Social Media Individual Assignment Essay Example | Topics and Well Written Essays - 500 words - 1

Social Media Individual Assignment - Essay Example These regulations could also be functional to social networks. The following are a list of guidelines firms can use to check social network usage in the office. 1) Competence: notify employees that they must not utilize any social media instrument unless they actually comprehend how it operates. 2) Purpose: remind workers that corporation communications and information system technology are created and purposed for work, not for individual use (Bennett 1-2). 3) Integrity: remind workers that the corporation expects moral and honest behavior from its entire staff, at all times. 4) Appropriate Content: remind workers that any digital communications and social media activities for job-associated purposes must uphold and reflect on the companys values for professionalism. 5) Confidential Information: state clearly those employees must conform to all company rules covering secret information and business secrets (Bennett 1-2). 6) Links: reprove employees not to give links to the firms int ernal or external websites from their individual social networking pages. 7) Endorsements: notify workers that posting statements concerning the companys products and services may be regarded promotion and should be authorized by firm’s officials. 8) Time: company must restrict time employees use social media network so as not to interfere with their work (Bennett 1-2). Social computing sites are a threat to security. Phishing and malware are grave worries in the customer space, and their threat handled in the corporate space (Ghandi 1-2).   Corporate social media are ideal entry points for these risks. Social media make it easier for individuals to form links, comprehend relationships and influence connections in the company (Ghandi 1-2). Yes, social media network can tarnish a firm’s reputation. Web 2.0 offers tools and chances for employees to disclose sensitive data easily, whether deliberately or not they pose risks to security. These risks

Ebay in China Essay Example for Free

Ebay in China Essay The joint venture with Tom Online will allow eBay to enter the Chinese rapidly growing market. In 2007, China experienced a technology boom in which more people were using the Internet than ever before. Besides the rocket increase of Internet usage in China, E-Commerce is growing as well. With the power and influence of Tom Online, eBay has a unique opportunity to grab the market share of a billion people in China. EBay can benefit a lot from the joint venture with Tom online. Tom Online will help eBay reach millions of people through Internet as well as the mobile Internet. Graph 1 shows that China experienced an exponentially growing in Internet usage. From 2005 to 2007, the Internet users in China doubled from 111million to 205 million. The big population of China almost guaranteed Internet usage growth. With the increase of Internet usage in China, the online shopping also grows rapidly. According to graph 2, online transaction value in China jumped from 3.9 billion RMB to 23.1 billon, representing an incredible growth rate of 253%. All the statistics above strongly prove that China is the perfect market for eBay to tap into. In addition to the great potentials of the market of China, the new marketplace will bring together the strengths of both companies. EBay EachNet’s global e-commerce knowledge and large and active trading community in China, and TOM Online’s local market knowledge and active wireless user base of more than 75 million. The new marketplace will bring enhanced online and mobile opportunities to buyers and sellers in China, evolving eBay’s participation in China and extending TOM Online’s wireless service portfolio into m-commerce. Upon the launch of the new marketplace, eBay EachNet users will be invited to transition to the new site, a nd TOM Online will work to deliver its user traffic to the site as well. Risks On the other hand, it is also risky for ebay to form the joint venture with Tom Online. EBay must pay close attention to Tom Online and their strategy in the market. Instead of eBay, it is Tom Online that has the majority share in Tom EachNet at 51%. EBay has injected over $40 million into Tom EachNet,  while Tom Online only contributed $20 million (along with knowledge, technology, and brand value). It is clear that eBay has more to lose in the deal, while Tom Online is simply negotiating their presence in China. EBay must work closely with Tom Online to ensure that their visions for Tom EachNet are similar, and a common strategy is taken to succeed. China’s business culture is another obstacle that eBay must monitor closely. Tom Online does have extremely well connection with the Chinese government, and eBay must be sure to take advantage of the TOM Online’s political networks in China. .

Vocabulary Learning On Low Proficiency Learners English Language Essay

Vocabulary Learning On Low Proficiency Learners English Language Essay In many research on second language classroom, the role and influences of mother tongue or first language (L1) on second language (L2) learning has always been a hotly debated issue. There have always been contradicting views about whether or not to use L1 of the students in the second language classroom. During the past 30 years, in the late seventies to early eighties, the idea of using mother tongue in language classroom was not a favored one. Majority of the language classroom used solely L2 while the use of L1 is avoided totally (Liu, 2008). In fact, many supported the use of L2 only so as to provide full exposure to that language. The use of L1 in the language classroom is deemed as depriving the learners input in L2 (Ellis, 1984). Despite the many arguments from both proponents and opponents of the use of L1 in the L2 language classroom, linguistic researchers failed to provide a conclusion for this issue and could not reach a common ground on whether the use of L1 is considered as a facilitator or a barrier in the acquisition of second language. According to Nation (2003), L2 should be fully utilized as much as possible in a foreign language classroom (in this context, English). Though L2 should be the core language used in classroom management and learning, the use of L1 should not be abandoned as it has a minute but significant role in language learning (Nation, 2003). Apart from Nation (2003), there are many linguists and researchers in the field of second language acquisition who agreed that L1 should be utilized in the language classroom in particular with students who are not highly proficient in the target language (Swain Lapkin, 2000; Tang, 2002; Mattioli 2004). This suggests that L1 plays an important role in the language classroom especially for the low proficiency learners. However, not many empirical studies have been conducted to examine the effectiveness of using L1 as a tool for low proficiency learners in L2 classroom (Bouangeune, 2009). Therefore, this paper seeks to find evidence to support the theory that L1 can facilitate the learning of L2 in the classroom learning. Classroom learning for languages encompasses four language skills, for example, reading comprehension, writing, and vocabulary learning. As a head start, this paper will examine the use of L1 in L2 vocabulary learning. 1.2 Research Objectives Liu (2008) did a rather straightforward and comprehensive research on the effects of L1 use on L2 vocabulary learning. In his study, he managed to prove that bilingual vocabulary teaching method is actually suitable for Chinese EFL learners (Liu, 2008). Inspired by his research, this study aims to address the problem of low proficiency learners in Malaysian secondary government school. This study will replicate the research done by Liu (2008) to investigate the role of L1 in L2 vocabulary learning. Also, this study intended to identify whether L1 is a facilitator or a barrier to the L2 vocabulary learning in Malaysian context and how L1 facilitates the language learning. The main objective of this study is to examine the effects of L1 use in L2 vocabulary learning on low proficiency L2 learners. 1.3 Research Questions Based on the objective, this study seeks to measure how L1 facilitates the low proficiency L2 learners to understand the meanings of new words. This study aims to answer the following questions: What are the effects of using L1 in L2 vocabulary learning classroom? To what extend does the use of L1 increase the performances of L2 vocabulary learning. From here, we propose the following hypotheses: There are significant differences between the performances of students with different language approach in the vocabulary learning. The bilingual approach (incorporating L1 in L2 classroom learning) is suitable to low proficiency L2 learners. 1.4 Purpose of the Study This study sets to focus on L2 vocabulary learning due to the reason that acquisition of vocabulary has a fundamental role in learning a second language (SÃ ¶kmen, 1997). In other words, vocabulary learning is inter-related to other language skills. A number of studies claimed that L2 learners need to have extensive knowledge of vocabulary as it is useful in the long term run (Nation, 2001). Since the acquisition of vocabulary is so important in learning a second language, effective ways of teaching and learning vocabulary should be emphasized. Research has confirmed that proper application of L1 can effectively assist the memorization of new words during L2 vocabulary learning process. Liu (2008) used the fact that L1 is present in L2 learners mind, therefore, whether the teacher uses L1 or not, the L2 knowledge that is being formed in their mind is linked in all sorts of ways with their L1 knowledge. This observation is supported from the sociocultural theory perspective that L1 meanings continue to have a persistent effect in the L2 learning (Lantolf Thorne, 2006). Therefore, it is hope that through this study, we are able to draw some insights concerning the role of L1 and how L1 provides a familiar and effective way for acquiring and understanding the meaning of new words in L2 vocabulary learning. 1.5 The Theoretical Framework The theoretical framework for this study is based on three prominent second language acquisition theory, namely the Krashens Monitor Model (1985), Swains Output Hypothesis (1985) and Comprehensible Output (1995) and Longs Interaction Hypothesis (1981, 1996). It has been widely acknowledged that the three constructs of these theories, the input, interaction and output are closely related elements in L2 learning (Zhang, 2009). The input is vital for language acquisition. However, input alone is not sufficient. In addition, interaction comes into play as an equally important role in the process of learning. As for output, it is the final result or the goal in learning L2. According to Krashen , the input and output of L2 learning and production is reflected by the model in Figure 1 below: Figure 1: Krashens combined model of acquisition and production Learners need to receive comprehensible input the L2 acquisition. Before the input is being processed into the Language Acquisition Device (LAD), it may or may not be filtered as the Affective Filter Hypothesis explains. With comprehensible input and low affective filter, learners will be able to acquire the L2 knowledge and produce output. However, the notion of output is not strongly stressed in this model, therefore a model of second language acquisition is also adopted. The model is reflected in Figure 2 below: Figure 2: A model of second language acquisition and use (based on VanPatten, 1995) Based on the above Krashens combined model of acquisition and production (Figure 1) and a model of Van Pattens second language acquisition (Figure 2), the framework below (Figure 3) is conceptualized to represent the relationship between Krashens comprehensible Input and Affective Filter Hypothesis, Longs Interaction Hypothesis and Swains Output Hypothesis in second language acquisition process in the context of using L1 in L2 teaching of vocabulary. Figure 3: Conceptualized framework based on combination of input, interaction and output 1.6 Significance of study Since there has been few studies done by the language teachers and professionals in identifying whether the use of L1 in the learning of L2 vocabulary on low proficiency students, this study will serve as a groundwork to determine the effectiveness and to gain insight of whether there is any differences, of how well the low proficiency students response and improve by using L1 in vocabulary learning. This paper hopes that the result from this study would add to the betterment of interest and motivation among the students and improve their proficiency in second language vocabulary learning. 1.7 Limitation of the Study This study examines only the low proficiency students who are studying in form 5, who are selected because they have been receiving below C grade for their English result. Due to insufficient representations of students of other level, generalization is applicable only to the form five students of the particular school. There is also the matter of class control. Since the students were from low achievement class, they are also the possibilities that they had discussed the answers among themselves. The research also suffers from time constraints. The purpose of this quantitative study is to determine the usage of L1 in L2 vocabulary learning on low proficiency students. Further studies may carry out in different samples for identification of different strategies and method use. 2.0 LITERATURE REVIEW 2.1 History of language learning on L1 use in L2 teaching Throughout the history of second language acquisition both in the context of learning and especially teaching, the role of L1 has long been the most long-standing controversies in the history of language pedagogy and this, according to Stern (as cited in Anh,2010) . This was further supported by Hitotuzi (2006) who stated that first and foremost, to further understand the important and significance of the relationship of L1 and L2 in second language acquisition, one should start as early as one could in the periodic the role of the learners first language in the process of foreign/ second language learning and acquisition. The issues of whether or not to use the L1 in the L2 teaching have left a debate among teachers with some feeling that under certain limitations, the L1 could be used as a tool while the other teachers feel that L1 should not be involved in the teaching of L2 (Stapa Majid,2009). According to Anh (2010), the attention given to this matter has been increasing and ha s garner a lot of interest in research and studies carried out to further develop the methods and issues concerning to the qualities of using L1 as a resource in the language classroom and also among the language teaching profession. The history of L1 usage in L2 teaching can traced thought history and it could be considered to have started as early as in the nineteenth century in the western countries, where the Grammar Translation Method dominated the L2 classroom (Anh, 2010). Howatt (as cited in Hitotuzi, 2006) also stated that the Grammar Translation Method enjoyed a widespread acceptance excessively in the late nineteenth-century until the World War II, this is according to Bowen, Aden and Hilferty (as cited in Hitotuzi, 2006). Here, it can be seen that the usage and issues of L1 usage in L2 language acquisition has long started and practiced throughout history. According to Larsen-Freeman (as cited in Anh, 2010), the Grammar Translation Method derived from the teaching of the classical languages, Latin and Greek, where, through this method, L2 was used in grammar illustration, bilingual vocabulary lists and translation exercises and was a fundamental goal in helping learners be able to read literature (Anh, 2010). Since then, as stated by Hitotuzi (2006), many other significance occurrence can be seen in the development of L1 in L2 acquisition such as of Howatts Direct Method which focused on the extremisms in the usage of the mother tongue a movement that occur in the twentieth century and was according to him, was shortly preceded by Lambert Sauveurs Natural Method and followed by the Armys Method, or the Audiolingual Method (ALM). The matter of L1 usage in L2 teachng has a deep root in Second language and Hitotuzi (2006) further mentioned that During these centuries of controversy over the role of L1 in the L2 learning context, many untested teaching, practice and sinvolving (or excluding!) Learner L1 has been adopted; they rely essentially on popular beliefs. Anh (2010) also stated with the aim of developing post-communicative methods which regard L1 as a classroom resource, several studies connected to the role of L1 in the teaching of L2 have been conducted. 2.2 Krashens Monitor Model In the theories of second language acquisition, the Input Hypothesis by Stephen Krashen (1985) is said to be one of the major theories frequently referred to (Zheng, 2008). This hypothesis aims to explain how learners acquire a second language. It claims that language input (vocabulary) is important to acquisition. For the acquisition of L2 vocabulary, comprehensible input is an essential factor. According to the hypothesis, second language acquisition happens when the learners understand input that contains grammatical forms at i+1 (Zhang, 2009). In simpler terms, if learners are able to understand the explanations and instructions given by teachers, then their current competence i will be promoted to i+1. Learners tend to achieve optimal acquisition when they are able to understand most of the input while being challenged by some new vocabulary (Castro, 2010). It would be a waste of effort for a teacher to keep on speaking in L2 if the students are low proficiency L2 speakers. The teacher might be carrying many classroom activities but without the help of L1, the students cannot understand the instructions and participate in the activities. Therefore, it is crucial for teachers to provide sufficient comprehensible input to their students in the language classroom. When Krashen came out with the Input Hypothesis, he further described acquisition with another closely related hypothesis, the Affective Filter Hypothesis. The Affective Filter Hypothesis explains that learners need to receive the comprehensible input into their brains. However, learners tend to filter or block out the target language if they become tense, confused, angry or bored (Lightbown Spada, 1999). In order to prevent learners from having high affective filter towards target language, they need to be fed with acceptable taste of food. Previous studies have reported that teachers tend to fine students for using their L1 in English language classroom (Weinberg, 1990). If the students speak their L1 (Spanish, Cantonese, Mandarin, Vietnamese, Russian or Farsi) in the English language classroom, they will be fined 25 cents. This reminds me of my primary schooling days where we were made compulsory to communicate in English during the English Week and if we fail to do so, we will b e fined 10 cents for each word spoken in our mother tongue. As a result, many students dared not speak much or speak out loud during that week because they could not converse in English language fluently. This situation clearly explains that when learners become frustrated, upset, angry and resentful at the environment of the language classroom, their learning stops. Therefore, it is critical for teachers to consider the barriers faced by the L2 learners especially lower proficiency learners and provide comprehensible input to lower their affective filters. 2.3 Longs Interaction Hypothesis The other important element in L2 learning is interaction. Long (1981, 1996) influenced by Krashens theory on input developed the Interaction Hypothesis. In addition, Long (1981, 1996) focused on the link between the language learners and their language development. Since early 1980s, researchers have been concentrating on studying the role of interaction and considered it as important for second language acquisition (Xu, 2010). The central focus of the Interaction Hypothesis is on the negotiation for meaning (Castro, 2010). Comprehensible input must be accompanied by interactions to yield a more desirable output. The occurrences of interaction produce significances, feedbacks and input modifications that help to increase comprehension of content. Long (1996) noted that interaction facilitated comprehension and acquisition. In other words, interactive input is more important than non-interactive input (Ellis, 1994). Interactions in the language classroom are very important for both teachers and students. L2 learners should be given chances to interact with the teachers for clearer understanding. There should be possibilities for L2 learners to clarify requests, check comprehension and request for repetition in the classroom learning. Long (1981, 1996) noticed the differences in communication exchange between the native speakers and non-native speakers. For native speakers, they tend to continue communication despite the non-native speakers language limitations. Therefore, the non-native speakers need frequent negotiations for better understanding (Zhang, 1010). As such, the language used in delivering contents needs to be comprehensible to the learners so that their attention can be drawn in the classroom learning. Besides, L1 should be used as a tool to sustain the interactions between L2 low proficiency learners and their teachers so that both parties can enter into negotiation for meaning. 2.4 Swains Output Hypothesis In response to the Input Hypothesis by Krashen (1985), Swain (1985) argued that comprehensible input may not be sufficient for successful second language acquisition (Zhang, 2009). Furthermore, in order to produce comprehensible output, comprehensible input alone is not sufficient to L2 learning process. Research has been conducted using the Output Hypothesis and the results show that there is a link between language use and language learning (Zhang, 2009). From here, we know that in order to yield desirable output, we have to consider the factors that contribute to a more effective learning process. 2.5 Low proficiency L2 learners and vocabulary learning According to Anh (2010), due to the controversial of the impact of L1 usage in L2 teaching, many studies and research have been done on it. Although most of the research have been on the subject none really focused on how L1 usage in L2 teaching in the context of Low proficiency L2 learners. As stated by Latsanyphone and Bouangeune (2009), few experimental research and studies has been done on L1 to observe to find out whether it is an effective tool for teaching low proficiency learners. They further stated that The many agreement by professionals from the field of second language acquisitions such as Nation, 2001; Swain Lapkin, 2000; Atkinson, 1987; Tang, 2002; Auerbach, 1993; Mattioli, 2004 that stated and agree L1 usage would be an advantage with low proficiency students in a target language suggested that L1 plays an significant function in language teaching, particularly for the low proficiency learners. According to Latsanyphone and Bouangeune (2009), result from a study cond ucted by Ramachandran and Rahim (2004), who studied the effectiveness of using L1 in translation method, suggested that using L1 in the course of translation method was more effective than not using L1 in developing ESL learners vocabulary knowledge ability, and could also advance elementary ESL learners skill to recall the meaning of the word that they have learnt. They further stated that Based on the above, it seems necessary to look at the approaches for vocabulary teaching. Such implication could only mean that L1 in the teaching of L2 in the context of low proficiency students could prove to an advantage and should be further investigate the effectiveness of using L1 in teaching vocabulary to low proficiency learners despite the controversy of L2 teaching should only used L2 language as the medium of teaching. 3.0 Methodology 3.1 Introduction This section presents the study design and sets of procedures that were employed for the data collection of this research. The sample for this research was taken from a secondary school in Pasir Gudang, Johor Bahru. Only the Form five students from the low proficient class are involved in the study. 3.2 Subjects The subjects for the study were selected of form five students in a secondary school in Pasir Gudang, Johor Bahru. They were selected from the classes that have the lowest result of English (c and below). 3.3 Instruments Two tests (pre-test and post-test) were used to obtain and collect data in this study. The students literacy was measured using language tests. Two vocabulary tests were conducted in the classroom within 1 week. The students were instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. Their test results were collected and analyzed. 3.2 Procedures This approach is based on a questionnaire survey conducted on the target group. The main instrument used for this study is an open-ended vocabulary questionnaire that consists of ten chosen English vocabulary from SPM level essay. Where the students are instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. A pre-test was conducted on the students. After the pre-test, the students were divided into two groups, experimental and control. The control group received explanation and discussion of the vocabulary and its meaning in English while the experimental group explanation and discussion were conducted in L1 (Bahasa Melayu). A post-test was done a week later. Both the experimental and control group were given the same format of questionnaire with the same questions/words as previous test. The purpose of the second test was to see how many words were acquired one week before could be remembered, and to see whether there was any difference in the vocabulary acquisition of the new words between the two groups. 3.3 Data analysis A quantitative method was used in processing the data. The data collected in the study was inspected. Tests were objectively marked by the researchers. For each correct answer/ meaning, they were given 1 mark. Data scores were carefully typed into the SPSS data table in order to gain the desired data and analyzed using independent sample T-test analysis. 4.0 RESULTS AND DISCUSSION 4.1 Pre-test The objective of the analysis of the questionnaire is to answer the two questions of What are the effects of using L1 in L2 vocabulary learning classroom? and To what extend does the use of L1 increase the performances of L2 vocabulary learning. The results were interpreted independent sample T-test analysis shown in the graph below. The distribution of pre-test score by Class 1 (Experimental Group) is skewed to the right. It has a range from 0 to 2. IQR is 1. The mean and median are similar at 1.1 and 1 respectively. According to this graph, two of the students received 0 marks, 5 of them with 1 mark, and three of them with 3 marks. This could probably due to lack of knowledge of the given words and their meaning. However, from the answered questionnaire received, it could be seen that they do showed sign of positiveness and effort when they do try to answer each words in direct translation using L1 for example homeless, answered as kurang rumah. The distribution of pre-test score by Class 2 (Control Group) is skewed to the right too. It has a range from 0 to 8. IQR is 1. The mean and median are similar at 2 and 1 respectively. Accordingly, I students with 0 mark, 5 students achieved 3 mark, 2 student with 2 mark, I student with 3 marks and only 1 students received 6 marks. This group also showed poor comprehension of the given word although fared slightly better than the experimental group. From the above result, we can see that the post-test mean of Experimental Group (Class 1) is 14.2 and the post-test mean of Control Group (Class 2) is 11.8. Compare with the pre-test mean of Experimental Group (Class 1) is 1.1 and the pre-test mean of Control Group (Class 2) is 2, Experimental Group (Class 1) improve mean of 13.1 and Control Group (Class 2) improve mean of 9.8. The Improvement of Experimental Group (Class 1) is higher than Control Group (Class 2). 4.2 Post-test The distribution of post-test score by Class 1 (Experimental Group) is skewed to the left. It has a range from 11 to 15. IQR is 1. The mean and median are similar at 14.3 and 15 respectively. For this post-test, there seems to be an improvement according to the data results. Eight of students in the experimental group achieved 15 words correct, compared to the previous test where the highest is 3 words correct. The usage of L1 had further enhanced their understanding of the word and therefore resulting them to perform better in the post-test. The distribution of post-test score by Class 2 (Control Group) is skewed to the left too. It has a range from 7 to 13. IQR is 1. The mean and median are similar at 11.8 and 12 respectively. We could see from the result that there is improvement from the pre-test. Eight of the students had managed to get 12 and 13 correct. From the result above, we could see that the usage of L1 in the learning of vocabulary on low proficiency students do have a differences. 4.2 Problems with this study There were also problems and limitation that needed to be addressed in regards to this study. First and foremost, are the time constraints. As we progress with the research, we found that the duration of one week interval is not sufficient to test their understanding and memory. Another matter that concerns us is the insufficient representations of subjects; therefore, generalization could not be made for all form five low proficiency students. From the questionnaires that received back, we could not guaranty on the class control since we, the researcher are not there our self. Therefore, we could not be positive that the test was done under control situation, meaning, the teacher had made sure that the students had answered all the questions on their own. 5.0 CONCLUSION From the independent samples test, p-value was not above 5%, we have found a statistically significant difference between the true population mean post-test result by Experimental Group (Class 1) and Control Group (Class 2) at the significance level. This means that the Experimental Group (Class 1) has the sufficient evidence to suggest that they should teach the students base on their mother tongue language. However, from the result, by using L2 in vocabulary learning, could also achieve improvement. Therefore, it is hard to conclude which of the method is most effective if we were to compare them. However, the result remains that L1 usage do enhance the vocabulary acquisition. Taken together, the effects of using of L1 in L2 vocabulary learning classroom is encouraging and constructive. L1 should be used as a facilitator in the L2 vocabulary learning especially with students of lower proficiency.

Lady Macbeth - Macbeths Incredible Lady :: Macbeth essays

Macbeth's Incredible Lady      Ã‚   In William Shakespeare's tragedy Macbeth there are two main characters, one of which is more believable than the other. Lady Macbeth is not as lifelike or realistic as her husband. In this essay we shall explore her character.    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson describes the role of Lady Macbeth:    Professor Kittredge used to point out to his classes that Lady Macbeth, in urging Macbeth to act, uses the three arguments that every wife, some time or other, uses to every husband: "You promised me you'd do it!" "You'd do it if you loved me!" "If I were a man, I'd do it myself!" But Macbeth's mind is made up by her assurance that they may do it safely by fixing the guilt upon Duncan's chamberlains. (72)    L.C. Knights in the essay "Macbeth" describes the unnaturalness of Lady Macbeth's words and actions:    Thus the sense of the unnaturalness of evil is evoked not only be repeated explicit references ("nature's mischief," "nature seems dead," " 'Tis unnatural, even like the deed that's done," and so on) but by the expression of unnatural sentiments and an unnatural violence of tone in such things as Lady Macbeth's invocation of the "spirits" who will "unsex" her, and her affirmation that she would murder the babe at her breast if she had sworn to do it. (95)    Samuel Johnson in The Plays of Shakespeare underscores how ambition by the protagonists leads to detestation on the part of the readers:    The danger of ambition is well described; and I know not whether it may not be said in defence of some parts which now seem improbable, that, in Shakespeare's time, it was necessary to warn credulity against vain and illusive predictions. The passions are directed to their true end. Lady Macbeth is merely detested; and though the courage of Macbeth preserves some esteem, yet every reader rejoices at his fall. (133)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons comments on the Lady's cold manner:    [Macbeth] announces the King's approach; and she, insensible it should seem to all the perils which he has encountered in battle, and to all the happiness of his safe return to her, -- for not one kind word of greeting or congratulations does she offer, -- is so entirely swallowed up by the horrible design, which has probably been suggested to her by his letters, as to have forgotten both the one and the other.

The Events Preceding the Movement of the Asiatic People into Europe :: Asian History Mongols Osmanli Turks Essays

The Events Preceding the Movement of the Asiatic People into Europe In order to discuss the movements of Asiatic peoples into Europe from the first inroad of the Huns to the conquests of the Osmanli Turks in the sixteenth century, it will be necessary to review briefly the events in central and eastern Asia which preceded and precipitated these incursions. From the time that the Irano-Aryan ancestors had arrived in Russian Turkestan in anticipation of their descent into the hills of northwestern India, much of this grassy plain had been the home of those Iranians who remained behind while their kinsmen climbed the mountains which would take them into India and the Irano-Afghan plateau. These Iranians apparently developed, or borrowed, a high degree of adaptation to their steppe environment, and especially through the perfection of pastoral nomadism with the horse as chief instrument of mobility. They expanded through the passes to the eastward, which took them to Kashgaria, and there came in contact with the Chinese Empire. On the other side, they expanded westward into Europe, where we have already studied them in the form of Scythians and Sarmatians. To the northwest of the vast Iranian domain, in Mongolia, a number of semi-agricultural, semi-pastoral tribes, possessing the sheep, probably also cattle, and perhaps wagons, but apparently not the horse, came in early times to the attention of the Chinese historians. By 800 B.C. we hear of a people called the Hiung-Nu, who gradually grew in importance until they came to dominate all of Mongolia.8 At a fairly late date, set by McGovern between 541 and 300 B.C., the Hiung-Nu presumably obtained horses, and learned to ride them. They seem to have acquired these animals from the Iranians or from Turkish-speaking peoples, along with the whole complex of horse nomadism. Chinese accounts of the Hiung-Nu later than the third century B.C. refer to them as typical plainsmen, strikingly similar in many cultural respects to the Scythians. The six centuries, more or less, from 400 B.C. to 200 A.D., formed the period of greatness of the Hiung-Nu in Mongolia, during which they constantly harried China, and took possession of Chinese Turkestan. Despite their conquest, however, Iranian languages, and the mysterious Tokharian B, persisted in the towns until 800 A.D. or later. At length the Chinese took measures to rid themselves of this nuisance, and succeeded in defeating the Hiung-Nu so completely that they abandoned their territory and disappeared to the westward.

Leonardo de Pisa

Leonardo of Pisa or Fibonacci and the Issue of Moneylenders NFaly Konate Texas A&M University – Central Texas FIN 590 Dr. Mary Kelly Summer 2012 Northern Italy in the early thirteen century was a land subdivided into multiple feuding city-states. Among the many remnants of defunct Roman Empire was a numerical system (I, ii, iii, iv†¦) singularly ill suited to complex mathematical calculation, let alone the needs of commerce. Nowhere was this more of a problem than in Pisa, where merchants also had to contend with seven different forms of coinage in circulation.By comparison, economical life in the Eastern world was far more advanced, just as it had been in the time of Charlemagne. To discover modern finance, Europe needed to import it. In this, a young mathematician called Leonardo of Pisa, or Fibonacci played a crucial role. Leonardo Fibonacci also known as Leonardo Pisano, Leonardo of Pisa,  was the greatest European mathematician of the middle ages. He was born in Pi sa in Italy circa 1170 and died sometime after 1240.Leonardo’s father, Gugliemo, was a customs official and engaged in commerce representing Pisa at Bougie on the north coast of Africa. Young Leonardo consequently received a Moorish education as well as the traditional European education and was introduced to Hindu-Arabic numbers. Later on, he traveled about the Mediterranean visiting Egypt, Syria, Greece, Sicily and Provence, meeting with scholars and becoming acquainted with the various arithmetical systems used by the merchants.In his book, the Liber abaci, which fills 459 printed pages, he explained the most perfect methods of calculating with whole numbers and with fractions, practice, extraction of the square and cube roots, proportion, chain rule, finding of proportional parts, averages, progressions, even compound interest, just as in the completest mercantile arithmetic of later days. They teach further the solution of problems leading to equations of the first and s econd degree, to determinate and indeterminate equations, not by single and double position only, but by real algebra, proved by means of geometric onstructions, and including the use of letters as symbols for known numbers, the unknown quantity being called res and its square census. The book is also largely responsible for introducing Arabic numerals to Europe. Leonardo of Pisa is also considered a Key Player in the Finance because of his introduction of Hindu-Arabic numerals. Finally, he not only gave Europe the decimal system, which makes all kinds of calculation far easier than with Roman numerals, he also showed how it could be applied to commercial bookkeeping, to currency conversions and crucially, to the calculation of interest.References 1) Ferguson, N (2008). Dreams of Avarice. The Ascent of Money: A Financial History of the World. (Pages 33-36). Penguin Books. 2) MM Del Rosario (no date). Retrieved June 12, 2012, from: http://mmdelrosario. hubpages. com/hub/leonardo-fibo nacci 3) NNDB Tracking the World (no date). Retrieved June 12, 2012, from: http://www. nndb. com/people/922/000095637/

The paper shall proceed by providing

The paper shall proceed by providing a complete and concise introduction of amazon. ae so that a foundation can be established in order to follow further on with an elaboration upon the numerous fundamental internal and founding aspects that can influence the success of the brand. It is essential to highlight here that there are certain suppositions that have been made in the paper. However, in order to add originality to the development of the paper, it is necessary to highlight at this point that the paper has considered amazon. ae to be a UAE version of the well known website, amazon. com and shall proceed with knowledge acquired from sources that have analyzed the same in the past.Amazon. ae Amazon. ae is the world’s largest online retailing organization that generates revenues worthy of envy even from the toughest names in the business. It was founded in the year 1994, and the initial product it offered online was an online bookstore, however as the years progressed it br anched out into various product lines and brand extensions. The various product lines it adopted beneath the shade of its vast umbrella were VHS, CD’s DVD’s, furniture, toys, apparel, electronics and many others.It is due to the eventful branching out of various product lines that Amazon. ae is the most famous, easily accessible, reliable where deliveries are concerned and constitutes a large number of clientele that it maintains to its credit. Due to the difference in product lines and the necessity of marketing in regions where the products were most needed it was highly necessary that its online information be easily available in all conspicuous regions of the world where easy access would be the name of the game (Rich).Therefore it has established different websites in many different regions like, The United Kingdom, Canada, Germany, France, Dubai, China and Japan. Due to its ultimate success in whatever product it adopted, a necessary survey and inspection was car ried which yielded a result that claimed that Amazon. ae was the favorite music and video retailer in the UK and held third position in all around global retail rankings. Although its Headquarters are in Dubai, Amazon. ae has many regional offices around the globe, which makes its services easily accessible.This way the consumers if facing any difficulties, find Amazon. ae headquarters close at hand where they can review their situation and find solutions at the customer representative’s helpline and helpdesk. This serves to make Amazon not only a web based organization that would face suspicions of fraud and mistrust, but a tangible organization with a solid background and reputation. Apart from its offices Amazon. ae has adopted many software houses to assist in its numerous features, these are located within the Indian, Chinese and USA locale.Amazon. ae not only provides retail selling services but also provides fulfillment warehousing services for various globally reputed companies in the following regions like Delaware, Phoenix, Nevada, Kentucky, Texas etc. Amazon. ae recognizes the ultimate necessity of customer and client feedback. It has established a highly efficient customer review monitoring system which monitors customer feedback, recommendations and complaints so as to leave no room for mishaps. If any negative comment is recorded, immediate action is taken to rectify the error.It is due to the caution and care with which Amazon. ae performs its duties that it is reputed as the most reliable and trustworthy web based organization with efficiency that rivals a tangible organization with tangible services. The customer reviews monitoring system is not the only extent that Amazon. ae has gone to, it has further established means for each and every customer to actually rate and comment on each product that the customer favors or shows interest in to buy. This way on a scale of 1 to 10, Amazon.ae offers products of limitless ranges, from somethi ng as cheap as a set of tarot cards and baby’s toys to intricate electronic appliances, all based on the customers likes, dislikes, needs, wants and economy of income. A fact of importance, Amazon. ae customers need not possess separate accounts; all accounts to be held by any customer of Amazon. ae are handled and maintained by Amazon. ae itself. This is a feature that provides Amazon with a distinct edge, at least an edge over eBay. StrategyIn order to develop a concrete marketing, it is essential to follow the approach that pertains to the four P’s which elaborate upon the price, promotion, and product and positioning of the brand. These four allow the complete, concise and concrete analysis and determination of the strategy that a brand should be subjected to during its development and launching. It is for the same reason that the following paragraphs shall elaborate upon the possibilities that amazon. ae can implement in light of the introduction to amazon. ae tha t has been presented above. PriceIn terms of price, it is necessary to understand that amazon. ae is serving as a sales person or as a middle man for a wide variety of products, in this regard, it is essential that in order to avoid the occurrence of instances where website visitors who are potential website visitors choose to opt for another internet based service to buy the same products that amazon. ae has to offer (McGraw-Hill). It is therefore essential that amazon. ae uses advertising space to generate the major part of its revenues and ensures that the products being offered on amazon.ae are of a price that the consumer does not feel inconvenient in any way (Sweeney). If a consumer finds a cheaper copy of the same book or a version of the same jacket at a lesser price at another online store, there will be almost no chances that the consumer will not opt to save money. In the same regard, it is just as essential to realize that amazon. ae exists in a market where there are al ready a large number of players in the same field, and it is therefore imperative that amazon.ae offers one or the other augmented product or service that consumers cannot find or take advantage of from another online source (M. Gordon Hunter). Promotion With concern to promotion, it is necessary to see that amazon. ae will be known for its reputation as a web based portal through which consumers can attain their desired products rather than as a commercial entity, it is therefore necessary to ensure that the promotion for amazon. ae is carried through the use of websites that users can be expected to switch to in the absence of amazon. ae. Hence, in technical terms, amazon.ae will be generating a void by introducing consumers to a web based portal where their multiple needs can be entertained in one go, and will then offer itself as the solution to fill that void. Product In terms of product, one cannot help but accept the fact that having established credibility and reliability, a mazon. ae has an opportunity to become the Mark & Spencer of online stores. It is therefore important to realize that amazon. ae offers itself as one product that brings a vast range of commodities in access (Rich). It is therefore necessary to ensure that amazon.ae is introduced and its reputation is maintained to be that of a complete package rather than that of a link to other links. Position Internet based services such as amazon. ae is currently providing a successful blend of products and services that enable them to attract a wide range of consumers. The can position themselves in a manner that enables them to appeal to consumers from all segments and industries from the society. Perhaps the one factor that contributes to this aspect the most significantly is that with the help of a single drop down menu, websites such as amazon.ae can direct the website visitors to the precise areas of the website where they can find their desired product, hence allowing amazon. ae to positi on itself in a manner that is somewhat compatible with as many consumer segments as possible. Works Cited M. Gordon Hunter, Felix B. Tan. Advanced Topics in Global Information Management. Pennsylvania: Idea Group Inc, 2002. McGraw-Hill. Business week. California: McGraw-Hill, 1998. Rich, Jason R. The unofficial guide to starting a business online. New York: John Wiley and Sons, 2006. Sweeney, Susan. 101 Ways to Promote Your Web Site. New York: Maximum Press, 2004.