Scotch Tape and Inventor Richard Drew

Scotch Tape and Inventor Richard Drew Scotch tape was invented in 1930 by banjo-playing 3M engineer Richard Drew. Scotch tape was the worlds first transparent adhesive tape. Drew also invented the first masking tape in 1925- a 2-inch-wide tan paper tape with a pressure sensitive adhesive backing. Richard Drew - Background In 1923, Drew joined the 3M company located in St. Paul, Minnesota. At the time, 3M only made sandpaper. Drew was product testing 3Ms Wetordry brand sandpaper at a local auto body shop, when he noticed that auto painters were having a hard time making clean dividing lines on two-color paint jobs. Richard Drew was inspired to invent the worlds first masking tape in 1925, as a solution to the auto painters dilemma. Brandname Scotch The brand name Scotch came about while Drew was testing his first masking tape to determine how much adhesive he needed to add. The body shop painter became frustrated with the sample masking tape and exclaimed, Take this tape back to those Scotch bosses of yours and tell them to put more adhesive on it! The name was soon applied to the entire line of 3M tapes. Scotch Brand Cellulose Tape was invented five years later. Made with a nearly invisible adhesive, the waterproof transparent tape was made from  oils, resins, and rubber; and had a coated backing. According to 3M Drew, a young 3M engineer, invented the first waterproof, see-through, pressure-sensitive tape, thus supplying an attractive, moisture-proof way to seal food wrap for bakers, grocers, and meat packers. Drew sent a trial shipment of the new Scotch cellulose tape to a Chicago firm specializing in package printing for bakery products. The response was, Put this product on the market! Shortly after, heat sealing reduced the original use of the new tape. However, Americans in a depressed economy discovered they could use the tape to mend a wide variety of things like torn pages of books and documents, broken toys, ripped window shades, even dilapidated currency. Besides using  Scotch  as a prefix in its brand names (Scotchgard,  Scotchlite and  Scotch-Brite), the company also used the Scotch name for its (mainly professional) audiovisual magnetic tape products, until the early 1990s when the tapes were branded solely with the 3M logo.  In 1996, 3M exited the magnetic tape business, selling its assets. John A Borden - Tape Dispenser John A Borden, another 3M engineer, invented the first tape dispenser with a built-in cutter blade in 1932. Scotch Brand Magic Transparent Tape  was invented in 1961, an almost invisible tape that never discolored and could be written on. Scotty McTape Scotty McTape, a  kilt-wearing  cartoon  boy, was the brands  mascot  for two decades, first appearing in 1944.  The familiar  tartan  design, a take on the well-known  Wallace  tartan, was introduced in 1945. Other Uses In 1953, Soviet scientists showed that  triboluminescence  caused by peeling a roll of an unidentified Scotch brand tape in a  vacuum  can produce  X-rays.  In 2008, American scientists performed an experiment that showed the rays can be strong enough to leave an X-ray image of a finger on  photographic paper.

Ways of Saying Then in Spanish

Ways of Saying Then in Spanish Then is one of those words that can be particularly tricky to translate to Spanish. Its meaning at times is quite vague, and Spanish makes some distinctions that English does not with time sequences. Entonces is certainly the most common translation for then, but it isnt the only one you should use. Here, then, are some of the most common ways that the idea of then can be rendered in Spanish: When Then Means at That Time   The typical translation is entonces  when then is the equivalent of at that time. Later we visited the school. Then (meaning at that time) we went to eat. Ms tarde visitamos la escuela. Entonces nos fuimos a comer.I arrived home and then I felt something strange. Lleguà © a la casa y entonces sentà ­ algo extraà ±o.If I buy a house, then I will be able to keep my car in the garage. Si compro una casa, entonces podrà © guardar el coche en la cochera.If we select  this hotel, then we will eat outside.  Si elegimos  este hotel entonces iremos a cenar fuera. When Then Means Later   The distinction between then meaning at that time and later or next isnt always distinct, but the latter is often translated as luego. So while a sentence such as Ill do it then could be translated as either Lo harà © entonces or Lo harà © luego, the former suggests it will be done at a specific time, while the later suggests a later, more indefinite time. Then (meaning later or next) we are going to the mountain region and visiting the monastery. Luego vamos a la regià ³n montaà ±osa y visitamos el monasterio.The driver took us to the hotel, and then we went to the ruins of a nearby city. Nos llevà ³ al hotel, y luego fuimos a las ruinas de una ciudad que estaba cercada.First we will pratice yoga, and then we will study different meditation techniques. Primero practicaremos el yoga, y  luego vamos a estudiar  y practicar diferentes tà ©cnicas de meditacià ³n.   Then Meaning Therefore or in That Case Entonces is a common translation for therefore or phrases with similar meanings, although you can sometimes use various phrases of causation as well. When there is jealousy among those who profess to be religious, then there is a huge need for revival. Cuando hay celos entre los que profesan ser religiosos, entonces hay gran necesidad de un avivamiento.Good, then well leave early in the morning. Bueno, entonces salgamos temprano en la maà ±ana.If an activity is dangerous, then we have to do something. Si una actividad es peligroso entonces tenemos hacer algo.   Then as an Adjective   When then is used as an adjective to refer to something that used to be, entonces can be used. The then president, Fidel Castro, began to persecute political dissidents. El entonces presidente, Fidel Castro, lanzà ³ una persecucià ³n de disidentes polà ­ticos. The Bible verses refer to the then city of Babylon. Los versà ­culos biblicos refieren a la entonces ciudad de Babilonia. Then as a Filler Word or Intensifier   Then is often used in English sentences where it adds no substantial meaning, or sometimes for mere emphasis. If it can be omitted from the sentence, there may be no need to translate it. For example, in a sentence such as What do you want, then? then doesnt really need to be translated, as you could indicate your attitude through tone of voice. Or you could use the word pues as a similar word: Pues  ¿quà © quieres? Or, entonces can be used as indicated above when it means therefore: Entonces  ¿quà © quieres? Then in Various Phrases   Like other words that appear in idioms, then often isnt translated directly when it appears in a phrase, but the phrase itself is translated: From then on, I have been very afraid. Desde entonces tengo mucho miedo.Now and then its good to pamper yourself. De vez en cuando es bueno mimarse un poco.It is known that the first victim of wars is truth. Then again, it is very difficult for a military authority to allow a journalist to work in its territory. Se sabe que la primera và ­ctima de las guerras es la verdad.Por otra parte, es muy difà ­cil que un mando militar deje a un periodista trabajar en su territorio.Back then, there were giants on the Earth. En aquellos dà ­as habà ­a gigantes en la Tierra.

International Legal and Ethical Issues in Business Essay - 2

International Legal and Ethical Issues in Business - Essay Example But whether contracts are entered orally or in the written form, they should include the following essential elements for them to be deemed valid: parties capable of contracting, consent of the parties, lawful objects, and consideration (Bhana, Bonthuys, & Nortje, 2009). First and foremost, parties capable of contracting are those of legal age and are not convicted of any crime and thought to have mental or behavioral disorders. Hence anyone, save from the aforementioned exceptions, can enter into contract. In most instances, parties who involve themselves in these legal agreements should provide accurate and sufficient identities: full names, addresses and even titles. In sales contracts, moreover, the terms ‘seller’ and ‘buyer’ are oftentimes designated to the contracting parties (Steingold, 2009). Consent of the parties, which are free, mutual and well-communicated, qualifies for a valid contract. Consent obtained through intimidation, violence, fraud, un due influence and mistake does not make any contract valid. Similarly, consent is not considered mutual unless both parties agree on the same thing in the same sense. Basically, the articulation of an offer and an acceptance from contracting parties are required to make a contract valid (Helewitz, 2010). Furthermore, the thing being referred to in a contract is also called as the object. Objects must be lawful, possible and definite (Helewitz, 2010). Any law of court would not enforce any contract to perform an illegal act. Therefore, disputes in drug deals are not accommodated in legal agencies due to the fact that the contracts concerned are null and void. Of particular importance also in the determination of validity in contracts is consideration: meaning, each party must gain something out of the said agreement (Walston-Dunham, 2008). For example, if someone agreed to repair someone else’s house, and the latter never promised to give anything in return, then the one asked to do the service could not be sued for not showing up because he did not obtain consideration, in this matter. Objective Theory of Contract There are two approaches in deciding whether or not a party has entered into a valid contract. For the most part of legal history, the Subjective Theory of Contract happened to be the universal doctrine. However, during the late nineteenth century, the Objective Theory of Contract had been adopted by majority of lawyers and judges when deciding the merits of a contract dispute case, downplaying the former theory. Essentially, the recent theory upholds that the intention of the parties to a contract or an alleged contract, for that matter, is to be determined from their words and conduct, rather than their unexpressed or supposed intentions. Hence, it eradicates the subjective notion of intention (‘meeting of minds’ concept) which was deemed by most legal experts as vague and prejudicial (â€Å"Objective Theory of Contract,† 2011). But even though the Objective Theory of Contracts applies virtually in all jurisdictions, some aspects of subjectivity are nevertheless existent still. For instance, several strong cases for the nullification contracts are raised via the grounds of mistake or duress, which are practically based upon the subjective beliefs or intentions of one party of another (Farnsworth, 1999). In the ‘Harrier Jet’

Money traps in U.S. Healthcare Article Example | Topics and Well Written Essays - 500 words

Money traps in U.S. Healthcare - Article Example probable causes for this are a combination of singular attributes of the US system such as higher administrative costs, higher pay for executives in the industry, demand for higher profits by insurance companies and high prevalence of fragmented and uncoordinated care within the industry. The second article ‘A Sharper Mind, Middle Age and Beyond’ argues that whereas some form of human intelligence – fluid intelligence – declines in age, another form - crystallized intelligence – actually increases. The article neither out rightly dispels nor supports the argument that brainpower, creativity and innovation have an early expiration date. According to Cohen (2012) a large research that she refers to as the Manhattan Project of middle age has uncovered several new observations on fluid intelligence and aging. Whereas it was typically assumed that fluid intelligence reduces with age, from the result gathered so far from the ‘Midlife in the United States’ study, it has been seen that continued education does increase the longevity of this form of intelligence among senior citizens. When we look at the two articles critically we identify that both seek to dispel commonly held beliefs. On the one hand, Boffey (2012) disapproves the notion that American healthcare system is more costly than other advanced nations because it is better. American healthcare is excellent in some areas, average in others and poor in other areas as well. On the other hand, Cohen (2012) uses the results of the continuing ‘Midlife in the United States’ study to disapprove the late Sir William Osler’s assertion that brainpower, creativity and innovation have an early expiration date. Both authors provide sufficient examples and arguments within the articles to, at the very least, through these commonly held notions into doubt. The difference between the articles emanates from how each other concludes their arguments. Boffey (2012) does not provide a clear answer at

Scientific method Essay Example for Free

Scientific method Essay Empiricism is the theory that experience is of primary importance in giving us knowledge of the world. Whatever we learn in this world, we learn through perception using our senses, according to empiricists. Knowledge without experience with the possible exception of trivial semantic and logic truths, is impossible (‘theory of knowledge’). It is often opposed to with rationalism which is knowledge is attributed to reason independently from the senses. (Galvin, 2012) The tabula rasa or idea of the mind being a blank tablet as the independent observer is completely passive and should not attempt to influence the delivery of data first came from Aristotle (Galvin, 2012). Empirical methods reports the results of a study that uses data derived from actual observation or experiment used in ‘fields to allow testing’ and can be a substitute of anything that can allow theory to emerge from data (Cahill, 2012). There are two commonly known ways of collecting data which is 1. quantifying which is using numerical data or data that can be converted into numbers 2. qualitatively is exploring issues that raise questions that can be answered by a verbal analysis as they cannot be measured or do not require measurement (‘explorable. com’) The article that will be contextualized in this essay is the Ward et al. (2007) paper which is ‘Living and working in an urban class communities’. The paper interviews 141 carers with at least one dependent child in three contrasting areas in London and Manchester with the main focus on Wythenshawe. There are many authors in the creation of this journal who have their own individual contribution as well as collective input using other references. Kevin Ward is a political economist in Human Geography in Manchester, with interests in urban politics and policy (‘Manchester academic’). Collette Fagan is a research director of Social Science in Manchester University (Manchester academic’). Linda McDowell is a Professor of Human Geography at Oxford. She is of particular interest to this journal as she is an economic geographer interested in the connections between economic restructuring, labour market change and class and gender divisions in Great Britain (‘Oxford geography academic’). Diane Perrons is a Professor of Economic Geography and gender studies (‘London school of economics’) with Kath Ray being involved in Senior Research in a social policy group specialising in qualitative research (‘Policy studies institude’). The status that this journal obtains is that of economic, social and cultural structure in society of how low-income mothers cope, live and labour in a rapidly changing city as they preform paid work at the same time as ensuring social reproductions in the household. It is based on a working-class rank in society with the aims such as to draw attention to the lives of people in working class communities in order to address the imbalance caused by the rash of middle class studies and to emphasise the role played by mothers and their mothers in the everyday reproduction of households and communities (Ward et al. , 2007, pp. 314). It can be argued that the theme of the journal is the traditional economic structure of women shaping decisions around whether to preform paid work or conform themselves to caring duties. Given the authors roles as geographers and researchers, the content of the journal adapts well to the authors taking into account that it covers aspects in which they specialise in. An example of one author, Linda McDowell has been ‘at the forefront in the development of feminist perspectives on contemporary social and economic change’ (‘School of geography and the environment’) but as this journal indicates women in traditional roles and/or deprivation of income, Linda McDowell’s selection of this disadvantaged area allowed her as a feminist geographer to pose theories on the area and question the approach of pre-feminism tradition to be seen. In this paper, there are four selected concepts dealt with individually which are: 1. Getting by in the working class neighbourhoods 2. Intergenerational geographical immobility and a sense of place 3. A constrained juggling act of paid and unpaid work commitments and, 4. Unpaid and informal extended family care. In terms of work, many of the women talked about their time in paid and unpaid employment and the nature of their partners work. Women are dispensed in the 5 C’s and even when in full time employment are receiving 18% less than men. (Ward et al. , 2007, pp.314) Many of the women interviewed were part-time workers with only four out of sixteen women given in table 2 of Ward et al. , 2007, in full time employment. Women are seen to conforming to structural constraints in deciding whether to preform work or not with families needing at one and half or two incomes to be beyond poverty. Many households were questioned about amenities, leisure and extended family and childcare. Many of the women lived close by their families with more than 50% living within a mile of their parents as recorded in table four (Ward et al., 2007, pp. 317). It would advocate that various on the interviewees would not survive financially without being close to parents or other extended family members with the burden of childcare costs diminished slightly due to complementary care. Wythenshawe is a region in South Manchester which is the second most deprived local authority district on the 2004 index with low levels of house ownership and with many people suffering from unemployment in a region called Sharston within Wythenshawe. (ODPM, 2004, pp. 315) It showed a decline in population in Shartson in the years of 1991 and 2009 with a drop of 15% with twice as many lone parents with dependent children living there (Ward et al. , 2007, pp. 315) Many of the women that were in the areas are thought to be in a progression of spatial entrapment which is when companies relocate to areas of residence where women whose domestic responsibilities restrict their employment prospects and job search (Kim, 1993). With that, a selected number of women in this journal are victim to this theory mentioned. The study was theoretically driven as it was intended to reflect an array of household work and family circumstances as an entire area rather than characterise the household structure of a small area. Wythenshawe has many participants who have experienced the theory of the study and based on the philosophy that they were in a working class neighbourhood responding to contemporary challenges and how women in general manage responsibilities. Candidates were gathered from a range of locations such as pre-schools, playgroups, libraries, a number of other pre-school amenities and snowballing and which consisted of at least one pre-school child (Ward et al. , 2007, pp. 316-317). Each of the interviews lasted between one-two hours highlighting a number of themes with close attention paid to eleven women. The analysis was separated under different headings to differentiate the topics discussed. Interviews allow knowledge to be gained from personal experience and gives insight of the social structure and people’s experience of the world. Interviews are tedious but an effective method of documenting information. Surveys were used to gather statistics for a number of different topics in this study such as households, intergenerational mobility, and the type of work and hours performed. Surveys generally are a quick and easy way to collect data especially as this journal covers a larger area. With that, as these statistics are accounted for in a number of areas within Manchester some of the data produced may be misleading as many of the surveys are averages or have some information missing therefore not producing accurate data which may be deceptive. The case study overall is the most effective tool as the candidates chosen were able to relate to the hypothesis of the journal within the areas selected. Under the associated headings mention above, the results were represented under the various sections in regard to each candidate that was spoken to. The main method used was interviews therefore the verbal accounts from each individual are seen in particular areas of interest to the individuals allowing the journal to have a flow from topic to topic. The other results were collected and amounted into tables containing numerical data which the authors conducted themselves. The majority of the journal reflected the theoretical stance of the authors such as Kath Ray as her speciality of qualitative research was an independent tool in the research conducted. Also as many of the authors have specialities in gender roles and policies, much of the theory in the journal is leaned towards theses aspects. Empirical research methods will continue to play a helpful role in the qualitative research in geography. Empirical methods allow qualitative research to have proof to its theory as qualitative research is to describe the certain phenomenon and answering questions (‘QSR international’) Given that it provided information does not mean that the content of the theory in question is true, therefore, empirical research provides the an alternative for a test/experiment to be carried out to verify that research carried out is true and that qualitative research as a duplicate in theory and in practice. An area of the reported research that is not empiricist in approach is of course the bibliography. It contains resources that obtained some prior knowledge about the study before it was carried out. Overall, the journal shows the use of empiricism and empirical methods throughout. The contrasts between the two are highlighted in the analysis and results of the journal which portray their uses in geographical research. Section 2 Bridging the fields of geography and biology, biogeography is the study of the distribution of plants and animals across the earth (Potito, 2012). It requires a primary understanding of ecology and evolutionary factors through space and time concerned with identifying how historical, physical and biological factors have contributed to the past and present distributions of individuals, species, communities, ecosystems and biomes. The aims of the course is to introduce students to various methodologies used in biogeography research and hands-on field, lab and data analysis exercises that will allow students to put learned concepts into practice and give students experience working with the techniques used in biogeography. In sum of the above the learning outcomes is for one to have a comprehension of the basic principles of biogeography as a discipline, a developed capacity to apply the field of methodologies and data analysis techniques used and finally to critically understand the human impact on species distributions and conservation strategies. With regard to the course material covered so far, empiricism has found importance in some aspects covered. Although, there is a need for a more empirical approach as it is hard to distinguish between concepts of process and evidence of pattern and on the greater use of analytical methods (‘sciencedirect’). Much of physical geography modules are viewed purely as empiricism. They could once be viewed in this light but given present day resources they are aspects of both concepts seen in biogeography. The content and reading materials were once unique events experienced by the senses and were accepted as geological truths. This however was granted under no data to prove theories or events. Much of biogeography is about understanding theories about what has happened in the past such as extinction or succession patterns and using the knowledge that already exists to test theories and to try formulating the future. As it is a physical aspect of geography, the course also leans in the side of empirical methods as it involves labs and getting out into the field collecting data using a theory or hypothesis having prior knowledge about the experiment. Empirical methods are seen throughout the course so far as some of the theory thought has shown results of tested theory in numerical forms of data etc†¦ In relation to empiricism and empirical methods in biogeography, it is defined by the courses aims and objectives as much of the course (so far) has been introducing pre-existing information/evidence of various methodologies used in the research of biogeography and collecting data out in the ‘field’ of observation during lab sessions and putting learned concepts into practice which gives the students hands-on experience. The course should consider using more of an empirical method approach for students to gain a wider understanding of world experience in the field as researchers and testing hypothesis. Bibliography Section 1: Cahill, R. , and Galvin, S. , (2012), Theory and Practice 1, Empiricism, [online], (‘https://nuigalway. blackboard. com/webapps/portal/frameset. jsp? tab_tab_group_id=_2_1url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_32490_1%26url%3D’) Accessed 31 October 2012. Explorable. com (2009), Research Designs: Quantitative and Qualitative Research [online], (‘http://explorable. com/quantitative-and-qualitative-research. html’) Accessed 31 October 2012. Fagan, C. , and Ward, K. , (1998/2007), Manchester academic; Staff profiles [online], The University of Manchester, (‘http://www. manchester. ac. uk/research/directory/staffprofiles/’) Accessed on 31 October 2012. Kim, V. L. , (1993), Suburban Pink Collar Ghettos; The Spatial Entrapment of Women, 83 (2), pp. 225-242. McDowell, Linda. , (2012), School of Geography and the Environment; Staff profiles [online], University of Oxford, (http://www.geog. ox. ac. uk/staff/lmcdowell. html ‘’), Accessed on 31 October 2012. ODMP, (2004). The English Indices of Deprivation (revised). London, Office of the Deputy Prime Minister [online], (‘http://www. communities. gov. uk/documents/communities/pdf/131209. pdf’) Accessed on 31 October 2012. Perrons, D. , (2009) Research and Expertise; LSE Experts Directory [online], The London School of Economic and Political Science (‘http://www2. lse. ac. uk/researchAndExpertise/Experts/d. [emailprotected] ac. uk’).

The Dungeon :: essays research papers

When the game starts, you will be caged and tortured by â€Å"The Master†. After the short intro sequence, Imoen will enter the room. She broke out of her cage and has come to free you. At this point, you need to try to escape this dungeon. Alone the way, the story unfolds... (1) In the room with the Cages, Speak with Minsc. You will want to insult him and his Hamster friend a few times. He will become so mad that he will break himself out of his cage. After he has done this, you need to sooth him by being friendly (no more insults). If you are mean to him after he frees himself, he may not join your group. You can try to free Jaheira from her cage, but the door is locked solid. Do not try to anger her. She will not find any hidden strength to break herself out. Instead she will â€Å"snob† you and not join the group. In fact, do not even make hints about leaving her behind. (2) You will need to find a key to get Jaheira out of her cage. Locate the Jailkeep Golem in the room near the cell that you were in . In the chest in this room you will find armor for your guys (or girls) to wear. Behind the picture in the room, you will find a dagger+1 and some health potions. You will need to have Imoen disarm the trap and pick the lock on the picture. On the table in the center of this room you will find some weapons for your guys and the key to Jaheira’s cage. (3) Once you have your group free, enter the hallway to the south of your old cage. You will find a room with a lightning machine that is producing lightning Mephits. On the side of the room you will find a shutoff switch. Shutdown the lightning machine and then continue ahead. (4) You will come to a room with large scattered around. In the center of this room, Aataquh the Djinni will be waiting to meet you. He will want to ask you a question. You can refuse to answer it, but there is no fun in that. If you answer â€Å"I would push the button†, then Aataquh will summon an ogre mage to fight you, and you will gain a positive (good) appearance to your group. If you select â€Å"I would not push it†, you will fight a goblin and gain a negative (evil) appearance to your group.

The Vietnam War Essay

The Vietnam War is a struggle with Vietnamese against itself. North Vietnam or the Democratic Republic of Vietnam and the National Front for the Liberation of South Vietnam. wherein the Americans got involved erroneously and uprightly. ( see Wikipedia ) It is an attempt to unite Vietnam into a individual province. But so it is considered as false and dishonest theory. As per John Pilger. this war is an invasion of Vietnam’s fatherland and lives. ( see Global Issues ) It is by far the longest war in the century of America against North and South of Vietnam. The Vietnam struggle with America is included in the Second Indochina dated 1954-1975 that grew out from the long struggle between France and Vietnam. ( see Wikipedia ) It is widely reflected in history and media that America lost this war because of the guerrilla motion in Vietnam. ( see Global Issues ) It is besides believed that America lost this war due to the part of media that is against it. ( see Global Issues ) Actually. Vietnam approached US for aid in constructing a state from the Second Word War and chiefly from Gallic imperialism to accomplish control for South Vietnam. ( see Global Issues ) It is believed that US supported Vietnam’s independency and finding. But so. US turned down the aid that is why they turned to the other world power at that clip. the Soviet Union. ( see Global Issues ) Ho Chi Minh. communist leader. appealed to President Truman for aid because Vietnamese wanted to model their fundamental law with the American authorities. ( see Global Issues ) But America declined to back up their freedom and alternatively allied with the Gallic. Vietnam was so forced to turn to China and the Soviet Union. ( see Global Issues ) United States is believed to give support to South Vietnam. They deployed forces and US military advisors in 1956 to be responsible for developing the ground forces of South Vietnam. ( see Global Issues ) President Nixon intent was to beef up South Vietnam. US declined to back up North Vietnam due to their communist belief to which US is non partaking. They came to help the government in the South who were said to be attacked by the North Vietnamese. ( see Global Issues ) The resistance said that America truly lost the war. It is included in the unfavorable judgment of the media. There are two most influential beliefs on why America lost this war. First. media undermined the military and political attempt through media coverage. particularly on telecasting. in America. ( see Global Issues ) Second is that most of the journalists and broadcasters were against the war. It is on the whole of American media which resulted that war is a â€Å"failed campaign. † ( see Global Issues ) It has been reported that South Vietnamese had taken up weaponries to support their small towns and fatherland. The North Vietnam Government was non recognized by the United States and the ground why US declined to help because it is believe to be â€Å"improper† to admit such correspondence. ( see Global Issues ) During the war. it is believed that it was the clip where US dispatched its greatest of all time land ground forces and even offered the Gallic two atomic bombs to utilize anterior to its licking in 1954. ( see Global Issues ) They pursued military schemes designed for people to abandon places like use of chemicals. Millions of people were killed and maimed. some were Americans and the remainder are Vietnamese. The understanding to stop the war included $ 3. 25 billion of grant assistance for 5 old ages to which was ne'er paid. ( see Global Issues ) It is supposed to be for the postwar Reconstruction but Vietnam did non uncover all the captives of the war who were purportedly portion of the trade to assistance. ( see Global Issues ) This is a tragic issue for Americans who have been incognizant of the destiny of their loved 1s. ( see Global Issues ) The Vietnam struggle with the intercession of America is non truly a war between the two states. It is said that America lost this war. But America did non truly lose it because in the first topographic point. America was at that place to go an ally and merely to back up South Vietnamese for their battle against aggression from the North. Ineffectiveness is a more appropriate term. The manner that Americans implemented their policy is uneffective in this struggle. America’s chief end is to unify Vietnam into one province. ( see Global Issues ) America failed to accomplish that end. The struggle highlighted more on the Cold War ideological conflict. It reported and portrayed on the violent deaths and calamities that happened in the War. It focused more on the bad error. The good purposes were seldom questioned and carried out ill. The media made coverage of America in an highly nonreversible narrative. ( see Global Issues ) It resulted to inaccurate coverage because lone fragments were told. They chiefly focused on the nature of the war. The atrociousness of the war were erroneously branded and blundered. Americans are on the side of South Vietnam that opposed the aggression from the Communist. the North Vietnam. What truly happened in this war was â€Å"internal aggression. † ( see Global Issues ) Wherein they invaded and attacked their ain state and people. But so there were confusion on who truly were â€Å"allies† on this war. The non-communist South Vietnam was said to be invaded by the Communist. North Vietnam. ( see Global Issues ) United States hence came to the side of the â€Å"democratic† government in the South. But it was reported untrue. It is because Ho Chi Minh sent regular forces to help the American onslaughts. ( see Global Issues ) He was persuaded to direct regular ground forcess to back up the South in their resistance to American invasion. ( see Global Issues ) America lost the war in Vietnam. But 1000000s of estates of forest were destroyed through weedkillers poisoning. 1000000s of people were slaughtered. rice Fieldss were left with musca volitanss of bomb craters after â€Å"winning† its freedom. It is believed that in a war. no 1 truly win or lose. Though they achieved what they are contending for. they lose a great trade every bit good. Vietnam might hold the independency and freedom they wanted but it caused them a batch before they achieved it. In contrast. America is still one of the most powerful states in the universe. They still aid and back up other states. But what is the measuring of triumph? Is it shown in wealth or stuff ownerships? Or is it measured by power? Or accomplishing what we truly wanted though nil was left afterwards? Wining does non stop or accomplish from a certain period of clip. Victorious winning is seen on how you live after or if you were able to get by up with life after the conflict. Contending for what you desire and accomplishing it is a great wages for winning. On the procedure of accomplishing for these ends. you may lose some. but gain some every bit good. It truly doesn’t affair if Vietnam struggle is a Winnable War. What matters most is the lesson learned from this war. The experiences happened. whether good or bad. Making things better and trusting that none of this will go on once more in the hereafter. To be able to hold a peaceable universe that can merely be attained if we will non allow selfishness regulation over us. Most people believed that US lost the war. But Vietnam was destroyed to its nucleus where it could be a pool of hope for the following coevals and development option in Asia. If merely programs were made and done efficaciously. things might hold been different or it could be better than what happened. Mentions: Shah. Anup ( 29 December 2002 ) . Media Propaganda and Vietnam. Retrieved October 15. 2006. from War. Propaganda and the Media Website: hypertext transfer protocol: //www. globalissues. org/HumanRights/Media/Propaganda/Vietnam. asp # ThemedialostthewarforAmerica Vietnam War Retrieved October 15. 2006. from Wikipedia Website: hypertext transfer protocol: //en. wikipedia. org/wiki/Vietnam_war # Richard_Nixon_and_Vietnam_ . 281969. E2. 80. 931974. 29

Language Learning Strategy Use And Academic Achievement Education Essay

Research on linguistic communication larning schemes began in the sixtiess. It was infl uenced by the development of cognitive psychological science. Until the debut of cognitive psychological science, anterior research on 2nd linguistic communication acquisition and instruction focused chiefly on methods of learning, alternatively of on scholar features and the procedure of geting a 2nd linguistic communication ( Wenden, 1987 ) .With the coming of cognitive theories research in 2nd linguistic communication instruction has bit by bit shifted toward the scholar or scholar centered attacks in an effort to heighten scholar ‘s liberty and independency. In this manner, â€Å" independent scholars assume duty for finding the intent, content, beat and method of their acquisition, supervising its advancement and measuring its results † ( Holec, 1981, p.3 ) . This has resulted in a turning involvement in research in linguistic communication acquisition schemes ( LLS ) which are b elieved to â€Å" lend to the development of the linguistic communication system which the scholar concepts and impact larning straight † ( Rubin, 1987, p. 22 ) . Research in this field has gained prominence since the mid-1970s by the seminal surveies of Rubin ( 1975 ) and Stern ( 1975 ) . They attempted to research the schemes employed by good linguistic communication scholars and how the instructors can use these schemes to assist the less successful scholars to better their public presentation. Since so, copiousness of surveies have been conducted in the country of LLSs to research the important function linguistic communication larning schemes play a in L2/FL acquisition ( Abraham & A ; Vann, 1987, O'Malley & A ; Chamot, 1990 ; Oxford et al. , 1989,1993, 1995 ; among others )Definition of larning schemesLearning schemes have been defined in a assortment of ways. Wenden and Rubin ( 1987 ) specify them as â€Å" any sets of operations, stairss, programs, modus operandis us ed by the scholar to ease the obtaining, storage, retrieval, and usage of information † ( p.19 ) . In their influential survey, O'Malley and Chamot ( 1990 ) defined LLS as â€Å" the particular ideas or behaviors that persons use to assist them grok, larn, or retain new information † ( p. 1 ) . Oxford ( 1992,1993 ) illustrates LLS as â€Å" specific actions, behaviors, stairss, or techniques that pupils ( frequently deliberately ) usage to better their advancement in developing L2 accomplishments. These schemes can ease the internalisation, storage, retrieval, or usage of the new linguistic communication. Schemes are tools for the autonomous engagement necessary for developing communicative ability † ( p. 18 ) . Finally, Cohen ( 1998 ) defined larning schemes as â€Å" the stairss or actions consciously selected by scholars to better the acquisition of a 2nd linguistic communication, the usage of it, or both † ( p. 5 ) .Features of LLSAmong the assorted fe atures emerged in the LLS literature, Oxford identifies twelve of import characteristics of strategies.According to Oxford acquisition schemes contribute to the chief end, communicative competency allow scholars to go self directed spread out the function of instructors are job oriented are specific actions taken by the scholar involve many actions taken by the scholar, non merely cognitive support larning both straight and indirectly are non ever discernible are frequently witting are flexible are influenced by a assortment of factors ( p.9 ) Lessard-Clouston ( 1997 ) besides summarizes basic characteristics of LLS.First LLS are generated by the scholar and s/he bit by bit takes these stairss in the procedure of linguistic communication acquisition. Second, linguistic communication acquisition is enhanced by the usage of LLS which help develop linguistic communication competency, as reflected in the scholar ‘s accomplishments in hearing, speech production, reading, or composing the L2 or FL. Third, LLS may be seeable ( behaviors, stairss, techniques, etc. ) or unobserved ( ideas, mental procedures ) . Fourth, LLS involve information and memory ( vocabulary cognition, grammar regulations, etc. ) .Taxonomy of LLSsAs noted above, early categorizations of LLSs merely provided a list of schemes based on the good scholars ‘ public presentation ( Rubin, 1975 ; Stern, 1973 ) . However, more recent taxonomies categorize schemes either harmonizing to their direct/indirect part to linguistic communication acquisition ( R ubin, 1987 ) , or the degree and type of information processed by linguistic communication scholars when they apply such schemes ( O'Malley et al. , 1985a ; O'Malley and Chamot, 1990 ) . Based on anterior survey consequences, Oxford ( 1990 ) devised a linguistic communication larning scheme system ( See Table 1 ) , known as Strategy Inventory for Language Learning ( SILL ) , in which she classifies LLS into two major groups of direct ( including memory, cognitive, compensation ) and indirect ( metacognitive, affectional, societal ) schemes. Direct schemes are defined as those that are involved in witting mental procedures, whereas indirect schemes are non consciously applied but are indispensable to linguistic communication learning.Each class is so divided into six subcategories, which harmonizing to Oxford, are interrelated and back up each other.Table 1 Oxford ‘s Language Learning Strategy System ( Oxford, 1990, p. 17 )Type Primary Schemes Secondary Schemes Direct Schemes 1. Memory schemes Aid scholars store and recover new information A. Creating mental linkages B. Applying images and sounds C. Reviewing good D. Employing action 2. Cognitive schemes Applied by scholars to better understand and bring forth the mark linguistic communication A. Practicing B. Receiving and directing messages C. Analyzing and concluding D. Creating construction for input and end product 3. Compensation schemes Used for get the better ofing lacks in cognition of the mark linguistic communication A. Thinking intelligently B. Overcoming restrictions in speech production and composing Indirect Schemes 1. Metacognitive schemes Allow scholars to command their ain knowledge A. Centering your acquisition B. Arranging and be aftering your acquisition C. Evaluating your acquisition 2. Affectional schemes Refer to the methods that help scholars to modulate emotions, motive, and attitudes A. Lowering your anxiousness B. Promoting yourself C. Taking your emotional temperature 3. Social schemes Include interaction with others through the mark linguistic communication A. Asking inquiries B. Collaborating with others C. Empathizing with others Oxford ‘s categorization of larning schemes has been the most comprehensive one to day of the month ( Ellis, 1994 ) . and has been used in a considerable figure of surveies in assorted states.Research on LLSsThe research on LLSs has preponderantly been descriptive since the scholars are required to describe on the schemes they use. In this manner, the research workers are able to look into the effects of scholar features such as gender, age, proficiency degree, larning manners, and affectional factors, like motive, on scheme usage, ( Chamot, 2004 ) . Research indicates that linguistic communication scholars at all degrees use schemes ( Chamot & A ; Kupper, 1989 ) , but that some or most scholars are non to the full cognizant of the schemes they use or the schemes that might be most good to use ( Oxford, 1989 ) . It appears that good linguistic communication scholars orchestrate and combine their usage of peculiar types of schemes in more efficient ways ( Chamot & A ; Kupper, 1989 ; O'Malley and Chamot, 1990 ; Oxford, 1993 ) . Rossi-Le ( 1995 ) found that more adept EFL pupils used self-management schemes such as planning, rating and formal pattern significantly more frequently than less adept pupils. Khaldieh ( 2000 ) studies that higher degrees of linguistic communication proficiency have besides been associated with less anxiousness and more assurance, which denotes the significance of affectional factors act uponing the scholar ‘s public presentation on a undertaking. Surveies have revealed that consciousness of undertaking demands and metacognitive cognition sing scheme choice are major differentiations between successful and unsuccessful scholars ( Abraham & A ; Vann, 1987 ; Khaldieh, 2000 ; O'Malley & A ; Chamot, 1990 ) . Harmonizing to some research findings, cognitive and metac ognitive schemes extremely correlate with high linguistic communication proficiency degrees ( Peacock and Ho, 2003 ) . In some of these surveies, nevertheless, the positive relationship between the figure of schemes used and linguistic communication proficiency is partly supported ( e.g. , Abraham & A ; Vann, 1987 ; Khaldieh, 2000 ) . Other research workers even found that, both successful and unsuccessful scholars actively use a great assortment of schemes, but in different ways. These unsuccessful scholars, nevertheless, normally fail to choose the most appropriate schemes ( Chamot et al. , 1988 ; Chamot & A ; El-Dinary, 1999 ; Vandergrift, 1997 ; Vann & A ; Abraham, 1990 ) . A figure of research surveies interestingly suggest that the appropriate pick of schemes will help scholars to derive more proficiency. This, in bend, likely leads the proficient scholars to the pick of more active schemes ( MacIntre, 1994 ; Green and Oxford, 1995 ) .LLSs and types of scholars ‘ proficiencyA great figure of research surveies have highlighted the relationship between larning schemes and scholars ‘ proficiency in which the consequences show that more adept linguistic communication scholars use a greater assortment larning schemes ( Rahimi et at. , 2008 ; Griffiths, 2003 ; Lee, 2003 ; Anderson, 2005 ; Bruen, 2001 ; Green and Oxford, 1995 ; O'Malley and Chamot, 1990 ; Ehrman, and Oxford, 1989 ) . Research workers have utilized a battalion of ways to find pupils ‘ proficiency in the foreign linguistic communication including standardised trials such as TOEFL ( Arroyo, 2005 ) , pupils ‘ GPAs in English classs ( Shmais, 2003 ; Radwan, 2011 ) , linguistic communication accomplishment trials ( O'Mara & A ; Lett, 1990 ) , linguistic communication class classs and arrangement scrutinies ( Mullin, 1992 ) , instructors ‘ judgements about their pupils ( Magogwe & A ; Oliver, 2007 ) , continuance of survey ( Khalil, 2005 ; Rahimi et Al. 2008 ; Radwan, 2011 ) , and self-ratings ( Oxford & A ; Nyikos, 1989 ) . Due to the demand for more probe on all facets of scholar ‘s proficiency, the current survey enterprises to concentrate on the studtents ‘ GPA tonss, and continuance of English survey, as two steps of English proficiency, with the pupils ‘ study on their pick of LLSs. The findings would uncover the benefits and deficits of such steps and how good they could foretell the scholars ‘ usage of LLSs.Purpose of the surveyThis survey examines the usage of larning schemes reported by Persian English scholars and its relationship to the pupils ‘ academic success determined by their GPA tonss and the old ages of English survey they have completed.Research inquiries1. What are the most frequent acquisition schemes used by the EFL scholars? 2. Be at that place any relationship between the usage of EFL linguistic communication larning schemes in general and the pupils ‘ academic success? 3. Is at that place any relationship between classs of schemes and pupils ‘ academic accomplishment? 4. Is there a important difference between first twelvemonth and 2nd twelvemonth pupils with respect to their perceived scheme usage?MethodSample: The topics take parting in the survey comprise 107 male and female Iranian university pupils analyzing English in a two -year plan to acquire their Associate ‘s grade in Teaching English. They are either first -year or 2nd -year pupils whose age ranges between 19 to 31. Instruments: In order to mensurate scheme usage, Oxford ‘s ( 1990 ) Strategy Inventory for Language Learning ( SILL ) designed for EFL/ESL scholars is used in this survey. The SILL uses a five-point Likert-type graduated table runing from 1 ( â€Å" Never or about ne'er true of me † ) to 5 ( â€Å" Always or about ever true of me † ) . It consists of 50 statements about the schemes used by linguistic communication scholars covering six wide classs of schemes, each represented by a figure of points. 1 ) Memory schemes ( 9items ) 2 ) Cognitive schemes ( 14 points ) 3 ) Compensation schemes ( 6 points ) 4 ) Metacognitive schemes: ( 9 points ) 5 ) Affective schemes ( 6 points ) 6 ) Social schemes ( 6 points ) Dependability for the SILL ( Oxford, 1990 ) is high across many cultural groups with Cronbach ‘s alpha for internal consistence 0.93-0.98 ( Oxford & A ; Burry- Stock, 1995 ) . In this survey, the SILL was presented in Iranian to the participants to guarantee that possible failure to understand the instructions or inquiries would non impact the responses. The research worker used Pishghadam ‘s ( 2008 ) Iranian version of SILL, which yielded a Cronbach alpha value of 0.96. Using the responses from the current participants, the dependability of SILL, as determined by Cronbach ‘s alpha, was 0.93. The pupils ‘ academic success are judged based on their overall GPA mark on academic classs.Data analysis processThe undermentioned processs were carried out on the informations: 1 ) ciphering descriptive statistics ( mean, frequence & A ; standard divergence ) for all classs of SILL 2 ) carry oning correlativity analysis to find the significance of the relationship between scheme usage, and academic success of the pupils, 3 ) Calculating mated sample T- Trial to see whether there is any important difference the between first twelvemonth and 2nd twelvemonth pupils in footings of their sensed scheme usage.The findings of the surveyOverall scheme usageTo reply the first inquiry, descriptive statistics for the full SILL, the six subcategories of SILL, and the person SILL points were calculated. Harmonizing to Oxford ( 1990, p. 300 ) , average tonss that fall between 1.0 and 2.4 are defined as â€Å" low † scheme usage, 2.5 and 3.4 as â€Å" medium † scheme usage, and 3.5 and 5.0 as â€Å" high † scheme usage. The participants reported a medium frequence for the mean scheme usage on the full SILL ( M = 3.49, SD = 0.48 ) every bit good as the six classs of the SILL ( see Table1 ) . Among the six scheme classs, the participants reported utilizing metacognitive schemes most often and affectional and compensation schemes least often. Table 1: Descriptive statistics for Six SILL Categories of all pupils N= 107SILL CategoriesMeanStd. DeviationRankMetacognitive 4.21 .804 1 Social 3.67 .800 2 Cognitive 3.46 .580 3 Memory 3.24 .726 4 Compensation 3.09 .657 5 Affectional 3.08 .571 6 Analyzing the usage of the single scheme points for the full group, it was found that they often apply all the metacognitive schemes to form and measure their acquisition. The points like I think about my advancement in larning SL, I try to happen out how to be a better scholar of SL. , I pay attending when person is talking SL and I look for chances to read every bit much as possible in SL are the most often reported schemes severally. However, the least-used points were those that involved reading and composing in English such as, I write down my feelings in a linguistic communication larning dairy, and I read SL without looking up every new word.Relationship between LLS and GPATo examine for the additive relationship between pupils ‘ overall scheme usage and their GPA, a correlational analysis was performed. The obtained correlativity coefficient ( r = 025 ) demonstrated no important relationship between reported scheme usage and pupils ‘ GPA. Similar consequences were observed for the 3rd research inquiry. In other words, there was no important relationship between SILL classs and pupils ‘ GPA ( See table 2 ) .MemoryCognitiveCompensationMetacognitiveAffectionalSocialPearsonR.047 .629 .025 .306 .076 .306 .097 .320 .070 .476 .088 .365Significance ( 2-tailed )Table 2. Correlation coefficient obtained for all SILL classs The mean mark for more successful pupils ( M= 3.45 ) and less successful pupils ( M=3.51 ) in footings of their obtained GPA in academic classs showed similar forms for their scheme usage with somewhat higher mean for less successful pupils.Difference between old ages of survey and reported scheme usageThe analysis of informations for the sophomore pupils showed a somewhat lower mean mark ( M= 3.42 ) than the first- twelvemonth ( M= 3.51 ) pupils in footings of their sensed scheme usage. As respects the 4th research inquiry, an independent t-test was run to examine any important difference between the old ages of survey completed by the pupils and their reported usage of schemes. The T observed value of.70 ( df.= 104, P= 0.5 ) denotes that there is a no important difference between the two groups. Therefore, the void hypothesis that there is no important difference between the two variables is verified ( Table 3 ) . Table 3. T-test consequences for the first twelvemonth and 2nd twelvemonth pupilsFSig.TdfSig.( 2-tailed )Average DifferenceStd. Error DifferenceEqual discrepancies assumed .043 .836 .700 104 .485 .08169 .11670 Equal discrepancies non assumed .744 68.125 .460 .08169 .10981DiscussionThe findings of the present survey showed that Persian EFL scholars use larning schemes reasonably. They tend to utilize metacognitive schemes more often. This reflects the pupils ‘ efforts to go proficient in the mark linguistic communication. Among the top 10 schemes used by all participants, five belong to the metacognitive schemes. These schemes are necessary for successful linguistic communication acquisition, since they, as indicated by Oxford ( 1990 ) , aid scholars coordinate and heighten their ain acquisition procedure through monitoring and measuring linguistic communication usage, planning, concentrating, forming, and seeking chances to utilize the language.. A figure of other research surveies report the scholars ‘ penchant for metacognitive schemes ( Whorton. 2000 ; Goh & A ; Foong, 1997 ; Hong-Nam & A ; Leavell, 2006 ; Magogwe & A ; Oliver, 2007 ; Rahimi et Al. 2008 ; Pishghadam, 2008 among others ) . The Persian scholars ‘ frequent usa ge of metacognitive schemes may hold been influenced by the learning attack adopted in the Persian EFL schoolrooms ( Rahimi et al, 2008 ) . The analysis of informations demonstrated that the more successful pupils in footings of their GPA were non better scheme users than less successful pupils. Shmais ( 2003 ) besides found no relationship between pupils ‘ GPA and their frequence of scheme usage. It seems that pupils ‘ GPA might be affected by some other factors and in some scenes lacks the explanatory power to foretell LLS usage. Similarly, some surveies ( Green, 1991 ; Phillips, 1991, as cited in Park, 1997 ) have reported a curvilinear relationship between the usage of schemes and the proficiency degrees of the participants ; the low degree proficiency scholars tend to utilize the schemes more often than those in a higher degree. The bulk of these surveies show that the pupils in the mid-proficiency group used the schemes more often than the highand low-proficiency groups. The continuance of survey represented as freshman and sophomore pupils, in this survey, showed no important difference in LLS usage. Normally, it is assumed that an addition in the old ages of survey would ensue in higher proficiency degrees by scholars which would, in bend, lead to an addition in their scheme usage. However, in this context it was revealed that the continuance of survey does non needfully take to scholars ‘ more scheme usage. This determination is in line with some other research surveies ( Rahimi et al. 2008, Radwan, 2011 ) in which first-year pupils reported a higher degree of scheme usage. In other words, it does non follow a additive relationship between scheme usage and continuance of the survey.DecisionThis survey was an effort to look into the relationship between pupils ‘ perceptual experience of LLS usage and their overall proficiency, determined by the university GPA scores. The consequences showed that this relationship is non ever additive an d straightforward. Strategy usage is a complex phenomenon that is influenced by other variables in assorted ways. The context of the survey does hold a important consequence on the pupils ‘ usage of schemes, which may take to contradictory consequences. It has been revealed that Persian scholars employ metacognitive schemes more often than other schemes. The scholars may hold been influenced by the instruction attack practiced in the Persian EFL schoolrooms ( Rahimi et al, 2008 ) such as paying attending, consciously seeking for pattern chances, be aftering for linguistic communication undertakings, self-evaluating one ‘s advancement, and monitoring mistakes. Wharton ‘s ( 2000 ) observation in Singapore besides suggest that the scholars as alone persons and the context of larning play a function in the pick of scholars ‘ schemes. The SILL might non ever be able to account for all the schemes employed by the scholar. On the other manus, there remains the possibility that scholars may describe on the schemes which they do n't really utilize. Research methodological analysis could be enriched by using multiple informations aggregation processs such as interviews and schoolroom observation combined with the usage of SILL questionnaire, to give farther and possibly more trusty findings ( Chun-Lai, 2009 ) . The fact that more successful and less successful pupils, in some manner, follow similar scheme forms denotes that they have non received any formal direction in using LLS. Most of these schemes have likely been learned habitually and unconsciously. Therefore, developing pupils in utilizing larning schemes and promoting them to be cognizant of their ain alone ways of larning would do them independent and efficient scholars. The failing of this survey is the limited figure of variables which have been studied in relation to larning schemes. More research is needed to see other of import societal and affectional variables which could play a function in the pick of LLSs.

Getting through the most awkward interview moments

Getting through the most awkward interview moments At some point in your career, you’re going to have an awkward interview moment. It may be something you say; it may be coming from the interviewer; it could be anything. In the end, all you can do is laugh it off and hope for the best (or start working on the next opportunity), but there are also some strategies you can implement that can make things a little smoother in the meantime. 4 ways to ease interview awkwardness1. When you don’t know the answer to a questionYour brain is shouting, â€Å"Stall for time!† while you think about the answer to a question you don’t understand- or just plain don’t know. The problem is that the interviewer can tell that you’re a) stalling for time or b) bluffing your way through if you try to get around the answer. Your best bet is just to be honest.â€Å"I don’t know† isn’t a great response, but try framing it differently. â€Å"That’s a good question! Can you clarify what you m ean by the [X-Y-Z] process?†2. When you’re trying to avoid an elephant in the roomLet’s say you’re interviewing at Y Corp, and Y Corp just happens to be infamous for shady corporate behavior or poor reviews by former employees. You definitely don’t want to lead with that, but you might have legitimate concerns about what it would be like to work there. Instead of putting the interviewer on the defensive, try framing it as a question about what the culture is in the office, and whether the company is addressing some of the issues raised in public. If your query comes from a place that’s thoughtful and curious, rather than accusatory, it creates less friction with the interviewer.3. When you’re being asked about highly personal informationIt’s illegal for employers to hire (or not hire) based on factors like religion, family status, or ethnicity. So if you find yourself being asked questions about this (either directly or in an indirect way, like through small talk), you can redirect. You don’t have to come on strong, talking about legal employment statutes, but it’s okay to steer the conversation away.For example: if you think the interviewer is trying to figure out if you’re likely to have children in the near future, emphasize that you’re committed to the job as a priority, regardless of what is going on in your personal life.4. When you got fired from your last jobIt happens. Not every job ends with a seamless transition to the next one. If you’re trying to cover a firing (even if you were fired for something you did), it’s not necessarily a dealbreaker, and you should be prepared to talk about it. Practice your response ahead of time for a question like, â€Å"Why did you leave your last job?† or â€Å"Can you tell me about the circumstances when you left your last job?† Practicing it beforehand can decrease anxiety in the moment- a plan in place means you know exactly what to say. It can also help you modulate your tone, because you really don’t want to seem angry or defensive in front of a potential new employer.Be sure to limit your answer to just the pertinent info. If you find yourself inclined to start with, â€Å"Okay, here’s the story of what really happened. My boss was a total jerk, and†¦Ã¢â‚¬  then it’s time to edit. Keep personal details and opinions out of it. And it’s fine to give a brief, one-or-two sentence discussion of what happened. The interviewer isn’t looking for a saga- just the basic understanding.And above all else- be positive. Even the worst situations can provide valuable learning opportunities, so you can say, â€Å"It was a challenge, but it taught me much more about how to handle a situation like this proactively and helped me refocus my energies on the skills I needed to build.†Being able to get through these awkward moments can make the difference between a failed interview and a saved one. Staying calm and talking through it can usually fix an embarrassing moment and hel p you get things back on track.

The Battle of Kettle Creek in the Revolutionary War

The Battle of Kettle Creek in the Revolutionary War The Battle of Kettle Creek was fought February 14, 1779, during the American Revolution (1775-1783). In 1778, the new British commander in North America, General Sir Henry Clinton, elected to abandon Philadelphia and concentrate his forces in New York City. This reflected a desire to protect this key base following the Treaty of Alliance between the Continental Congress and France. Emerging from Valley Forge, General George Washington pursued Clinton into New Jersey. Clashing at Monmouth on June 28, the British elected to break off the fighting and continue their retreat north. As British forces established themselves in New York City, the war in the north settled into a stalemate. Believing support for the British cause to be stronger in the south, Clinton began making preparations to campaign in strength in this region. Armies Commanders Americans Colonel Andrew PickensColonel John DoolyLieutenant Colonel Elijah Clarke300-350 militia British Colonel John BoydMajor William Spurgen600 to 800 militia Background Since the British repulse at Sullivans Island near Charleston, SC in 1776, little significant fighting had occurred in the South. In the fall of 1778, Clinton directed forces to move against Savannah, GA. Attacking on December 29, Lieutenant Colonel Archibald Campbell succeeded in overwhelming the citys defenders. Brigadier General Augustine Prevost arrived the following month with reinforcements and assumed command in Savannah. Seeking to expand British control into the interior of Georgia, he directed Campbell to take around 1,000 men to secure Augusta. Departing on January 24, they were opposed by Patriot militia led by Brigadier General Andrew Williamson. Unwilling to directly engage the British, Williamson limited his actions to skirmishing before Campbell reached his objective a week later. Lincoln Responds In an effort to bolster his numbers, Campbell commenced recruiting Loyalists to the British cause. To enhance these efforts, Colonel John Boyd, an Irishman who had lived in Raeburn Creek, SC, was ordered to raise Loyalists in the backcountry of the Carolinas. Gathering around 600 men in central South Carolina, Boyd turned south to return to Augusta. In Charleston, the American commander in the South, Major General Benjamin Lincoln, lacked the forces to contest Prevost and Campbells actions. This changed on January 30, when 1,100 North Carolina militia, led by Brigadier General John Ashe, arrived. This force quickly received orders to join Williamson for operations against Campbells troops at Augusta. Pickens Arrives Along the Savannah River near Augusta, a stalemate ensued as Colonel John Doolys Georgia militia held the north bank while Colonel Daniel McGirths Loyalist forces occupied the south. Joined by around 250 South Carolina militia under Colonel Andrew Pickens, Dooly agreed to begin offensive operations in Georgia with the former in overall command. Crossing the river on February 10, Pickens and Dooly attempted to strike a British camp southeast of Augusta. Arriving, they found that the occupants had departed. Mounting a pursuit, they cornered the enemy at Carrs Fort a short time later. As his men commenced a siege, Pickens received information that Boyds column was moving towards Augusta with 700 to 800 men. Anticipating that Boyd would attempt to cross the river near the mouth of the Broad River, Pickens assumed a strong position in this area. The Loyalist commander instead slipped north and, after being repulsed by Patriot forces at Cherokee Ford, moved another five miles upstream before finding a suitable crossing. Initially unaware of this, Pickens crossed back into to South Carolina before receiving word of Boyds movements. Returning to Georgia, he resumed his pursuit and overtook the Loyalists as they paused to camp near Kettle Creek. Approaching Boyds camp, Pickens deployed his men with Dooly leading the right, Doolys executive officer, Lieutenant Colonel Elijah Clarke, commanding the left, and himself overseeing the center. Boyd Beaten In devising a plan for the battle, Pickens intended to strike with his men in the center while Dooly and Clarke swung wide to envelop the Loyalist camp. Pushing forward, Pickens advance guard violated orders and fired on the Loyalist sentries alerting Boyd to the impending attack. Rallying around 100 men, Boyd moved forward to a line of fencing and fallen trees. Frontally attacking this position, Pickens troops engaged in heavy fighting as Dooly and Clarkes commands were slowed by the swampy terrain on the Loyalist flanks. As the battle raged, Boyd fell mortally wounded and command devolved to Major William Spurgen. Though he tried to continue the fight, Dooly and Clarkes men began to appear from swamps. Under intense pressure, the Loyalist position began to collapse with Spurgens men retreating through the camp and across Kettle Creek. Aftermath In the fighting at the Battle of Kettle Creek, Pickens sustained 9 killed and 23 wounded while Loyalist losses numbered 40-70 killed and around 75 captured. Of Boyds recruits, 270 reached the British lines where they were formed into the North and South Carolina Royal Volunteers. Neither formation lasted long due to transfers and desertions. With the impending arrival of Ashes men, Campbell decided to abandon Augusta on February 12 and commenced his withdrawal two days later. The town would remain in Patriot hands until June 1780 when the British returned following their victory at the Siege of Charleston.

International Business Management (Strategic Alliances types) Essay

International Business Management (Strategic Alliances types) - Essay Example Features responsible for success of an alliance are managing co-ordination and trust between partners. Trust develops through various processes as commitment, bargaining and interaction. The alliance must also develop trust between its vendors and customers, this is relational capital. Trust among the customers raises the alliance reputation capital, consequently resulting to alliance success. Alliances are founded on contract and not friendship bases, therefore, each partner is expected to be committed and display its trustworthy. The alliance maintenance must focus on trust between the parties involved and the degree of adherence to set rules and regulations. The partners have the advantage to learn from each other without exploiting each other through resources or capabilities. Knowledge diffuses takes place from one firm to all the alliance parties. In each alliance well defined, rules are set aside to protect the parties from exploitation by the giant partners. The general types of strategic alliances are Joint venture, non-equity alliance, equity strategic alliance and global strategic alliance (Gomes, 2011, p. 53-47). Joint venture alliance involves a long term investment between two or more organisation which benefits all partners. The investment includes funds, resources and facilities which are contributed equally by the associated companies. A classic example of the joint venture is Caltex Company that is formed between the California Standard oil and the Texaco Company earlier known as Texas Company (Mitchell, 2013, p. 77). The petroleum company products are available in more than 60 countries in the Asia, Middle East, pacific region and the Southern Africa. Caltex is a global organisation having its product distributed and consumed in many parts of the world. The companies combined their resources together to create a separate business. Chevron had plenty oil wells but