U3 Discussion Coursework Example | Topics and Well Written Essays - 250 words

U3 Discussion - Coursework Example One can include or remove numerous group members, define various characteristics, configure exchange attributes and do bulk import from a CSV file at a single case. To comprehend the essential standards of access control, it is important to see how the accompanying terms are characterized in the setting of the right to gain entrance control model for Windows XP Professional. Each record is issued a SID when it is made. Access control instruments in Windows XP Professional recognize security principals by SID as opposed to by name. Data that depicts a specific security centrals character and abilities on a machine. In Windows XP Professional, all clients in an association exist in a particular security connection that is reclassified each time they log on. The security subsystem utilizes the security setting to figure out what a methodology and its strings of execution can do to protests on the machine, and who will be considered responsible for what they have done. An information structure containing the SID for a security vital, Sides for the gatherings that the security primary fits in with, and a rundown of the security chiefs rights on the nearby machine. A right to gain entrance token is made for each security central that logs on provincially at the machine or remotely through a system association. Each one procedure has an essential access token that it inherits naturally from its making methodology. The right to gain entrance token gives a security connection to the security centrals activities on the machine. It additionally gives a security setting to any application strings that follow up for the security chiefs benefit. Amasses that can be utilized to arrange clients and space objects, along these lines streamlining organization. Security gatherings permit you to allot the same security consents to substantial quantities of clients, for example, workers in a

Global strategy MBA market in UK Essay Example | Topics and Well Written Essays - 2000 words

Global strategy MBA market in UK - Essay Example This report is a business plan for setting up the proposed business school, International Business School. The main purpose of the business plan is to put forward the business idea in a detailed manner in order to communicate the business opportunity to the potential investors.There is a great demand for highly qualified management students in today’s competitive corporate world. Even though there are numerous management schools around the globe only very few of them are capable of producing job ready candidates. A business plan is a written statement that describes and analyses the business concept and explains in detail the future projections (McKeever, 2008). Recipients The recipients of the business plan are the potential investors of the company who can be national and private banks, venture capitals, private organizations or businesses willing to invest, companies who will benefit from the talent pool (Management students) and other prospective investors (shareholders mo del). International Business School Overview There is a great demand for highly qualified management students in today’s competitive corporate world. Even though there are numerous management schools around the globe only very few of them are capable of producing job ready candidates. That is, there is a vacuum in required skills of the graduating candidates and that required by the industry. Companies indulge in various training and orientation programs after hiring the candidates to fill in this vacuum. This is highly visible in third world countries and emerging markets. It is to fulfill this need for highly qualified, industry ready management students that the International Business School (IBS) is proposed. IBS will be initially set up at Charing Cross in central London, UK. The school will then expand to two other countries, Nigeria and Thailand. To start with all the major operations of the school will completely be in UK, and only study centers and admission offices will be opened in Nigeria and Thailand. Masters in Business Management is the primary product IBS. IBS will impart not just theoretical knowledge to its students but will primarily aim at giving them practical experience and exposure to real world scenarios. Unlike many management schools, the main purpose here is not to produce students with high marks and certificates. IBS will be established with the view that marks and certificates can get students well paid jobs but it is the innovativeness, creativeness, ability to think out of the box and make crucial decisions that will help them to keep and grow in the careers. IBS will try to impart the above mentioned characteristics and attitudes into its students. It will not just give them any opportunity to succeed but will teach them to create their own opportunities. The main purpose of education at IBS is not just to prepare students for a challenging job but to prepare them to face the challenges of life. In doing so, the school w ill succeed in both, filling in the vacuum between the graduating candidates and job ready employees, and produce highly qualified and competent individuals who can make a positive contribution to the society. Vision Statement To impart in its students theoretical and practical knowledge along with skills and attributes that will help them to succeed in both their professional and personal. As a result of the above, IBS will present the world with highly talented and responsible individuals who will make a positive contribution to the society as a whole. Market Analysis Market analysis is an essential part of a business plan. Market analysis

Cognitive Approaches to Language and Grammar

Cognitive Approaches to Language and Grammar 1. Introduction of This Section Cognitive grammar is a cognitive approach to language developed by Ronald Langacker, which considers the basic units of language to be symbols or conventional pairings of a semantic structure with a phonological label. Grammar consists of constraints on how these units can be combined to generate larger phrases which are also a pairing of semantics and phonology. The semantic aspects are modeled as image schemas rather than propositions, and because of the tight binding with the label, each can invoke the other. Cognitive Grammar belongs to the wider movement known as cognitive linguistics, which in turn is part of the functional tradition. Besides cognitive grammar, important strands of cognitive linguistics include construction grammar, metaphor theory, the study of blends and mental spaces, and various efforts to develop a conceptualist semantics. Among other major components of functionalism are discourse-pragmatic analyses, the study of grammaticalization, and universal-typological investigation via crosslinguistic surveys. Naturally, terms like cognitive linguistics and functionalism are fluid in reference and subsume a diverse array of views. There is at best a broad compatibility of outlook among the scholars concerned, certainly not theoretical uniformity. Cognitive Linguistics grew out of the work of a number of researchers active in the 1970s who were interested in the relation of language and mind, and who did not follow the prevailing tendency to explain linguistic patterns by means of appeals to structural properties internal to and specific to language. Rather than attempting to segregate syntax from the rest of language in a syntactic component governed by a set of principles and elements specific to that component. The principal focus of functional linguistics is on explanatory principles that derive from language as a communicative system, whether or not these directly relate to the structure of the mind. Functional linguistics developed into discourse-functional linguistics and functional-typological linguistics, with slightly different foci, but broadly similar in aims to cognitive linguistics. Language is traditionally considered to open the gate into the world around us. However, language is viewed by cognitive linguistics as the product of cognition as well as a means of cognition, a means that helps reveal human beings mental world and secrets of cognitive processes. Language structure is the product of our interaction with the world around us. The way we build discourses and develop linguistic categories can immediately be derived from the way we experience our environment and use that experience in speciesspecific communication (Heine, 1997) . As its name implies, Cognitive Grammar is first and foremost a theory of grammar. Rather surprising, therefore, are statements to the effect that Langacker doesnt believe in grammar- everything is semantics. Rest assured that cognitive grammar neither threatens nor denies the existence of grammar. Grammar exists. The issue is rather the natureof grammar and its relation to other dimensions of linguistic structure. 1.1. What is Cognitive Grammar? Cognitive Grammar belongs to the wider movement known as cognitive linguistics, which in turn is part of the functional tradition. Besides Cognitive Grammar, important strands of cognitive linguistics include construction grammar, metaphor theory, the study of blends and mental spaces, and various efforts to develop a conceptualist semantics. Naturally, terms like cognitive linguistics and functionalism are fluid in reference and subsume a diverse array of views (Langacker, 2008). 1.2. What is about Cognitive Grammar in general? Language is part of cognition and that linguistic investigation contributes to understanding the human mind-that much is shared by many approaches, both formal and functional. Within functionalism, cognitive linguistics stands out by emphasizing the semiological function of language. It fully acknowledges the grounding of language in social interaction, but insists that even its interactive function is critically dependent on conceptualization. In this part, Ive considered cognitive grammar as an approach to explain the phenomena of languages. As for cognitive grammar in particular, care is taken to invoke only well-established or easily demonstrated mental abilities that are not exclusive to language. We are able, for example, to focus and shift attention, to track a moving object, to form and manipulate images, to compare two experiences, to establish correspondences, to combine simple elements into complex structures, to view a scene from different perspectives, to conceptualize a situation at varying levels of abstraction, and so on. Can general abilities like these fully account for the acquisition and the universal properties of language? Or are specifi c blueprints for language wired in and genetically transmitted? Cognitive Grammar does not prejudge this issue. We are evidently born to speak, so it is not precluded that language might emerge owing to substantial innate specification peculiar to it. But if our genetic endowment does make special provisions for language, they are likely to reside in adaptations of mo re basic cognitive phenomena, rather than being separate and sui generis. They would be analogous in this respect to the physical organs of speech. 2. Some reasons for selecting cognitive grammar to explain the phenomena of languages 2.1. Cognitive Grammar and Cognitive Linguistics 2.1.1. What is Cognitive linguistics? Cognitive Linguistics is a new approach to the study of language which views linguistic knowledge as part of general cognition and thinking; linguistic behaviour is not separated from other general cognitive abilities which allow mental processes of reasoning, memory, attention or learning, but understood as an integral part of it. 2.1.2. The relationship between Cognitive Grammar and Cognitive Linguistics Idea from Cognitive Grammar now widely held in Cognitive linguistics. And Cognitive linguistics, provide good evidence that doing linguistics from a cognitive perspective leads to rich insights into many linguistics phenomena, ranging from studies in phonology, to those in semantics pragmatics, and psychological aspects of language use. In addition, language and culture are inseparable. Language is part of a certain culture, therefore acquiring a language, being a member of a language community, inevitably means absorbing certain cultural aspects of that community. Culture and the lifestyle of the community where one grows up influence their habits and world views and it was these factors that have decided awareness of the language of each individual, from which formed the phenomena of languages. Cognitive Linguistics, recognizing the mutual influence between cognition and language, naturally accords these crucial aspects of human life, and thereby cognition, their share of reciprocity with language. According toBielack and Pawlak (2013) suggested that in cognitive linguistics and cognitive grammar the relationship between language and cognition is considered to be dialectic; not only does human cognitive functioning tell us something about the language faculty, but also our insight into language provides important clues to understanding cognitive processes. Although this claim is reminiscent of the formalist understanding of the term cognitive as used with reference to language study, in cognitive linguistics this term is, as has just been explained by referring to the formative linguistic role of cognitive processes, understood much more broadly. In brief, cognitive grammar represents a specific practical and theoretical approach to language within the broader discipline of cognitive linguistics. Cognitive linguists view all forms of language as rooted in the same basic cognitive mechanisms involved in other areas of experience in our wider encounters with the world. For cognitive linguists, language is embodied; it is grounded in our physical, bodily experiences as human beings. Furthermore, this embodied experience has an important social and cultural dimension. Cognitive linguists recognise the specific uses to which language is put within a sociological context, and their role in shaping the linguistic system. 2.2. The status of linguistic cognition For a cognitive linguist, linguistic cognition simply is cognition; it is an inextricable phenomenon of overall human cognition. Linguistic cognition has no special or separate status apart from any other cognition. This means that we expect patterns of cognition observed by psychologists, neurobiologists and the like to be reflected in language. Furthermore, the various phenomena of language are not cognitively distinct one from another. Although it is often useful and convenient for linguists to talk about various levels or modules of language, these distinctions are perceived by cognitive linguists to be somewhat artificial. The truth is that all the parts of language are in constant communication, and indeed are really not parts at all; they are a unified phenomenon operating in unison with the greater phenomena of general consciousness and cognition. Linguists have frequently observed that the borders between traditional linguistic phenomena can be crossed. Phonology, for exampl e, can be affected by morphology, semantics, syntax, and pragmatics; and syntax has likewise been shown to be vulnerable to the workings of phonology, semantics, and pragmatics. The fact that these items are not pristinely discrete is perhaps not news, but for a cognitive linguist this type of evidence is expected, pursued, and focused on rather than being relegated to the status of something marginal and unimportant. 2.3. The status of meaning All the various phenomena of language are interwoven with each other as well as with all of cognition because they are all motivated by the same force: the drive to make sense of our world. Making sense of what we experience entails not just understanding, but an ability to express that understanding, and indeed these two projects inform each other: our experience is formative to expression, but it is also the case that our expressive resources have some influence on how we perceive our experiences. Of course language does most of the heavy lifting (and the finer handiwork) in this job of expression that is so important to cognition. All phenomena of language are mobilized for this task, and all are therefore driven by the need to express meaning. Meaning underwrites the existence of all linguistic units and phenomena, none of which are semantically empty. Meaning is therefore not tidily contained in the lexicon, but ranges all through the linguistic spectrum, because meaning is the very energy that propels the motor of language. Grammar is an abstract meaning structure that interacts with the more concrete meanings of lexicon. Grammar and lexicon are not two discrete types of meaning, but rather the extreme ends of a spectrum of meaning containing transitional or hybrid types (functor words like prepositions and conjunctions are examples of hybrids that carry both lexical and grammatical semantic freight). From the supra- and segmental features of phonology through morphology, syntax, and discourse pragmatics, all of language shares the task of expressing meaning. This includes even idioms and dead metaphors, which remain motivated within the system of a given language, and whose motivation can be made explicit. 2.4. The conceptualist view of meaning From a cognitive linguistic perspective, the answer is evident: meanings are in the minds of the speakers who produce and understand the expressions. It is hard to imagine where else they might be. A conceptualist view of meaning is not as self-evident as it might first seem and has to be properly interpreted. The platonicview treats language as an abstract, disembodied entity that cannot be localized. Like the objects and laws of mathematics (e.g. the geometric ideal of a circle), linguistic meanings are seen as transcendent, existing independently of minds and human endeavor. And more reasonable is the interactivealternative, which does take people into account but claims that an individual mind is not the right place to look for meanings. Instead, meanings are seen as emerging dynamically in discourse and social interaction. Rather than being fixed and predetermined, they are actively negotiated by interlocutors on the basis of the physical, linguistic, social, and cultural contex t. Meaningis not localized but distributed, aspects of it inhering in the speech community, in the pragmatic circumstances of the speech event, and in the surrounding world. 2.5. Foundation of meanings A considerable progress is that meanings are being made in cognitive linguistics,in the broader context of cognitive science. Conceptualization resides in cognitive processing. Having a certain mental experience resides in the occurrence of a certain kind of neurological activity. Cognitive grammar embodies a coherent and plausible view of conceptualization, allowing a principled basis for characterizing many facets of semantic and grammatical structure. Meaning is equated with conceptualization. Linguistic semantics must therefore attempt the structural analysis and explicit description of abstract entities like thoughts and concepts. The term conceptualization is interpreted quite broadly: it encompasses novel conceptions as well as fixed concepts; sensory, kinesthetic, and emotive experience; recognition of the immediate context (social, physical, and linguistic); and so on. Because conceptualization resides in cognitive processing, our ultimate objective must be to characterize the types of cognitive events whose occurrence constitutes a given mental experience. Cognitive semantics has focused on the former, which is obviously more accessible and amenable to investigation via linguistic evidence. Cognitive semantics claims that meaning is based on mental imagery and conceptualizations of reality which do not objectively correspond to it but reflect a characteristic human way of understanding. Thus, one of the basic axioms of cognitive semantics is that linguistic meaning originates in the human interpretation of reality. It is part of the cognitive linguistics movement. Semantics is the study of linguistic meaning. Cognitive semantics holds that language is part of a more general human cognitive ability, and can therefore only describe the world as people conceive it.It is implicit that there is some difference between this conceptual world and the real world. An imaginative phenomena prove essential to conceptualization and linguistic meaning. A primary means of enhancing and even constructing our mental world is metaphor, where basic organizational features of one conceptual domain usually more directly grounded in bodily experience are projected onto another. In (4), aspects of the source domain, pertaining to the manipulation of physical objects, are projected metaphorically onto the target domainof understanding and communicating ideas. (Riemer, 1972) (4) (a) I couldnt grasp what she was saying. (b) We were tossing some ideas around. (c) The message went right over his head. (d) He didnt catch my drift. A linguistically appropriate characterization of meaning should accommodate such differences. Cognitive grammar defines the meaning of a composite expression as including not only the semantic structure that represents its composite sense, but also its compositional path: the hierarchy of semantic structures reflecting its progressive assembly from the meanings of component expressions. For example, that the composite semantic values of pork and pig meat are identical. As an unanalyzable morpheme, pork symbolizes this notion directly, so its compositional path consists of the single semantic structure [PORK]. However pig meat is analyzable, that is, speakers recognize the semantic contribution of its component morphemes. The meaning of pig meut therefore incorporates not only the composite structure [PORK], but also the individually symbolized components [PIG] and [MEAT] together with the relationship that each of them bears to the composite value. The two expressions arrive at the s ame composite value through different compositional paths (a degenerate path in the case of pork), with the consequence that they differ in meaning. 2.6. Metaphor and metonymy and semantic domains in cognitive grammar The example discussed in this section returns to an issue raised earlier (section 2) and demonstrates that sameness versus difference of semantic domain should not be taken as the basis on which to distinguish metaphors from metonymies. Slap in (17) can be paraphrased as make move by slapping, which reveals its nature as a metonymic extension from the verbs basic meaning to the result of the verbal action: (Raymond W. Gibbs Steen, 1997) (17) Louise is coming to-night to see me slap the masked fellow to the dust. (OED slap 1b. vt. 1889 drive back, beat down, knock to the ground, etc. with a slap.) Slap here is analyzed as x make y move by slapping, but it is unlikely that a slap, or even a series of slaps, in the sense of a blow, esp. one given with the open hand, or with something having a flat surface (OED slap sb.) would be enough to achieve this result: in order to knock someone to the ground a more forceful type of P/I with a more rigid impactor than the hand, which is jointed and thus weakened at the wrist, would be necessary (except in the case of an exceptionally strong agent and an exceptionally weak patient). There is thus a mismatch between the inherent semantics of the verb slap and the context in which it appears. One way to describe this situation would be as understatement: slap in (17) plays down the effort needed to overcome the opponent. I propose that the understating effect of (17) derives from its nature as a metaphorical application of the initial metonymic extension. The physical actions needed to bring down the masked fellow presumably a whole repertoi re of aggressive moves taking place in the context of a struggle are represented as equivalent to a different class of physical actions, slapping. The effect of this metaphor is to treat the metaphorical target (the actions that do in fact take place) in a way that makes it seem minor and inconsequential. The present meaning of slap can therefore be derived through a two-step process. First, slap is extended metonymically from its root meaning to the meaning make move by slapping; secondly, this newly created meaning is applied in a metaphorical fashion to a situation which does not actually involve any slapping, but which is imagined as doing so in order to conceive of the event in a certain perspective (i.e. as unstrenuous and trivial). The fact that both the action really needed to down the opponent and the action of slapping are in the same general semantic domain of contact through impact or some such is not relevant and certainly does not make (17) an example of metonymy, as it would for those analysts who define m etonymy as intra-domain meaning extension. (17) counts as a metaphor (a metaphorical application of the initial metonymic extension to make move by slapping) because it uses one class of events as a conceptual model for another class, thereby imposing a particular understanding of the second class. The fact that both target and vehicle of the metaphor share the same general semantic domain issues not in a classification of the figure as metonymic, but simply as an understatement. Metaphor is an interesting linguistic phenomenon which has attracted the attention of many linguists. Metaphor has traditionally been viewed as one of the figures of speech, a rhetorical device, or a stylistic device used in literature to achieve an aesthetic effect. Metaphor in the light of cognitive linguistics is not only used in poems and prose but also in daily life language. In short, metaphor in cognitive linguistics is considered not merely a means of communication but also a means of cognition, reflecting the mechanism by which people understand and explain about the real world. In short, the meaningfulness of grammar becomes apparent only with an appropriate view of linguistic meaning. In cognitive semantics, meaning is identified as the conceptualization associated with linguistic expressions. This may seem obvious, but in fact it runs counter to standard doctrine. A conceptual view of meaning is usually rejected either as being insular entailing isolation from the world as well as from other minds or else as being nonempirical and unscientific. These objections are unfounded. Though it is a mental phenomenon, conceptualization is grounded in physical reality: it consists in activity of the brain, which functions as an integral part of the body, which functions as an integral part of the world. Linguistic meanings are also grounded in social interaction, being negotiated by interlocutors based on mutual assessment of their knowledge, thoughts, and intentions. As a target of analysis, conceptualization is elusive and challenging, but it is not mysterious or beyond the scope of scientific inquiry. Cognitive semantics provides an array of tools allowing precise, explicit descriptions for essential aspects of conceptual structure. These descriptions are based on linguistic evidence and potentially subject to empirical verification. Analyzing language from this perspective leads to remarkable conclusions about linguistic meaning and human cognition. Remarkable, first, is the extent to which an expressions meaning depends on factors other than the situation described. On the one hand, it presupposes an elaborate conceptual substrate, including such matters as background knowledge and apprehension of the physical, social, and linguistic context. On the other hand, an expression imposes a particular construal, reflecting just one of the countless ways of conceiving and portraying the situation in question. Also remarkable is the extent to which imaginative abilities come into play. Phenomena like metaphor (e.g. vacant star) and reference to virtual entities (e.g. any cat) are pervasive, even in prosaic discussions of actual circumstances. Finally, these phenomena exemplify the diverse array of mental constructions that help us deal with and in large measure constitute the world we live in and talk about. It is a world of extraordinary richness, extending far beyond the physical reality it is grounded in. Conceptual semantic description is thus a major source of insight about our mental world and its construction. Grammatical meanings prove especially revealing in this respect. Since they tend to be abstract, their essential import residing in construal, they offer a direct avenue of approach to this fundamental aspect of semantic organization. Perhaps surprisingly given its stereotype as being dry, dull, and purely formal grammar relies extensively on imaginative phenomena and mental constructions. Also, the historical evolution of grammatical elements yields important clues about the meanings of their lexical sources and semantic structure more generally. The picture that emerges belies the prevailing view of grammar as an autonomous formal system. Not only is it meaningful, it also refl ects our basic experience of moving, perceiving, and acting on the world. At the core of grammatical meanings are mental operations inherent in these elemental components of moment-to-moment living. When properly analyzed, therefore, grammar has much to tell us about both meaning and cognition. It fully acknowledges the grounding of language in social interaction, but insists that even its interactive function is critically dependent on conceptualization. Compared with formal approaches, cognitive linguistics stands out by resisting the imposition of boundaries between language and other psychological phenomena. 3. Conclusion In a nutshell, as their names suggest , cognitive linguistics and Cognitive Grammar view language as an integral part of cognition. Conceptualization is seen (without inconsistency) as being both physically grounded and pervasively imaginative, both individual and fundamentally social. Being conceptual in nature, linguistic meaning shares these properties. It fully acknowledges the grounding of language in social interaction, but insists that even its interactive function is critically dependent on conceptualization. Compared with formal approaches, cognitive linguistics stands out by resisting the imposition of boundaries between language and other psychological phenomena. Grammatical meanings are schematic. At the extreme, they are nothing more than cognitive abilities applicable to any content. The more schematic these meanings are, the harder it is to study them, but also the more rewarding. Grammatical analysis proves, in fact, to be an essential tool for conceptual analysis. In grammar, which abstracts away from the details of particular expressions, we see more clearly the mental operations immanent in their conceptual content. These often amount to simulations of basic aspects of everyday experience: processing activity inherent in conceptual archetypes is disengaged from them and extended to a broad range of other circumstances. In this respect, grammar reflects an essential feature of human cognition. References Bielack, J., Pawlak, M. (2013). Applying Cognitive Grammar in the Foreign Language Classroom. Heine, B. (1997). Cognitive Foundations of Grammar. Langacker, R. W. (2008). Cognitive Grammar: A Basic Introduction. Raymond W. Gibbs, J., Steen, G. J. (1997). Metaphor in Cognitive Linguistics. Riemer, N. (1972). Cognitive Linguistics Research: The Semantics of Polysemy

Advertisement Coursework - Volkswagen Golf Essay -- Business Marketing

Missing Image/Advertisement Image This advertisement has been created to promote the Volkswagen Golf Gt to an environmentally friendly audience. It achieves this by using the powerful juxtaposition of a peaceful image contrasting with a dark and violent scene. To further this contrast, the advertiser has placed the car directly in the center. This implies there are two very different personalities to the car. Effectively personifying the car. Upon further examination of the image, we see varied features. On the dark side, we see a covered moon. This may be used to convey a sense of mystery or possibly to give the impression that the car is a beast. This relates to the classic movie-image of werewolves with the full moon. We interpret this as the car appears peaceful on the day side of the image. Yet, on the night side, it has attracted the violent wildlife. The beast image is further reinforced with the lack of a driver within the vehicle supporting the personification. This leads onto examining the landscape. We see that it is rocky, which should appeal to a more adventurous audience. This is because the advert is trying to say the car can handle the rough environment. The horror image is again supported due to the dimly lit area. With this, the audience only has the ability to view outlines of the scene. This includes the wolves prowling as if they are preparing to strike the car. To balance this, the car?s headlights are on to get across a feeling of safety to the audience. Moving on. In direct contrast with the night side, the day side would appeal to the more environmentally friendly audience. Unlike the wolves, the deer and squirrel are not startled by the car. They continue to follow their natural routine, un... ..., to emphasise. Linking back to the verbal text, the statement uses capital letters at the beginning of each word as a makeshift status symbol. As English readers will finish at the bottom right of the advert. This is where the designer has placed the company logo. This is to leave a lasting impression on the audience so they remember who created the advert. There is one final piece of text on the advert. This is the legal obligation of the specifications. This is because the law now states that advertisers have to specify exactly what the product is. So this has been placed outside the border on the bottom of the advert. This is because the designer would not want it interfering with the image or the other text. This section has an asterix at the beginning as it is an explanation. This means there is another somewhere on the page that connects to the explanation. Advertisement Coursework - Volkswagen Golf Essay -- Business Marketing Missing Image/Advertisement Image This advertisement has been created to promote the Volkswagen Golf Gt to an environmentally friendly audience. It achieves this by using the powerful juxtaposition of a peaceful image contrasting with a dark and violent scene. To further this contrast, the advertiser has placed the car directly in the center. This implies there are two very different personalities to the car. Effectively personifying the car. Upon further examination of the image, we see varied features. On the dark side, we see a covered moon. This may be used to convey a sense of mystery or possibly to give the impression that the car is a beast. This relates to the classic movie-image of werewolves with the full moon. We interpret this as the car appears peaceful on the day side of the image. Yet, on the night side, it has attracted the violent wildlife. The beast image is further reinforced with the lack of a driver within the vehicle supporting the personification. This leads onto examining the landscape. We see that it is rocky, which should appeal to a more adventurous audience. This is because the advert is trying to say the car can handle the rough environment. The horror image is again supported due to the dimly lit area. With this, the audience only has the ability to view outlines of the scene. This includes the wolves prowling as if they are preparing to strike the car. To balance this, the car?s headlights are on to get across a feeling of safety to the audience. Moving on. In direct contrast with the night side, the day side would appeal to the more environmentally friendly audience. Unlike the wolves, the deer and squirrel are not startled by the car. They continue to follow their natural routine, un... ..., to emphasise. Linking back to the verbal text, the statement uses capital letters at the beginning of each word as a makeshift status symbol. As English readers will finish at the bottom right of the advert. This is where the designer has placed the company logo. This is to leave a lasting impression on the audience so they remember who created the advert. There is one final piece of text on the advert. This is the legal obligation of the specifications. This is because the law now states that advertisers have to specify exactly what the product is. So this has been placed outside the border on the bottom of the advert. This is because the designer would not want it interfering with the image or the other text. This section has an asterix at the beginning as it is an explanation. This means there is another somewhere on the page that connects to the explanation.

Economic Impact of Duck Hunting in Arkansas

â€Å"It’s madness, I’ve never seen otherwise intelligent frugal men throw so much money at so little opportunity! † (Unknown) This was the statement made by an unnamed source referencing the sickness and addiction of the wonderful sport of Waterfowl Hunting. The economic impact of waterfowl hunting in Arkansas can best be seen in the U. S. Fish and Wildlife Service's 2006 Economic Impact of Waterfowl Hunting report. This report states that in 2006 there was 1. 3 million waterfowl hunters nationwide, 100,000 of these waterfowl hunters were residents of Arkansas who spent 1. million days pursuing the waterfowl of their choice. During these days, waterfowl hunters spend money on hunting trips, hunting equipment, salaries and wages and state, local and federal taxes. Nationwide, waterfowl hunters spent $900 million during 2006 creating a positive economic impact for the nation's economy. When did all of this begin and why in Eastern Arkansas? It is said that the fir st to have stepped foot in what is now known as modern day Arkansas were duck hunters. In an archeological find near Big Lake in north eastern Arkansas, studies found more bones from Mallard ducks than from any other bird present.Nature had set a perfect table not only for the Paleo Indians but for the future duck hunters in Arkansas. Eastern Arkansas borders the Mississippi River and is home of 8 million of the 24. 2 acres of the Mississippi Alluvial plain. There are no other states in the continental united states that have more delta land than Arkansas. Before the advent of dams and tree clearing agricultural practices the delta was covered primarily with hardwood trees, mostly oaks. These Hardwoods provided the staple food source (acorns) for the largest population of wintering waterfowl (mainly the mallard duck) in the world.Early settlers took advantage of the abundant fowl and consequently started some of the very first duck hunting clubs in the United States. In 1906 the fir st known crop of rice was grown in Arkansas County. Although it was a small crop, it changed the scenery of agriculture in the delta and on the Grand Prairie region. Three years later Grad Prairie rice acreage was up to 27,000 acres; by 1919 rice covered 143,000 acres of the Grand Prairie in the Mississippi Delta. Today Arkansas harvests 41 percent of the nation's rice, almost twice as much as No. California (21 percent). Riceland Rice Corporation, located in Stuttgart Arkansas, alone is responsible for almost one-third of the U. S. crop. Local farmers founded the Riceland cooperative in 1921 to get better prices. The average Riceland farm is about 750 to 1,000 acres, Reed says. About one-third to one-half is devoted to rice, with the rest going to soybeans, one of the other crops Riceland processes. The majorities of the Riceland Farms are either leased out to waterfowlers or have guide services ran on them.In the early days of rice farming, the rice harvest and the migration of wi ntering waterfowl down the Mississippi Flyway coincided. Massive groups of waterfowl could potentially wipe out an entire rice field in one night. At the time, farmers would pay as much as 5$ a gun per night and all of the shells the individual could shoot while keeping the ducks away. As quicker maturing rice was developed people started to realize that ducks were no longer a nuisance but had potential to be a great asset and compliment to the rice harvest. A bi- product of the rice boom in Arkansas County was a drastic increase in Duck Clubs.A Duck Club is privately owned business which charges the duck hunters by the day for guided hunts or requires members to pay annual dues for their membership in the club. Duck clubs had been around the state for several years prior to the rice boom of the early 1900’s, but these clubs were set primarily on flooded hardwood bottoms or sloughs along the Mississippi delta. When rice farmers realized the potential cash flow that hunting cl ubs could provide during the winter season, many started Duck Clubs on their privately owned farms.One such place was Wallace Claypool’s Wild Acres reservoir, which came to be known just as Claypool’s Reservoir. In 1956 NBC’s popular television program â€Å"Wide Wide World† approached the Arkansas Game and Fish Commission about filming the first ever nationally broadcast live duck hunt. During the time the segment was filmed Claypool’s Reservoir was holding approximately 300,000 mallard ducks. At 3:14 the NBC director pressed a button and 4 million viewers looked on. Shortly after 3:15 a TNT laden rocket was fired over the ducks to stir them up off the water.With ducks in the air Wallace Claypool began to call ducks in for Lynn Parsons, a 12 year old local with a new shotgun. Six shots later Claypool’s lab was retrieving 6 mallard ducks and Arkansas was officially on the map as the Duck Hunting Capital of the World. In 1936, 20 years prior to the airing of Claypools duck hunt on national television Thad McCollum of Stuttgart Arkansas held the first annual World’s Duck Calling Championship on Main Street in downtown Stuttgart, Arkansas. It was known then as the â€Å"National Duck Calling Contest†.There were 17 entries in the Downtown Stuttgart event and the winner was promised a new hunting jacket valued at $6. 60. This contest has helped form what is now the Wings over The Prairie Festival. Wings Over the Prairie is one of the oldest and most visited festivals in Arkansas, and has grown to an annual attendance of over 60,000. Besides the World Championship Duck Calling Contest there is also a nationally renowned Gumbo Cook Off, as well as many crafts, lots of hunting gear for sale, dances, live bands, commercial exhibits and collectibles.With such a large attendance containing people from all over the United States, the Festival brings in millions of dollars of revenue to Stuttgart’s economy each year. According to Stephen Bell, executive director of the Stuttgart Chamber of Commerce, It is estimated that the economic impact on Stuttgart is $1 million a day during duck season. The town is also home to more than 70 commercial Guide Services that cater not only to Duck Hunters but also to deer hunters as well as a few that cater to turkey hunting.In addition to the private guide services and the Membership Exclusive Hunting Clubs, Duck hunters are drawn from all over the state as well as the country to hunt the hundreds of thousands of acres of public hunting area managed specifically for waterfowl. In 1948, the Arkansas Game and Fish Commission purchased Bayou Meto Flat which provided 34,000 acres of public green timber duck hunting. Bayou Meto is one of the most renowned public hunting places in the United States.Green Timber duck hunting is somewhat specific to Arkansas and with 34,000 acres available to the public; hunters come from all over the United States to get the t hrill of a true Arkansas Green Timer Hunt. Bayou Meto however is far from being the only public Green Timber hunting the state has to offer. As a whole the eastern side of Arkansas is loaded with hundreds of thousands of acres of flooded, acorn producing trees that are typically loaded with ducks. Where there are ducks, there are bound to be duck hunters.The state of Arkansas had 100,000 waterfowl hunters, 16 years old or older, in 2006. These 100,000 participants who enjoy hunting waterfowl in Arkansas are responsible for the state's ranking of 2nd in the nation only to Louisana in participation. Waterfowl hunters in Arkansas spent $91 million dollars on waterfowl hunting trips and equipment, which includes but is not limited to food, lodging, transportation, firearms and ammunition, fees, hunting dogs and related expenses. Arkansas waterfowl hunters also spent $9. 6 million in state taxes and $9. 4 million in federal taxes. These hunters also helped support 2,505 jobs that are wat erfowl hunting related with $47. 9 million in salaries and wages. All this hunting and spending creates a ripple effect of $124 million dollars. Arkansas attracts 53,000 non-resident hunters every year, from all over the country who spend a combined 662,000 days in the state. The out-of-staters spend $167,811,000 on the sport in Arkansas, meaning each non-resident hunter spends about $3,184 during a typical season.

Hand washing

â€Å"Researchers in London estimate that if everyone routinely washed their hands , a million deaths a year could be prevented†¦ (CDC, 2013)† Studies have shown that hand washing may be the single most important act to help stop the spread of infection. Hand hygiene is one of the most important steps we can take to avoid getting sick and spreading germs to others. A lot of diseases are spread by not washing hands with soap and water. sometimes clean running water may not be available, so use soap and the available water or hand sanitizer.Though sand sanitizers may help they may not eliminate all germs and may not be effective when there is visible dirt. Hands should be washed before and after procedures, preparing food, eating, caring for the sick, using the restroom, changing diapers , blowing the nose, coughing and sneezing . People should be taught the right way to wash hands, after touching animal waste or handling pets. By simply hand washing the government can save not only lives but money, that can go to improve people's lives.The Center for Disease Control (CDC) provides healthcare workers and patients with a variety of resources including guidelines for providers , patient empowerment materials , latest technology advances and educational tools (CDC, 2002). The findings have changed my nursing practice in that if I have to be a good advocate for my patients I have to educate them on life saving habits.During admissions to the hospital patients are encouraged to wash their hands and to report if or refuse care if they notice a healthcare worker not wash their hands. the staff cannot reason with the patients , we have teams of investigators who watch staff go in and out of patients rooms . Sometimes they take pictures in â€Å"got you in a good act,† it is only the hands that are taken so people are conscious of this health habit that saves lives. The WHO guidelines on hand hygiene in healthcare are a thorough review of evidence on ha nd hygiene in healthcare to improve practices and reduce transmissions of pathogenic microorganisms to patients and healthcare workers (CDC, 2009).Through research there are findings about factors that influence compliance or adherence to hand hygiene practices. Some of these are hand washing agents causing irritation and dryness, sinks being inconveniently located or shortage of the same, lack of supplies, too busy or insufficient time, overcrowding, patients needs take priority, wearing gloves /beliefs that glove use replaces the need for hand hygiene, additional perceived ideas to appropriate hand hygiene and so many more (CDC, 2002).Research examines these factors to provide guidelines through evidence based research, and better ways to help the public and healthcare workers adhere to life saving practice. At my hospital we have two pumps one for the sanitizer and lotion based sanitizer to encourage staff and patients to sanitize without the fear of irritation.

Mercury Essays - Chemistry, Matter, Mercury Compounds, Mercury

Mercury Essays - Chemistry, Matter, Mercury Compounds, Mercury Mercury Mercurys symbol is Hg, its atomic number is 80, its atomic mass is 200.59, its in group 12 and in period 6, and it also has two valence electrons. Its standard state is liquid at 298K and it is the heaviest known elemental liquid. It has a silvery white color. It is named after the planet Mercury the origin of the symbol Hg is the Latin word hydrargyrum meaning liquid silver. Mercury was known to ancient Chinese and Hindus before 2000 B.C. and was found in tubes in Egyptian tombs dated from 1500 B.C. Mercury is the only metal liquid at ordinary temperatures. Mercury is sometimes called quicksilver. It sometimes occurs free in nature and is found mainly in cinnabar ore, which is HgS. Cinnabar ore is found in Spain and Italy. Mercury is a heavy, silvery-white metal, which forms alloys easily with many metals like gold, silver, and tin. These alloys are called amalgams. Its way of amalgamating with gold is made use of the recovery of gold from its ores. Mercury is a bad conductor of heat and an okay conductor of electricity. The most important salts are mercuric chloride HgC12 that is a corrosive and violent poison. Mercurous chloride Hg2Cl2, which used to be used in medicine. Mercury fulminate Hg(ONC)2 used as a detonator in explosives and mercuric sulfide HgS used as a high-grade paint pigment. Organic mercury compounds are important and dangerous. Methyl mercury is a lethal pollutant found in rivers and lakes. Mercury is a virulent poison and is readily absorbed through the respiratory tract, the gastrointestinal tract, or through unbroken skin. It acts as a cumulative poison since there are few pathways available to the body for its excretion. Since mercury is a very readily vaporizable element at a relatively low temperature, dangerous levels are readily attained in air. Air saturated with mercury vapor at 20C contains a concentration that exceeds the toxic limit many times. The danger increases at higher temperatures. It is therefore important that mercury be handled with care. Containers of mercury should be securely covered and spillage should be avoided. Mercury should only be handled under a well-ventilated area. Mercury is well known because of its use in many thermometers. It was common to demonstrate the formation of mercury in the laboratory by heating mercury s ulfide. This method forms the basis of commercial extraction to get mercury. The prepared cinnabar ore is heated in a current of air and the mercury vapor condensed. Bibliography 1. Mercury (element), Microsoft Encarta Online Encyclopedia 2000 http://encarta.msn.com 1997-2000 Microsoft Corporation. All rights reserved. 2. Bentor, Yinon. Chemical Element.com - Mercury. Dec. 6, 2000 . 3. Encyclopedia Britanica-Mercury Liquid Metal Volume M-R. Pages 253-260.