‘MacBeth, MacBeth, MacBeth; Beware MacDuff, Beware the Thane of Fife’. The second apparition, a bloody child, now appears and says ‘†¦ Be bloody, bold and resolute; laugh to scorn the power of man, for none of woman born shall harm MacBeth’. Finally the third apparition appears, a child crowned with a tree in his hand, and says to MacBeth, ‘Be lion – melted, proud and take no care, who chafers, who frets, or where conspirers are. MacBeth shall never vanquished be until Great Birnam Wood to High Dunsinane shall come against him’. In all of the predictions that the witches and the apparitions have told him they have not actually mentioned murder. The witches cannot be blamed for the murder of King Duncan and MacBeth’s downfall. It was a personal choice of whether to act upon or ignore the predictions. Banquo chose to ignore them and never think of their evil again, whereas MacBeth decided to make sure that they came true. Shakespeare makes the witches look bad because they were what started MacBeth off with thinking he could be something greater than he already was. But the witches did seem to find great delight in MacBeth’s downfall. They could be said to be pure evil. They put thoughts into MacBeth’s head without the audience really realising it. I think that the witches planned all of this to happen. They wanted to think that they would have some part in MacBeth’s downfall. If they hadn’t of gone to him and said that he could be King, MacBeth would never have thought of it and he would never have broken down. The role of the witches was to produce temptation, choice and opportunity. Shakespeare was trying to get the message across that things shouldn’t always be thought upon. We can see this by how MacBeth was brought down from listening to the predictions, and Banquo wasn’t caught up in it all because he chose to forget about them. MacBeth, however, can be blamed for his own downfall. At the start of the play he is portrayed as being a hero by the Captain, ‘†¦ For brave MacBeth – well he deserves that name – disclaiming fortune with his brandished steel which smoked with bloody execution, like valour’s minion carved out in his passage†¦Ã¢â‚¬â„¢. King Duncan goes on to say, ‘O valiant cousin, worthy gentleman’. With what the Captain and the King say about MacBeth, we get the impression that we should look up to and think highly of him. When MacBeth first meets the three witches, he is confused by how they look. When they tell him their predictions he wants them to tell him more, ‘Stay, you imperfect speakers. Tell me more’. He likes what they have said to him and straight away we get to see a darker side of him, ‘My thought, whose murder yet is but fantastical shakes so my single state of man that function is smothered in surmise, and nothing is, but what is not’. This shows that MacBeth has an image or picture of murder in his mind. The thought of murder is already there. Ultimately MacBeth had the choice to either kill or not kill Duncan, and he chose to. He did it because he wanted to, even though there was influence. But MacBeth was a strong man and could have said no. In the end temptation took over and he acted upon it – he murdered King Duncan. MacBeth showed real evil by doing this – evil that was already inside of him, it couldn’t have been put there by somebody else, no matter how persuading they are. But Lady MacBeth and the Three Witches triggered this evil off. It made MacBeth go from a bold, valiant soldier, to a cold blooded killer. Shakespeare has put across the moral question, ‘why is there evil and suffering in the world?’. He has answered this by showing how people can just change when they are faced with temptation and opportunity – opportunity to be something bigger than they already are. He shows that most people can never be happy with what they have and that they strive to have something bigger and better – no matter what they have to do, and who they have to hurt to get there.