Thursday, August 27, 2020

Alexander Hamilton Economic Program

Alexander Hamilton Economic Program Alexander Hamilton is an amazing disputable pioneer whose commitment to the United States economy is undisputable. He is known to have worked intimately with Presidents Washington in molding and remolding the American economy after the unrest saw in the country.Advertising We will compose a custom basic composing test on Alexander Hamilton Economic Program explicitly for you for just $16.05 $11/page Learn More His essence in the money related agendas came up as a bit of leeway to the American development whose economy was going down in light of the European’s business rivalry. He significantly changed the American banking, fabricating, and horticultural division to contend better with the European organizations. This lead to foundation of Central bank and the bank of United States that was like the bank of England. His arrangement by the national government as the budgetary secretary was a test to him since he needed to coordinate administrative monetary strategy as the treasu ry secretary. His incredible concern was the manner by which the legislature could conquer their past obligations by the administration to guarantee great start. That is the point at which the protections in type of bonds were offered to individuals to safeguard the obligation issue the nation (Dolbeare, Cummings, 2009). A portion of the choices by Hamilton were dubious particularly on horticulture and focal banking. Individuals created dread on the chance of the disappointment of the national bank in light of well off regulators and other urban individuals. Then again, Hamilton needed United States to act naturally adequate in horticultural part. This would debilitate ranchers from getting sponsorships from the administration yet rather make a solid effort to create items that could without much of a stretch contend at the global markets. This was probably going to profit the ranchers once they sold their items locally. What's more, the American government was to profit by the expa nded fares of the rural items to get income to purchase the imported made great (Dolbeare, Cummings, 2009). The program uncovered the compulsiveness in Hamilton and he was resolved to make useful moves to the central government as the fund secretary. A few choices were acceptable and extolled by various individuals yet a few people were disillusioned by the world class disposition and focusing on the British monetary advancement models. This changed America into an entrepreneur country and the administration got more grounded. From these reports, obviously the administration couldn't get rid of their commitments and contribution in â€Å"private sector† financial issues. The legislature is a controller through different strategies. These arrangements determine the prerequisite by the private area exercises to guarantee there is acceptable working environment.Advertising Looking for basic composition on political theories? How about we check whether we can support you! Get you r first paper with 15% OFF Learn More The private segment will be controlled through grants and permit to ease unlawful organizations and associations working without following the necessity. This will turn away unreasonable rivalry among the private areas (Dolbeare, Cummings, 2009). Then again, the American government must be associated with the â€Å"private sector† financial undertakings to extend advertise and upgrading the connection between various governments. The administration workers will search for business sectors for good delivered locally while there can be a few arrangements or understandings between countries to postpone expenses and levies engaged with exportation, and importations of items. As indicated by Hamilton, it was clear that American government must be associated with enabling the makers to focus on the reasonable creation. This implied specialization on the best chances while the nation could get different items for different districts. The adminis tration ought to be associated with the guideline of the private division just as offering help on business issues. Reference Dolbeare, K.M., Cummings, M. S. (2009). American Political Thought (sixth ed.). Washington, D.C.: CQ Press.

Saturday, August 22, 2020

Sharecropping

I needed to become familiar with it. I understood that most freedmen could procure a superior living for themselves and family by sharecropping. After servitude finished a large number of them had no cash, food, or haven to help them. Likewise I pondered the amount America has changed, since the mechanical upset. I don't know any individual who accomplishes farming work any longer, however I know there are as yet a couple. A large portion of the work that is should have been done now for horticultural work has been taken over by machines.Antonio Vivaldi, George Frederic Handel, and Johann Sebastian Bach were all extraordinary music arrangers. Despite the fact that they're all are very well known, Vivaldi was one of the best. There are a few contrasts between the writers that make them all one of a kind. Vivaldi played the violin while Handel and Bach both played the organ. Vivaldi and Handel both are Italian and Bach is German. This wellspring of various foundations is the thing that makes their music style different.Vivaldi grew up being a section f the brotherhood, and Bach grew up not having a lot of individuals like him in light of the manner in which he saw things. Handel joined the Italian style with an interesting French tune and made his own sort of music. Despite the fact that there are numerous contrasts between these writers, they all were not popular during the time they were alive. Bach and Vivaldi were referred to more as an entertainer as opposed to as a writer as a result of the manner in which they performed. These arrangers created their very own style, In an approach to please and prostitute there crowd.

Friday, August 21, 2020

Why You Need To Rewrite Your Essay Writing Topics

Why You Need To Rewrite Your Essay Writing TopicsIf you have just finished writing your essay, your first thought is probably that you need to revise it, perhaps with essay writing topics grade 6. This is understandable. You need to make sure you are working from a solid foundation of knowledge and analysis and not going into new territory.You need to use your own experiences and knowledge and apply them to your final revision to make sure you do not screw up your essay by over thinking things. It's easy to get sidetracked when writing an essay; we often do not pay attention to the critical details. If you don't pay attention to the little details of your essay writing topics grade 6, you might be in trouble.What happens when your essay is full of technical terms? Let's say your class is working on International Relations. The semester will have taken you through many different concepts. If you forget the difference between using geographical names and adopting generic conventions, o r if you become confused by differences in the semantics of a term, you might end up having an essay that doesn't make sense.The point is, there is a lot to do when you're actually studying and trying to find out what people are actually doing. Even when you write an essay, there are lots of opportunities for revision. In fact, you might find that it is helpful to write an essay and then rewrite it a few times before you send it off to your teacher.The reason why this is true is because as you revise your essay, you realize that you didn't really get all the important points across. Now you can turn around and look at your essay writing topics grade 6 and see where you made some mistakes. These errors don't need to be major, but you need to find the ones that are because this will help you when it comes time to rewrite your essay.Many students find themselves in this position when they are preparing for their essay or term paper. Once you realize that you have some basic knowledge a bout the topic, it is much easier to write an essay on it. You can take a look at your homework. When you are done with the essay, you'll be able to notice whether or not you have made the right choices on your essays topics grade 6.You will also be able to spot mistakes that you might have made on your essay writing topics grade 6. If you notice anything that is not clear or not properly implemented, you can bring it up to your instructor and find out how you can correct it. He might also be able to help you with a thesis statement or other key element that needs to be developed.By writing an essay, you can learn a lot about different points of view. This is the reason why you might be able to write an essay that is far more successful than one that is just based on studying. As you study, you are learning and having an essay on a topic that you know very little about will certainly show that you have had a lot of learning to do. As a result, your essay writing topics grade 6 will be better than it was before you started.

Tuesday, May 26, 2020

Criminal Justice Trends Evaluation Essay - 1797 Words

Criminal Justice Trends Evaluation CJA 394 Criminal Justice Trends Evaluation The criminal justice system is an essential aspect of American society as well as the Constitution and the Bill of Rights. The purpose of laws is to protect society from harm, ensure everyone’s safety, and equally treated. The criminal justice system works to protect the innocent and punish the guilty without violating the rights the criminal suspect to avoid any injustices. As society evolves the criminal justice system needs to evolve so it is important to create new laws to keep up with the evolution and new trends. As new trends and contemporary issues develop in society, they can have a direct impact on the different functions of the criminal justice†¦show more content†¦Every day DNA technology becomes more advanced and innovative, for example can match the smallest amounts of biological evidence to a criminal offender. Future DNA techniques will be applied to existing systems and testing methods that will become more automated and will be more effective and les s time consuming. Instead of waiting months of DNA results the future will provide instantaneous means for DNA profile development. Repeat offenders have become a dilemma for the criminal justice system because the repeat offenders are unresponsive to incarceration. Supporters of Proposition 184, known as Three Strike Initiative, insisted lengthy sentences for repeat offenders would reduce crime (Legislative Analysts Office, 2005). New sentencing policies Three Strike laws will have a major impact on society and the criminal justice system in the future. The state of Washington was the first state to adopt the new three strikes policy in 1993 in response to the high recidivism rates and the murder of Polly Klaus by a repeat and violent criminal offender. California followed suit and is to have the harshest three-strike laws, which classifies felonies violent and serious. Soon after California adopted the three strikes law about two dozen other states joined. The law mandates if a person has two or more previous serious or violent felony convictions, sentence of 25 years to life would be a mandatory (Law Info, 20 12). The goal of theShow MoreRelatedCriminal Justice Trends Evaluation1581 Words   |  7 Pages394 WEEK 1 Criminal Justice Trends Evaluation Criminal Justice Trends Evaluation John Doe CJA 394 October 01, 2001 Jane Doedy Criminal Justice Trends Evaluation The criminal justice system is forever adjusting to protect and serve a changing society. The paper evaluates, identifies and assesses recent future and current trends affecting the criminal justice system. Lastly, it defines the values of the system in a changing society. Recent trends affecting the criminal justice system areRead MoreCriminal Justice Trends Evaluation1530 Words   |  7 PagesCriminal Justice Trends Evaluation University of Phoenix Contemporary Issues and Future in Criminal Justice People in society continuously change therefore people continue to evolve as our perceptions change. In this paper the student will assess the past, present, and future trends in the interface between elements of the criminal justice system. In the assessment the student will evaluate the criminal justice connections with surrounding society. The student will identifyRead MoreEssay on Criminal Justice Trends Evaluation1584 Words   |  7 PagesCriminal Justice Trends Evaluation Paper Jerry J Lynch Jr February 20, 2012 CJA/394 - Contemporary Issues and Futures in Criminal Justice Darren Gil, Faculty University of Phoenix Criminal Justice Trends Evaluation The criminal justice field is an ever evolving field. As today’s technology changes so does the way the criminal justice field interacts with that technology. As our society changes the technology that we use will also be altered to fit the situation. The barriersRead MoreCriminal Justice Trends Evnaluatio1253 Words   |  6 PagesCriminal Justice Trends Evaluation 1 Criminal Justice Trends Evaluation December 10, 2012 CJA/394 Troy Hokanson Criminal Justice Trends Evaluation 2 Introduction The criminal justice system is very important to American society. The reason for laws are to defend society from harm, makeRead MoreFuture of the Juvenile Justice System1280 Words   |  6 PagesFuture of the Juvenile Justice System The future of the juvenile justice system is uncertain. There is a struggle to try a find a way to serve the needs of the juvenile delinquents and issue them a punishment for violating the law. In order to improve the direction of the juvenile justice system, recommendations are needed regarding community involvement, law enforcement, courts, corrections, and the private sector. These recommendations address issues that the system is currently facing and offersRead MoreThe Issue For The Social Work Profession912 Words   |  4 PagesWith its original intentions of enforcing punishment for weapons, drugs, and severe violent incidents, zero tolerance has evolved to a very critical policy that arguably pushes more minority boys out of school and into the criminal justice system. As many refuse to try to connect present day issues of race within law enforcement, this issue is a pressing issue for the social work profession. Battling against a social injustice issue as such, that present s with so many disproportionate, becomes difficultRead MoreCorrections Trend873 Words   |  4 PagesCorrections Trend Evaluation Bebe Washington CJA/394 February 15, 2012 UOP Corrections Trend Evaluation In this paper the objectives that will be addressed are past, present and future trends of corrections. Also, analyze current and future issues facing prisons and prison administrators as well as the roles and issues of alternate correction systems as a developing trend. In today’s society the jails and prison pretty much function with the same protocol. In the past the history of theRead MoreCja/ 3941570 Words   |  7 PagesCriminal Justice Trends Evaluation Sean R. Callesto CJA 394 December 20, 2012 Jeromy Orton Criminal Justice Trends The past trends of the criminal justice system are how we evaluate the system as a whole, and how we strive to make it better. The present is full of ideas towards a better future involving those better ideas made in the past. With today’s society of highly educated individuals, we can only speculate on what the future of the criminal justice system will be, but we canRead MoreLaw Enforcements Perceptions And Preparedness956 Words   |  4 PagesGraduate Certificate Armstrong State University, Savannah, GA Graduation: December 2016 GPA: 3.50 Masters of Arts in Social Sciences in Criminal Justice and Criminology Georgia Southern University, Statesboro, GA Graduation: May 2016 GPA: 3.80 Thesis: Law Enforcements’ Perceptions and Preparedness to Address Child Exploitation via Hacking Bachelor of Science in Justice Studies Georgia Southern University, Statesboro, GA Graduation: May 2014 GPA: 3.50 (Cum Laude) WORK EXPERIENCE Gulfstream AerospaceRead MoreCorrections Trend Evaluation Essay1338 Words   |  6 PagesCorrections Trend Evaluation Daysha Hopkins CJA-394 May 7, 2012 Hector Garcia Ed. D Abstract Throughout the United States, there are many correctional facilities that house thousands of inmates. Individuals who work within these facilities have a tough job in maintaining the prison facility and the inmates. Correctional officers are called the front line workers and are responsible for looking after the inmates. The officers who work for the correctional facility deal with issues that may

Friday, May 15, 2020

Case Study Compensation And Wal Mart - 1185 Words

Case #4: Compensation and Wal-Mart Introduction When most people talk about Compensation they tend to think about money and getting paid. Well they are partially correct in that you do receive something mainly money for a service someone has done. Compensation refers to money received for work, such as wages, salaries and tips, while the word benefits describes job extras provided by the employer. (Frenz, 2016) Employees can also receive benefits from their companies like health and dental insurance, life insurance, paid vacations and many other benefits that with help their employees. When a company has well designed compensation and benefits plan it will assist in attracting, motivating and retaining the best personnel for the job in your company. Compensation can also be what a company may pay as fair wages while also allowing their employees the opportunity for hard working employees to work their way up to the higher-paying jobs within their respected companies. Topic / Issue Identification Compensation has been a real problem for Wal-Mart associates and anyone who has ever worked there during its entire existence. The problem can be attributed to the large diverse pool of associates that Wal-Mart has. There are so many stores that are either located in the United States and numerous countries throughout the world. With having so many employees, about 2.2 million in-stores has led to this very issue of compensation that we have today. Under the Career / BenefitsShow MoreRelatedThe Importance Of An Integral Workforce Within The United States Economy1704 Words   |  7 Pagesprevious court cases that used the FSLA to determine possible future outcomes when a legal issue involving the statue arises. Tyson Foods, Inc. v. Bouaphakeo: Background The war between the working class and the elite took another standoff in Tyson Foods, Inc. v. Bouaphakeo, which was brought before the Supreme Court in 2015. The ruling was announced on March 22, 2016 and awarded legal victory to Bouaphakeo and his fellow workers. The case granted the workers legal compensation despite classRead MoreCase Study : Compensation And Walmart1291 Words   |  6 Pages Case Study 4: Compensation and Walmart Introduction Not too long ago, Wal-Mart was displayed in Fortune’s top 10 admired corporations. Wal-Mart’s founder, Mr. Sam Walton, built the company with the intent to please the community and the employees, and establish a strong corporation. His philosophy was based on innovative systematic strategies and approaches geared toward decision-making and improving the business. In recent years, there has been a decline in the corporation’s reputation, dueRead MoreCase Study : Legal Issues And Wal Mart1573 Words   |  7 PagesCase Study 5: Legal Issues and Wal-Mart Introduction Wal-Mart is one of the largest retailers established worldwide. With the corporation’s growth rate and international recognition, the demand to employ millions of associates, to support its operation, and at a rapidly expanding rate. Because of this, there are potential issues that develop around its growth and reputation, that lead to legal situations. Author, Timothy Jordan on Workplace Fairness (2016) notes, â€Å"all too often, these headlinesRead MoreUse the Stakeholder Model of Business Environments to Critically Examine the External Environment of Asda Wal-Mart as Outlined in the Case Study That Follows.1219 Words   |  5 Pagesenvironments to critically examine the external environment of Asda Wal-Mart as outlined in the case study that follows. Each organisation has a unique external and internal environment that has unique impacts on the organisation. A stakeholder’s analysis categorises that environment determining whether an organisation or a person has any low or high interest and power over the business. Based on The Asda Wal-Mart case study, stakeholders are consecutive: HIGH INTEREST LOW INTEREST H I Read MoreCase-Study Wal-Martstores in 2003886 Words   |  4 PagesCase Study Wal-Mart Stores in 2003 The Wal-Mart Discount Inc. was founded in the year 1962 by Sam Walton. The concept behind his retail-stores was to transfer the discount store model from bigger cities to small towns. This was at that time a bold move which resulted in virtually no discount-store competition near the newly founded markets. Another advantage of Waltons stores was the idea of volume. The strategy lies in purchasing the goods at lower prices and selling the goods to customerRead MorePositive Attributes of Walmart1565 Words   |  6 PagesWal-Mart Introduction Wal-Mart, the largest private employer in the globe and the third among the largest corporations in the world, is known to apply a wide range of logistic and supply chain techniques in meeting the dynamic demands from their clients. Additionally, the need to stay at the top in the world of business has made this concept mandatory for the multinational organization. Wal-mart, in its drive to achieve these ends has presented a number of implications, not only to the organizationRead MoreWeek 7: Textbook Case Study1163 Words   |  5 Pagesï » ¿12/11/2011 Week 7: Textbook Case Study Save Money. Live Better – Walmart and Unions Interpret the Slogan Differently 1. I honestly feel that there is way more disadvantages than advantages with Wal-Mart working with a union. Union women and men are more likely than nonunion workers to have health and pension benefits, and to receive paid holidays and vacations, and life and disability insurance. In the Wal-Mart case, I find this hard to believe. I think that Wal-Mart, being the large companyRead MoreInvestment and Burgundy Asset Management916 Words   |  4 PagesFIN 6310 Case Studies Purchase Case Studies (4) †¢ Ivey Case Studies (2) o You will need to create an account at http://cases.ivey.uwo.ca o Then search for and put the following two cases in your cart. Download the spreadsheets. o Burgundy Asset Management: The Wescast Investment Decision o Burgundy Asset Management: †¦. Spreadsheet o Valuing Wal-mart 2010 o Valuing Wal-mart 2010 – Spreadsheet for students o CheckoutRead MoreWalmart Management1714 Words   |  7 Pages Wal-Mart Stores: Managing Diverse Organizations By Angela L. Farrish Webster University Ms. Amy Thenor December 2011 Wal-Mart In 1970, Sam Walton the founder of Wal-Mart implemented an extremely significant warehouse distribution system. This new system evolved into Wal-Mart Stores Inc. and in that same year the company was publicly traded on the New York Stock Exchange. The company began to expand extremely rapidly throughout the 70’s. During this period Wal-MartRead More Wal-Mart Case Study Essay1116 Words   |  5 PagesWal-Mart Case Study Case Review and Recommendations As we have reviewed and studied the strategy, culture, finances and the challenges and successes at Wal-Mart, there are many strategies we see that the company must undertake to hold its dominate position and drive further growth. Herein, we define our top four. These core strategies include: rebuild and recreate its reputation in the face of recent challenges; continue to show price leadership; improve the customer experience; and drive

Wednesday, May 6, 2020

Articles about Involvement in Gang Violence and Methods of...

In low income areas and large cities, gang violence is a major problem many parents hope their children will avoid. Unaffordability makes the option of relocating out of the question for the majority of families. Very few people from neighborhoods such as this are able to go to college because of the expense and lack of motivation from the students. Scholarships are the only hope for kids who grow up in environments like downtown Oakland or Berkeley, California. Scholarships can only be granted through outstanding skills in academics, sports, and extracurricular activities, though, not because a student has the ability to stab with a knife, torment innocent pedestrians on the street, or shoot a gun from a moving car. Solutions to†¦show more content†¦This resulted in Lawson abandoning the dream of a prosperous life followed by him retreating to the acceptance of gang life. Dohrmann’s article uses a strong voice of pathos as he describes several years of Lawson’ s life. The argument is entertaining. Having been published in Sports Illustrated the purpose was to be an engaging read, yet Dohrmann fails to state any specific claim to identify why he believes sports are not the solution for students to avoid gang involvement. His only proof is that such a dream was not attainable by Lawson and several other young men mentioned within the passage. The only statistics provided are irrelevant to the argument, but help the reader connect with Lawson on a more personal level. Dohrmann does make it clear that gang violence is growing, at least within the city limits of Oakland, California where â€Å"there were 127 homicides last year and 148 the year before, which was up 68% from 2004 [†¦] Gang violence in Oakland [was] so bad that last year Gov. Arnold Schwarzenegger committed officers form the state’s highway patrol to help stem the violence† (401). Yet, he fails to state how this number has been affected because students have o r have not been involved in sports teams rather than gangs. The argument is well-organized, told in chronological order of Lawson’s journey. However, the article falls short when no specificShow MoreRelatedViolence in Youth1171 Words   |  5 PagesIntroduction Youth violence is defined as violent behaviour that begins early in life and continues throughout subsequent stages of life. Youth violence may include physical and emotional harm, and minor crimes, escalating to murder (Centers for Disease Control and Prevention, 2013). Youth are recognized as being between the ages of twelve and twenty-four however, teens are the most affected by violence than any other group of youths as they are habitually perceived as the most violent age groupRead MoreThe Endless Battle with Prison Gangs1689 Words   |  7 PagesEndless Battle with Prison Gangs As the years pass, the rate of gang affiliated crimes in the Unites States has progressed extensively, accumulating more inmates into our major prisons doubling the maximum occupancy that the jails can hold. In the U.S there are currently 33,000 active violent street, motorcycle, and prison gangs with a recorded 1.4 million members combined. The registered number of police officers is a mere 683,396; which is not even half of our countries gang population. IncrediblyRead MoreJuvenile Crime Is The Number One Priority3511 Words   |  15 Pagesfederal laws preventing violence crimes are becoming more detailed and protected. However, it does not seem to stop criminals from committing illegal acts, especially for at-risk children in the city of Chicago. According to ABCNews, Chicago’s Murder rate is four time higher than New York City (Rosenzweig). Juvenile gang activities are without a doubt, a reality, and is increasing uncontrollably in the city of Chicago, IL. Even though t here is no universal definition for â€Å"gang†, the National InstituteRead MoreEssay about Gang Violence in Philadelphia2405 Words   |  10 Pagespresence of gangs, and the streets are run by unruly groups of fearless young adults. Gang violence in Philadelphia is a major issue, and the citizens will never be safe until gang prevention occurs. Gang prevention is not a simple task, but with the right resources available, it is possible. Gang violence is a problem that will contribute to the collapse of Philadelphia, and it has yet to be solved throughout many generations. With gang violence on the rise, the best solution to gang violence is to educateRead MoreNotes On Delinquency Prevention Programs4174 Words   |  17 PagesRunning head: DELINQUENCY PREVENTION PROGRAMS 1 16 17 Delinquency Prevention Programs Alton Johnson American Military University Abstract This research paper will describe a variety of delinquency prevention programs as well as why they are beneficial for today?s society. Pivotal questions regarding the purpose of delinquency programs will be addressed through proven and current research. These programs when coupled with increased parental involvement are proven to be more effectiveRead MoreAdolescent Violence And Youth Violence2265 Words   |  10 PagesAdolescent violence has turned into an expanding issue in the U.S. youth violence and young people raised in the 1990s and has stayed high. Youth are the in all probability gathering to be casualties or culprits of high school violence, however the after effects of teenager violence influence everybody. Youth brutality insights demonstrate this is a significant issue: A normal of 15 youngsters are killed every day in the U.S., and more than 80 percent of those are killed with firearms (Khey, 2008)Read MoreThe Subculture Of The United States2690 Words   |  11 Pages would like to know more about in the sociology field is the study of how people reject the primary society’s ideas about what values, beliefs and traditions they should follow. Within these subcultures we find the subculture of gangs. Every community has to deal with gangs in one way or another. Mostly we hear about gangs in big cities but there are gangs in every state of the United States of America. The history of gangs has been dated in America from the beginning with the gangs of New York City thatRead MoreEssay on School Safety: Protecting the Students1921 Words   |  8 PagesSafety: Protecting the Students For many students a positive academic environment is increasingly harder to obtain. This is mainly due to their lack of safety. Whether it be inside the classroom or out. Unfavorable situations at home, psychological stability, physical dangers and violence all contribute to this evident shortage. There have been investigations on how organizations, teachers and parents collaborate together in todays society to influence the students understanding of safetyRead MoreViolence Among Youth3553 Words   |  15 Pagesgreat nation. In India, 480 million are less than 19 years old. India has 20% of the world’s children. [1] The recent years have seen an unprecedented increase in youth violence, often lethal violence, all around the nation. Anecdotal evidence of increase in violence by young people against women and old people, of road rage, of violence in schools, and other violent actions to get whatever they want is alarming. This epidemic, as many social analysts called it, caused serious concern to both parentsRead MoreCaribbean Studies Internal Assesment4844 Words   |  20 PagesRecommendations Page 35. Bibliography Page 36. Appendix. Introduction Problem Statement Does the participation in extra-curricular activities impact the mentality( what do you mean by meantality) and academic performance of the students within Trinity College? Relevance of Topic to Caribbean Studies. I choose this topic in relevance to Caribbean Studies because it has become quite prominent amongst my colleagues for many of them choosing to be involved in extracurricular activities

Tuesday, May 5, 2020

B2B Marketing system Samples for Students †MyAssignmenthelp.com

Question: How Marketing To Business Buyers Will Be Different Will Be Different From Marketing To Home Consumer Buyers? Answer: Marketing to business buyers would be different from marketing to home consumers in the fact that business buyer purchasing decisions are less emotional and task oriented than home consumer buyers (Eric, 2016). This means targeting business buyers might not need a lot of efforts as compared to home consumers. The business buyers look for specific characteristics in a product. Some of these characteristics include economy in cost and use, quality, and productivity. This means the chances of increasing customer loyalty in business buyers are higher than in home consumers because B2B buyers tend to be more connected to an organization once they like its products. Although the evaluation process in business buyer is always longer and complex than home consumers, business marketing, in this case, will entail shorter and direct channels to the target buyers. In a business buyer marketing, different factors of promotional mix can be easily personalized than in home consumer marketing because of the relationship which exists between B2B sales people and the individual buyers. In a business buyer marketing, the process of identifying the needs and expectations of target buyers will be simpler because it does not involve dealing with a large number of people like home consumer market. Business buyer marketing will also allow inviting the buyer for private discussions concerning the dell products unlike in home consumer marketing where all customers cannot be invited for private discussions because of their size. The business buyers are always sophisticated and need to purchase the products to assist their enterprises to remain competitive, profitable and successful (Satya, 2014). This means the marketing strategy should be aimed at dealing with sophisticated buyers. Because the target buyers have high interest and some understanding concerning Dells products, coming up with a marketing strategy requires a lot of research to ensure the buyers are approached with necessary information and tactics. The Main Evaluative Criteria which the organizational buyers may use One of the main evaluative criteria that the buyer would use when purchasing Dell Laptops and Ultrabooks is engineering values. This will be based on the product quality, standardization, and testing. Organizational buyers always want to purchase products that are of high quality so that they may survive competition through selling goods that meet the customer expectations (Eric, 2014). Because dell deals with computers, the organizational buyers will evaluate whether they are of high quality, standardized and tested before they purchase them. The other evaluation criteria which organizational buyers would use when buying Dell laptops and Ultrabooks would be purchasing values. This is because organizational buyers purchase goods for resale purpose and therefore they must evaluate to see if the products will assist them in gaining profits (Dissanayake, 2012). Analyzing prices will assist them in making decision on their resell prices. The organizations will also evaluate different costs which they are likely to incur until the products are delivered to their customers. These costs include the amount of money the organization is likely to incur for shipping and forwarding the products. When the cost is too high, it means the organizational buyer will have to resell the laptops at higher prices. Being the marketing manager of Dell, these evaluative criteria will give me an advantage because Dell uses proper production process to ensure its products are of high quality. The laptops are tested to ensure errors are rectified before they are sold. The products are also sold at good prices which can assist the organizational buyers to gain profits. These criteria will assist my marketing strategies to succeed because they will build a role building loyalty and positive relationship with the buyer. They will also assist in identifying various aspects which the organizational buyers expect from Dell Company. Bibliography Dissanayake, D., 2012. Integrated Communications, Integrated Marketing Communications and Corporate Reputation: Evidences from Dell Computer Corporations. Researchers World, 3(3), pp. 45-67. Eric, G., 2014. Goodbye, B2B Brand Marketing: Developing Content-Based Marketing Programs for the Post-Marketing Era. International Management Review, 10(2), pp. 58-68. Eric, G., 2016. The Marketer's Action Plan (MAP): Six Steps to Developing Effective Marketing Plans in B2B Marketing Programs. International Management Review, 12(2), pp. 122-134. Satya, P., 2014. Strategic Brand Management for B2B Markets: A Road Map for Organizational Transformation. South Asian Journal of Management, 21(3), pp. 345-500.

Sunday, April 12, 2020

this site has my paper Essays - Communication, Human Communication

Participant # 1 23/M Security Officer RB:?What effects do you think communication technologies may be having on society, communities, individuals, or on other aspects of our culture P1: Well the first thing that comes to mind has to be the innovations of modern technology, which has made communication quicker and instantaneous. I mean I can talk to anyone, anywhere on the planet basically. RB: Any specific technology you use? P1: Oh yes! I use Facebook, Myspace (sometimes), Skype, Google Wave and many more. All have made it possible for me to talk to my family and friends in California, Boston. I can see them while we chat over the computer with programs like Skype. It's all quite exciting. But a major pitfall is the effect the technology is having with others in face-to-face communication. It's not like back in the day where people could just walk outside and have a conversation with their neighbors, now you walk outside and the neighborhood is empty it seems, and if you do see your neighbor it for a brief moment because they and everyone are on the run. I guess all I can say is, that's the way it is. RB: Why do you say, ?that's the way it is? P1: because that's the product of conditioning. The world is going with the flow and progressing with the technology, incorporating it in most if not all aspects of their lives. You know it's funny to see all these online-dating websites these days. It's as if people are scared of each-other. Its all a bit awkward. RB: What other effects do you think there may be? P1: I think we will get to a point where zombies walk the Earth, and not the brain thirsty ones, those who are so disconnected with the world around them wearing ear-buds connected to iPods, surgically attached cellphones at birth, and who knows what else...Maybe we will become technology. Like the saying goes, ?you are what you eat?...You are what you consume, and that a hell of a lot of technology. On a serious note, I think people will become and more detached from reality as the years and technology progress. It's already happening now. Walk around downtown Chicago and watch the people as they pass you by, no eye contact, looking at the floor, texting and talking on cellphone while driving. We're all going to die one day because of technology. Weapons are even smart now. RB: What other communication technology effects come to mind? P1: My friend I don't think I have anymore. Unless you'd like me to speak more about some apocalyptic conspiracy theories? RB: Nope! That will do. Thank you so much for your time and entertaining, yet insightful input. Participant # 2 28/M Unemployed, Skater RB:?What effects do you think communication technologies may be having on society, communities, individuals, or on other aspects of our culture P2:Personally I feel like communication technology has gone past the point of practical and straight to invasive. I don't like it. But at the same time I don't think I could function without it. That's the sad part. RB: What aspect(s) of communication technology can't you live/function without? P2: I could live without all of it honestly. We all can. We never will though. The evolution of technology makes old ways of living impossible. Who do you know these days that doesn't have a cell phone or the internet? They have made them life necessities now rather than luxuries. And although they have a number of perks I find they mostly provide a means to steal some of my everyday freedoms. RB:What other effects might there be? P2:All I'm saying is that the world worked perfectly for centuries without these technologies and now that we have them the human race seems to be inefficient at almost everything but technology. Person to person social interaction has got to be at an all time low these days. RB:Is communication technology dulling peoples abilities to effectively communicate face-to-face? P2:Exactly. I grew up in a neighborhood that was very tight knit. We had to go out and interact with other kids cuz it was the only way. So much of this new generation rely on the internet and online gaming for socializing that the streets are empty. No kids playing. Nobody knows anyone in my neighborhood anymore. It's sad. I

Wednesday, March 11, 2020

Free Essays on Shays Rebellion

Troubled Farmers â€Å"In the first years of peacetime, following the Revolutionary War, the future of both the agrarian and commercial society appeared threatened by a strangling chain of debt which aggravated the depressed economy of the postwar years†.1 This poor economy affected almost everyone in New England especially the farmers. For years these farmers, or yeomen as they were commonly called, had been used to growing just enough for what they needed and grew little in surplus. As one farmer explained â€Å" My farm provides me and my family with a good living. Nothing we wear, eat, or drink was purchased, because my farm provides it all.†2 The only problem with this way of life is that with no surplus there was no way to make enough money to pay excessive debts. For example, since farmer possessed little money the merchants offered the articles they needed on short-term credit and accepted any surplus farm goods on a seasonal basis for payment. However if the farmer experie nced a poor crop, shopkeepers usually extended credit and thereby tied the farmer to their businesses on a yearly basis.3 During a credit crisis, the gradual disintegration of the traditional culture became more apparent. During hard times, merchants in need of ready cash withdrew credit from their yeomen customers and called for the repayment of loans in hard cash. Such demands showed the growing power of the commercial elite.4 As one could imagine this brought much social and economic unrest to the farmers of New England. Many of the farmers in debt were dragged into court and in many cases they were put into debtors prison. Many decided to take action: The farmers waited for the legal due process as long as them could. The Legislature, also know as the General Court, took little action to address the farmers complaints. 5 â€Å"So without waiting for General Court to come back into session to work on grievances as requested, the People took matters ... Free Essays on Shays Rebellion Free Essays on Shays Rebellion Troubled Farmers â€Å"In the first years of peacetime, following the Revolutionary War, the future of both the agrarian and commercial society appeared threatened by a strangling chain of debt which aggravated the depressed economy of the postwar years†.1 This poor economy affected almost everyone in New England especially the farmers. For years these farmers, or yeomen as they were commonly called, had been used to growing just enough for what they needed and grew little in surplus. As one farmer explained â€Å" My farm provides me and my family with a good living. Nothing we wear, eat, or drink was purchased, because my farm provides it all.†2 The only problem with this way of life is that with no surplus there was no way to make enough money to pay excessive debts. For example, since farmer possessed little money the merchants offered the articles they needed on short-term credit and accepted any surplus farm goods on a seasonal basis for payment. However if the farmer experie nced a poor crop, shopkeepers usually extended credit and thereby tied the farmer to their businesses on a yearly basis.3 During a credit crisis, the gradual disintegration of the traditional culture became more apparent. During hard times, merchants in need of ready cash withdrew credit from their yeomen customers and called for the repayment of loans in hard cash. Such demands showed the growing power of the commercial elite.4 As one could imagine this brought much social and economic unrest to the farmers of New England. Many of the farmers in debt were dragged into court and in many cases they were put into debtors prison. Many decided to take action: The farmers waited for the legal due process as long as them could. The Legislature, also know as the General Court, took little action to address the farmers complaints. 5 â€Å"So without waiting for General Court to come back into session to work on grievances as requested, the People took matters ...

Sunday, February 23, 2020

Diffusion of Innovations Theory with Freire's Model for Adult Essay

Diffusion of Innovations Theory with Freire's Model for Adult education - Essay Example For instance, Freire’s model consist of three phases and five constructs including dialogue and praxis. While Rogers’ theory has four elements with each having different qualities, which determine the success of the innovation. On the other hand, Roger’s theory and Freire’s model contrasts each other profoundly. Freire’s model emphasizes on praxis and dialogue as the principal constructs, which constitute the overall effort of transforming the world through adoption of new ideas (Sharma & Romas, 2012, p. 253). Additionally, this model posits that experience is vital to learning new concepts and a vital approach to progressive education. On the contrary, Rogers’s theory points that adoption of innovations is faster with innovations that offer compatibility, trialability, relative advantage and simplicity. Key among the limitations Freire’s model includes failure to address issues regarding gender on the acquiring new concepts. Besides, the model appears inapplicable to more knowledgeable individuals than it is to non-literate individuals. Pro-innovation bias is a key limitation of diffusion model (Sharma & Romas, 2012, p. 241). Pro-innovation bias implies that if the adopted innovation will be useful to every adopter

Friday, February 7, 2020

Archimedes Principle Lab Report Example | Topics and Well Written Essays - 500 words

Archimedes Principle - Lab Report Example Below are tabulated results indicating numerous physical properties of different materials determined through a typical Archimedes Principle experiment. Admittedly, both weight and density are physical properties of matter. Density is calculated by finding the ratio of a material’s mass to that of the material’s volume. Contrarily, weight is the mass of a material in a particular gravitational field. In the calculations, weight was obtained when mass was multiplied by 9.98; the earth’s acceleration due to gravity. In this context, I believe that weight is a variable property which changes with a corresponding change in the external force of gravitational acceleration. However, density is a rather static variable in matter. Density is derived from the unchanging parameters of mass and volume. On the other hand, weight is derived from the unchanging parameter of mass and the changing parameter of gravitational acceleration (Smith 28). Therefore, the experiment’s computations indicate that density describes a material more accurately than weight. When an object is suspended in air, gravity is the only major force acting on that object. However, an object immersed in water is acted upon by two major forces; gravity, and buoyant force. Gravity pulls an immersed object down while buoyant force pushes the immersed object upwards. Consequently, a portion of the object’s actual weight is neutralized by the upward force of buoyancy, thus causing an immersed object to weigh less (Smith 31). Technically, an object does not lose the same amount of weight when immersed in a liquid other than water. First, water and other liquids have different densities. Buoyancy of objects is determined by the ration of an object’s density to that of the reference liquid. Since buoyant forces determine the weight of an immersed object, then the magnitude of buoyant forces acting on a water-immersed object are not necessarily equal to the

Wednesday, January 29, 2020

Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e

Tuesday, January 21, 2020

Law :: essays research papers

Anyone who works in the legal business knows that communication is both verbal and non-verbal and we also know that the verbal element–that is, the spoken word taken alone–is an extremely unreliable story-teller. This is why all lawyers should know how to interpret a second language. The second language I’m going to talk about is the non-verbal language. First, the non-verbal language creates better communication skills, needed by a lawyer. Second, the non-verbal language would greatly benefit international lawyers. Finally, understanding the non-verbal language will have an impact on future career growth. First, the non-verbal language creates better communication skills, needed by a lawyer. Witnesses are not always believed despite their credentials and their command of the facts. In some instances, witnesses are believed despite their little mistakes about the same facts. Jury decisions turn on an obscure point either overlooked or understated in the case all because of an insufficient or incomplete understanding of non-verbal communication. In the diverse world of lawyers, the unreliability of the spoken word plays out in cases that are won and lost, which ultimately has an effect on the decision making to the trial judge or jury. Second, the non-verbal language would greatly benefit international lawyers. Understanding the non-verbal language prepares international lawyers who have to litigate in other countries. It also provides the lawyers the necessary tools to prepare a witness, by knowing the different cultures, customs, and courtesies. Lawyers might not be able to fully understand the verbal language of their witness, but can use their tools of the non-verbal language to coach their witness. Also, the non-verbal language will help a lawyer during the jury selection process. The lawyer’s ability to analyze the non-verbal language while questioning the potential jurors, benefits the lawyer and the client. Finally, understanding the non-verbal language will have an impact on future career growth. A number of lawyers become judges, and most judges have first been lawyers. In fact, Federal and State judges usually are required to be lawyers. Understanding non-verbal language helps a lawyer transition to a position as a judge and applies the non-verbal skills to listen to testimony and make rulings. Also, a majority of Senators and Representatives are previous lawyers. Senators and Representatives are elected by the people, which means, the ability to communicate non-verbally benefits any lawyer wanting to become a politician. The ability to understand non-verbal language opens up a variety of opportunities for career growth as a lawyer.