Estimation of Income Distribution-Free-Samples-Myassignmenthelp.com

Questions: 1.If a Company is keen on evaluating the dispersion of salary in the Northern Territory or New Zealands' North Island, how might it continue? Be explicit. 2.Discuss how overall segment patterns are influencing open doors for global advertising and which ventures are set to profits by the maturing children of post war America. Answers: 1.Estimation of salary circulation in New Zealands North Island. North Island contains nine nearby government districts which are Wellington, Hawkes Bay, Taranaki, Gisborne, Bay of Plenty, Waikato, Auckland, Northland and Manawatu-Wanganui. North Island has a populace which establishes over 70% of the number of inhabitants in New Zealand. Large scale monetary pointers about the nation can be gotten to utilizing the Country Intelligence Report while the smaller scale markers can be gotten to through legitimate government records. (Nation Intelligence: Report: New Zealand 2014). There are two principle strategies with which information about pay appropriation can be gathered in North Island: subjective and quantitative approachs. Subjective and quantitative methods for information assortment can be utilized by an organization so as to get an estimation of the pay conveyance in this locale of New Zealand. Subjective information assortment Subjective information can be gathered from the official government site on national measurements. This electronic asset is free and accessible for people in general to download information that has been authoritatively gathered and registered. The salary measurements gives data about the employments accessible and age gatherings of the working populace. The site gives data on Person and family unit level measurements which is distributed as Labor Market Statistics (Stats NZ, 2013). Different measurements appeared on the administration site incorporate yearly data indicating designs on salary and use of private houses-holds. Data about respondents work, family conditions and total assets is additionally accessible. Specialized data is additionally given on arrangements and study plan about the information gathered. The data given likewise remembers projections into the future for money circulations. Quantitative information assortment Quantitative information assortment will be founded on proportions of qualities which will be acquired through an assortment of means. The organization can draw in an expert specialist to attempt an overview and assemble data or can do it with organization representatives. The nine nearby government districts will be focused for the review so as to get a genuine portrayal of the number of inhabitants in North Island. Polls will be set up with questions which are significant so as to decide the salary appropriation in the locale. 500 individuals can be utilized as the delegate test for every locale and totaling to 4500 people for the entire area. The overview should be illustrative of the working age gathering, sexual orientation and scattered across various regions of the various areas. Inquiries to be remembered for study may remember data for normal hourly and week after week profit. Developments in base compensation, extra time and normal time paces of wages ought to be incorporated. The study can utilize both composed and electronic overview through email. A decent blend is utilize half of the poll review utilizing up close and personal meetings while the staying half is done through the email based configuration (Nabbout-Cheiban, Fisher, Edwards 2017). The gathered information results would then be able to be utilized to decide the recurrence tallies, modes and middle proportions of the populace from the information gathered. The information gathered and ordered would then be able to be figured to show up at spellbinding and inferential insights. The subjective information would then be able to be contrasted and the accessible authority data previously gathered from the administration site. The data acquired can be contrasted with recognize if there are inconsi stencies and how they can be remedied. A genuine delegate informational collection would then be able to be acquired for the salary dispersion of North Island. 2.Worldwide segment patterns The changing socioeconomics are happening at two levels: expanding number of maturing people born after WW2 while there is a transitioning of the millenials or age Y. The child of post war America age is required to live more and this requires another worldview of advertising to focus on this segment (Odell 2015). The new promoting open door all inclusive must be inside the setting of the advertising blend that draws in this segment. The new showcasing should concentrate on cost, spot and advancement that look to build generally speaking prosperity and solid living. The advertising for the maturing children of post war America ought to underscore on human services and tie-in different items to the focal topic of wellbeing. Another zone of spotlight ought to be on money related administration of current resources held by this segment and trust administrations for the beneficiaries of this age. The millenials give the chance to advertising which centers around practical living and social obligation. The fundamental media for showcasing and promotion ought to be computerized so as to interface with this segment. The millennial age will be pulled in by showcasing that focuses on online surveys and friend input. Brand advertising ought to be attached to a reason so as to speak to the millenials (Smilansky 2017, p.23). Improved livelihoods of the female sexual orientation will benefit open doors for all the more promoting that interests to this sex. The expanded number of family units with ladies as the fundamental pay worker will require another promoting approach that will catch this segment inside their pay levels. The millenials age will have the inclination to put resources into innovation based endeavors and this is significant in future showcasing for firms looking for capital and speculations from this segment. Wilson (2011), states that the showcasing blend ought to li kewise concentrate on changes in salary across various geological locales with accentuation on developing markets, for example, China. Recipient ventures from maturing children of post war America A few ventures are set to profit by the maturing child of post war America age. The accommodation and the travel industry is set to profit as more children of post war America will invest a greater amount of their retirement energy in relaxation voyaging. Transport, visit specialists, inns and hotels will profit as the aftereffect of the improved travel. The wellbeing and clinical consideration industry will likewise profit as this age live more and will require similar administrations to improve their wellbeing and prosperity. Specific clinical consideration suppliers and innovation that will slide their progress into mature age will remain to profit by this age. Golant (2017, p. 83), states that telemedicine, telehealth businesses and the cosmeceutical business additionally remain to profit by the gen X-er age. Land organizations will likewise profit through expanded requirement for lodging that will be adjusted to maturing set up. By and large, ventures which will prompt increment the quality, vision, portability and hearing capacities of this maturing segment remain to profit the most. References Nation Intelligence: Report: New Zealand', 2014, pp. 1-23. Golant, SM, 2017, 'Independent Older Baby Boomers Are Now Better Connected to Goods, Services, and Care', Generations, vol. 41, no. 2, pp. 79-87. Nabbout-Cheiban, M, Fisher, F, Edwards, MT 2017, 'Utilizing Technology to Prompt Good Questions about Distributions in Statistics', Mathematics Teacher, vol. 110, no. 7, pp. 526-532. Odell, P 2015, '7 Keys to Marketing to Baby Boomers', Promotional Marketing, p. 1. Smilansky, O, 2016, 'Age Y: In Control, Content, and Community-Minded. (Main story)', CRM Magazine, vol. 20, no. 2, pp. 20-24. Details NZ, 2013, Income, saw 10 August 2013, https://www.stats.govt.nz/browse_for_stats/salary and-work/Income.aspx Stratis Publishing, 2017, Companies scramble to change as people born after WW2 age, Senior living mag, saw on 10 August 2017, https://www.seniorlivingmag.com/articles/2013/07/organizations scramble-to-change-as-gen X-ers age Wilson, C, 2011, Understanding Global Demographic Convergence since 1950, Population and Development Review, 37(2), 375-38, recovered from https://www.jstor.org/stable/23043287

A Separate Peace The Heart of Darkness essays

A Separate Peace The Heart of Darkness papers There are numerous likenesses between the books The Heart of Darkness and A Separate Peace. Most are between the two fundamental characters' companions and how they manage their circumstances and issues. The likenesses between the two characters are their initiative aptitudes, their ability, and how their companions influence them. Mr. Kurtz and Finny both have unbelievable authority aptitudes. Finny can convince Gene to do for all intents and purposes anything he needs him to do which at long last is his ruin since he persuades Gene to climb the tree with him and do a twofold bounce. He likewise shows his administration aptitudes when he accumulates a great deal of the understudies and shows them another game that is fitted impeccably to his physical capacities. Mr. Kurtz demonstrated these abilities when he had the boldness to go into the cillages of man-eaters and persuade them to give him their ivory or to disclose to them where they knew there was a few. He likewise spared Marlow and his group's lives when he directed the locals to quit terminating at their steamer. Kurtz got the clan to tail him, did he? I proposed. He squirmed a bit. They loved him, he said. At the drop of his finger, he could have had the locals assault Marlow and his group and execute them. While Mr. Kurtz and Finny are both alive, they are amazingly acceptable at what they do. Prior to his mishap, Finney is the most athletic understudy at his school. After the mishap, he attempts to help Fene to turn out to be increasingly athletic. His fantasy is for Finny to make the Olympics rather than him. Mr. Kurtz worked for an organization that discovered ivory and afterward offered it to the general population. The he started once more, guaranteeing me Mr. Kurtz was the best operator he had, an uncommon man. Mr. Kurtz additionally brought back the most ivory then some other worker; Sends in as much ivory as all the others set up. Both Mr. Kurtz and Finny had companions that had something to do with their demises. For Finny's situation, his companion Gene accidently bumped him off the tree grain... <!

Professional Persuasive Essay Outline for Free

Professional Persuasive Essay Outline for Free Persuasive essays are defined as academic papers where students need to explain the chosen topic while persuasive readers that their point of view is the most accurate, informed, and valid perspective. When it comes to your persuasive essay outline writing, you need to develop a strong argument, take a specific side, and explain why other people should adopt your personal opinion. Persuasive essays use reasoning and logic to demonstrate that one opinion is superior and more legitimate than others. Although your basic goal is to persuade the targeted audience, you shouldn’t make any baseless claims in your paper. To make a strong argument, use only solid evidence and sound reasons. To simplify your persuasive essay outline writing, ensure that it consists of three basic parts: Introduction; Body; Conclusion. Feel free to divide them into subsections to stay focused on your argument without wandering off the chosen subject. A well-structured outline can help you organize your essay correctly. Ensure that all body paragraphs present a separate claim and support it with enough evidence. Place all the references and points that you want to make in your outline to be always able to refer back to when writing a persuasive essay. This guide offers a basic structure that students use to write a winning paper of this type. Introduction There are different ways that can be used to start your paper, but it should always start with a special hook to grab readers’ attention. For example, you can start with a robust controversial statement to put all readers into the action or a humorous statement to benefit from a less formal approach. Every headline and opener that you use serves as an effective tool to pain a broader picture of your writing piece, thus leading to your main point. Although the introduction may seem a small element of your persuasive essay, it plays an important role in capturing and keeping readers’ interest. Write this paragraph in the end when you know the entire essay content. Thesis statement When making your persuasive essay thesis, the primary concern is your personal position on the chosen subject. This statement should be direct and brief while giving a clear idea of your stance. Your main mission is to write a piece that solidifies a thesis and proves that it’s unchallenged and valid. Weak thesis statements provide readers with a neutral and generalized point of view, while the best ones take a stable position in arguments. Body paragraphs In the body paragraphs of your persuasive essay, you need to support your opinion with strong facts and solid evidence. To earn good grades, it’s necessary to know the chosen topic inside out. You also need to anticipate possible opposing views and give strong counter-arguments. Use these effective methods to support a major argument in the main body of your persuasive essay: Use strong facts from your observations, personal experiences, and reading and back them all up by credible sources; Include statistics because some things can’t be argued with, and that’s why you need them from reliable scientific or other sources to make your arguments and claims solid; Put quotes because other authors tackled your topic in the past, so you should refer to them to solidify your stance and enjoy their tremendous effect; Use concessions because they offer a great way to prove your expertise in the chosen field, so accept a part of opposing arguments as valid to put you in the right place ethically and find common grounds with opponents; Use examples to paint specific scenarios where your argument works or use other effective persuasion techniques. Three arguments In the main body of your persuasive essay, you need to state and prove three arguments, but their number depends on an assigned word limit. Ensure that each one is discussed in a separate body paragraph with effective transitions. These arguments also should be briefly mentioned in an introductory section. Paragraph 2 Start off your first argument in an informative introductory sentence. Provide strong evidence from reliable sources of information and explain all relevant facts in terms of your major argument. Conclude this essay paragraph to solidify the first argument offered to readers. Write a transition sentence Take a look at those areas where key ideas meet each other and write a special transition sentence to connect them effectively. Transitions allow you to move from one point to another smoothly. If you have any difficulties, consider how two points are alike and how they relate to each other. Write a strong sentence that sums up the first one to let readers know that you want to move from it to another idea. Connect both arguments by showing the audience how they are related. Paragraph 3 Write an informative topic sentence to flow into the second argument of your essay. Provide readers with hard factual evidence to support it and explore your argument further while tying it with proving facts. Finish this body paragraph with the concluding sentence that flows into the next section. Write a transition sentence This step is important because it helps you achieve different persuasive writing goals by establishing logical connection between all paragraphs, sentences, and arguments. In other words, a transition sentence tells readers what to do with the data provided in the text. It functions as a clear sign that others how to organize, think about, and react to your ideas that they read through. Paragraph 4 Go back to the introduction of your persuasive essay to find the third argument that you will start and prove in this section. Write an interesting and strong paragraph about it and use specific examples to support it before writing a transition sentence. Here, you need to provide readers with the third and final argument. It’s advisable to choose the strongest one and provide applicable and logical evidence to support it. Don’t forget to explain all connections in detail because it’s your last chance to convince the targeted audience to take your stance. Conclusion To submit a winning persuasive essay and earn high grades, it’s precious to know how to end it effectively. Its concluding paragraph shouldn’t delve far from an introductory section, but there are some important elements that are exclusive for this essay part. For example, restating your thesis and summing up major points are some of the most obvious things to do. To make the conclusion of your paper successful, you need to write meaningful personal comments, such as: A certain call for action that leaves readers with something valuable to ponder about; Your prediction based on the information you give in your essay; An interesting and relevant quote that perfectly sums up the entire piece of writing and its main arguments; If you find an effective solution to a given problem, use a concluding section to suggest the best way to solve it. When writing the conclusion of your persuasive essay, your basic goal is to leave a major impact and be creative. Persuasive essay topics A good topic can make a huge difference in the future success of your paper. Ensure that you choose something interesting and original to impress readers and secure better grades. If you feel confused and don’t know how to make this choice, consider the following excellent topic ideas: Community servicing must be required for teenagers; Studying martial arts is excellent for both psychological and physical wellbeing; Whether security cameras keep people safer or are useless; Journal writing has great therapeutic effects; It’s necessary to test teachers, just like their students; It’s unethical to keep birds in cages; Students should have an opportunity to grade their teachers too; Classes should be different for genders; Modern reality shows exploit people; All college students need to take part in different sports activities; All-boy and all-girls colleges are bad or good; Science and religion can go hand in hand; People need to abolish royal families; It’s necessary to spend more money in space missions; Media sources are ruled by politicians; The modern society justified surveillance; Immigration laws must be more lenient; All people need to undergo special IQ tests to have children and vote; College athletes must be paid for playing. If you want to choose a perfect topic for your next persuasive essay, look for something that is close to your heart. You should enjoy writing about it, but ensure that it has enough depth and complexity. The topic you choose must be interesting to readers to keep them engaged. Look for something where you have enough knowledge and experience. Take these easy steps to select the best subject for persuasive essays. Brainstorm available options and choose the one that gets your emotions high. You should avoid any topics that are discussed by other students again and again. If you have difficulties with choosing a good topic, turn to online custom writing specialists who will help you fast and at affordable rates. Their services are easy to access 24 hours per day.

Essay on Shirley Jacksons The Lottery - Effective Use...

Effective Use of Character Names in The Lottery â€Å"The common curse of mankind, --folly and ignorance† (Shakespeare). Were he alive, William Shakespeare might fully endorse Shirley Jackson’s ideas as presented in The Lottery. The author, Jackson, very distinctly uses symbolic names for her characters to show the ignorance of the sacrificial lottery, which the small village holds year after year. These sacrifices, which used to be held to appease the god of harvest, have grown meaningless in their culture. Jackson uses the characters not only to visualize the story for the reader, but also each one has a meaning, which adds to the ultimate theme. One of the leaders and MOST important MEN of the town is†¦show more content†¦Mr. Summers, with all of his importance, had someone over him though. Mr. Graves, the postmaster, must have been of more importance and power than he because Mr. Summers had to be sworn in by Mr. Graves before he could have the right to be the official of the lottery. As the reader might easily derive, Mr. Graves symbolizes the sacrificial killing being caused by the lottery. His superiority over Mr. Summers is also symbolic. It shows how the sacrifice and the lottery in itself is more important than the new ideas presented by Mr. Summers and a few other villagers. But, Mr. Graves has many more villagers behind him sharing his views. One of these is Old Man Warner. Mr. Warner is the oldest man in town and, therefore, POSESED THE MOST knowledge of what the original tradition was all about. He lets us know that there has â€Å"always been a lottery† (77). He is repeatedly shown â€Å"warning† the younger parents and the younger generation of what they are in for if they do away with the lottery. Hence, he gets the name Warner. He claims the â€Å"young folks† are a â€Å"pack of crazy fools† and that â€Å"nothing is good enough for them† (77). Jackson refers to him as â€Å"Old Man† Warner partly to show you his age and that he should know the most about the lottery. But, also partly to show that his oldness, his mindset that he is the wisest, is holding the community back from the goodShow MoreRelatedExpect the Unexpected1898 Words   |  8 PagesExpect the Unexpected What thoughts come to mind when you think of â€Å"The Lottery?† Positive thoughts including money, a new home, excitement, and happiness are all associated with the lottery in most cases. However, this is not the case in Shirley Jackson’s short story, â€Å"The Lottery†. Here, the characters in the story are not gambling for money, instead they are gambling for their life. A shock that surprises the reader as she unveils this horrifying tradition in the village on this beautifulRead MoreEssay about The Life and Literary Works of Shirley Jackson4264 Words   |  18 PagesShirley Jackson was born on December 14, 1919 to Leslie and Geraldine Jackson. Her surroundings were comfortable and friendly. Two years after Shirley was born, her family with her newborn brother moved from San Francisco to Burlingame, California, about thirty miles away. According to her mother, Shirley began to compose verse almost as soon as she could write it (Friedman, 18). As a chil d, Shirley was interested in sports and literature. In 1930, a year before she attended Burlingame High SchoolRead MoreAnalysis Of Jackson s The Lottery899 Words   |  4 PagesAnalysis of Jackson’s â€Å"The Lottery† In the story â€Å"The Lottery† by Shirley Jackson, we see the different literary elements she uses to unfold her story. Literary elements help readers to interpret and appreciate the works of a writer. In this Essay I will show you the three most prominent literary elements that were used, and how they add to the suspense, and surprise of the story. These literary elements are point of view, theme, and tone and style. The first literary element of this story isRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesor a short story. Events of any kind, of course, inevitably involve people, and for this reason it is virtually impossible to discuss plot in isolation from character. Character and plot are, in fact, intimately and reciprocally related, especially in modern fiction. A major function of plot can be said to be the representation of characters in action, though as we will see the action involved can be internal and psychological as well as external and physical. In order for a plot to begin, some

How to Extend (or Decline) an Invitation in French

There are a number of different ways to extend, accept, and refuse invitations in French, with a tone that is either formal or informal.   The verb choice, word choice, and sentence structure  all play a big part in how invitations and responses are expressed. Role of Verb Tense and Mood, Person, Tone, and Structure Formal: In more formal invitations and responses, the speakers seek the highest standards of politeness and so choose sentences using the very polite conditional mood in the main clause. Whats more, the polite vous of the main verb is preferred, and the language is more elevated throughout.  Sentences also tend to be more complex in more formal communications. Informal: In informal invitations and responses, the simple present tense in any part of the sentence or phrase  is adequate to convey the intended message, meaning, and casual mood. Whats more, the main verb uses the informal tu form, and the language is light and often breezy.  Sentences or phrases tend to be short and to the point. Extending an Invitation In the phrases that follow, the blank ___ must be filled with an infinitive in French. In English, however, youd add either an infinitive or a gerund—depending on the verb that precedes it. Again, notice the difference in sentence structure for formal versus informal invitations and responses. Vous nous feriez trà ¨s plaisir si vous pouviez nous consacrer une soirà ©e. (formal) We would be delighted if you could spend an evening with us.Nous serions trà ¨s heureux de vous accueillir chez nous. (formal)   We would be very happy to welcome you to our home.Je vous invite à   ___ (formal) /  Je tinvite à   ___  (informal)   I invite you to ___Êtes-vous libre ? (formal) /  Tu es libre ? (informal) Are you free?Avez-vous envie de ___ (formal)   Do you want to ___?Tu as envie de ___ ?  (formal)   Do you feel like ___?Ça te dit de ___ ? (informal)   How does ___ sound?Et si on (mange, voit un film)  ?  (informal)   How about (eating, seeing a movie)?Venez donc ___ (formal) /  Viens donc ___  Ã‚  Come and ___Rà ©ponse souhaità ©eRSVP  (Rà ©pondez sil vous plaà ®t) Accepting an Invitation   Bonne idà ©e  ! (informal)   Good idea!Ça va à ªtre gà ©nial  ! (informal)   Thatll be cool!Ça va à ªtre sympa  ! (informal)  Ã‚  Thatll be nice!Cela me ferait grand plaisir.   I would be delighted.Cest gentil (de votre part).   Thats kind (of you).Daccord.   OK.Jaccepte avec plaisir.   I accept with pleasure. / Ill be happy to come.Je viendrai avec plaisir.   I will be glad to come.Je vous remercie. I  thank you. / Thank you.Oui, je suis libre.   Yes, Im free. Declining an Invitation Je me vois malheureusement obligà © de refuser. (formal)  Ã‚  Unfortunately, Im obliged to decline.Cest dommage, mais ___  Ã‚  Its too bad, but ___Cest gentil, mais ___  Ã‚  Thats kind, but ___Dà ©solà ©, mais ___  Ã‚  Im sorry, but ___Jai quelque chose de prà ©vu.   I have something planned.Je ne peux pas.   I cant.Je ne peux pas me libà ©rer.   Im unavoidably busyJe ne suis pas libre.   Ã‚  Im not freeJe suis occupà ©.   Im busy.Je suis pris.   Im otherwise engaged. Invitation-Related Verbs accepter (avec plaisir)   to accept  (gladly, with pleasure)  accueillir to welcomeinviter   to inviteune invitation   invitationrefuser   to decline

Production Management Free Essays

1. A nation’s ability to compete with other nations impacts a business’ strategy in the area of: A) Marketing B) Finance C) Operations D) Distribution E) All of the above 2. Competitiveness doesn’t include: A) Productivity B) Effectiveness C) Profitability D) Operations Strategy E) Operations Management 3. We will write a custom essay sample on Production Management or any similar topic only for you Order Now Cost cutting in international operations can take place because of A) lower taxes and tariffs B) lower wage scales C) lower indirect costs D) less stringent regulations E) all of the above 4. Operations management involves continuous decision-making; hopefully most decisions made will be: A) redundant B) minor in nature C) smart D) quantitative E) none of the above 5. A ‘product package’ consists of: A) the exterior wrapping B) the shipping container C) a combination of goods and services D) goods if a manufacturing organization E) customer relations if a service organization 6. Multinational organizations can shop from country to country and cut costs through A) lower wage scales B) lower indirect costs C) less stringent regulations D) lower taxes and tariffs E) all of the above 7. Product design and choice of location are examples of _______ decisions. A) strategic B) tactical C) operational D) customer focused E) design 8. Scheduling personnel is an example of an operations management: A) mission implementation B) operational decision C) organizational strategy D) functional strategy E) tactical decision 9. Productivity is expressed as: A) output plus input B) output minus input C) output times input D) output divided by input E) input divided by output 10. Which of the following is true about business strategies? A) An organization should stick with its strategy for the life of the business. B) All firms within an industry will adopt the same strategy. C) Well defined missions make strategy development much easier. D) Strategies are formulated independently of SWOT analysis. E) Organizational strategies depend on operations strategies. 11. Which of the following activities takes place most immediately once the mission has been developed? A) The firm develops alternative or back-up missions in case the original mission fails. B) The functional areas develop their functional area strategies. C) The functional areas develop their supporting missions. D) The ten OM decision areas are prioritized. E) Operational tactics are developed. 12. What term describes how an organization expects to achieve its missions and goals? A) conditional expectation B) tactic C) SWOT D) strategy E) competitive advantage 13. Which of the following is not a key step toward improving productivity? A) developing productivity measures for all operations B) improving the bottleneck operations C) establishing reasonable goals for improvement D) considering incentives to reward workers E) converting bond debt to stock ownership 14. The fundamental purpose of an organization’s mission statement is to A) create a good human relations climate in the organization B) define the organization’s purpose in society C) define the operational structure of the organization D) generate good public relations for the organization E) define the functional areas required by the organization 15. The ratio of good output to quantity of raw material input is called A) non-defective productivity B) process yield C) worker quality measurement D) total quality productivity E) quantity/quality ratio 16. Time-based approaches of business organizations focus on reducing the time to accomplish certain necessary activities. Time reductions seldom apply to: A) product/service design time B) processing time C) delivery time D) response time for complaints E) internal audits 17. Business organizations consist of three major functions which: A) overlap B) are mutually exclusive C) exist independently of each other D) function independently of each other E) do not interface with each other 18. The external elements of SWOT analysis are: A) strengths and weaknesses B) strengths and threats C) opportunities and threats D) weaknesses and opportunities E) strengths and opportunities 19. Which of the following is not one of the Ten Critical Decisions of Operations Management? A) location strategy B) human resources and job design C) managing quality D) design of goods and services E) determining the financial leverage position 20. Which of the following is true? A) Corporate mission is shaped by functional strategies. B) Corporate strategy is shaped by functional strategies. C) Functional strategies are shaped by corporate strategy. D) External conditions are shaped by corporate mission. E) Functional area missions are merged to become the organizational mission. 21. Operations management is applicable A) mostly to the service sector B) to services exclusively C) mostly to the manufacturing sector D) to all firms, whether manufacturing or service E) to the manufacturing sector exclusively 22. Which of the international operations strategies involves a focus on high cost reductions and low local responsiveness? A) international strategy B) global strategy C) transnational strategy D) multidomestic strategy E) none of the above 23. Which of the following is not a key factor of competitiveness? A) price B) product differentiation C) flexibility D) after-sale service E) size of organization 24. Gourmet Pretzels bakes soft pretzels on an assembly line. It currently bakes 800 pretzels each 8-hour shift. If the production is increased to 1,200 pretzels each shift, the productivity increases by: A) 50% B) 33% C) 25% D) 67% 25. An operation that processes less than a previous operation is called a: A) bottleneck B) multi-factor constraint C) parallel operation D) turnabout process E) tactical operation 26. Which of the following is not a type of operations? A) goods production B) storage/transportation C) entertainment D) communication E) all the above involve operations 27. Which one of the following would not generally be classified under the heading of transformation? A) assembling B) teaching C) staffing D) farming E) consulting 28. Which of the following is least likely to be a Cost Leadership competitive advantage? A) low overhead B) effective capacity use C) inventory management D) broad product line E) mass production 29. The ability of an organization to produce goods or services that have some uniqueness in their characteristics is A) mass production B) time-based competition C) competing on productivity D) competing on flexibility E) competing on differentiation 30. Which of the international operations strategies involves a focus on low cost reductions and high local responsiveness? A) international strategy B) global strategy C) transnational strategy D) multidomestic strategy E) none of the above 31. Which of the following statements best characterizes delivery reliability? A) a company that always delivers on the same day of the week B) a company that always delivers at the promised time C) a company that delivers more frequently than its competitors D) a company that delivers faster than its competitors E) a company that has a computerized delivery scheduling system 32. Which of the following best describes â€Å"experience differentiation†? A) immerses consumers in the delivery of a service B) uses people’s five senses to enhance the service C) complements physical elements with visual and sound elements D) consumers may become active participants in the product or service E) All of the above are elements of experience differentiation. 33. Product design and process selection are examples of decisions that are: A) financial B) tactical C) system design D) system operation E) forecasting 34. The responsibilities of the operations manager are: A) planning, organizing, staffing, procuring, and reviewing B) planning, organizing, staffing, directing, and controlling C) forecasting, designing, planning, organizing, and controlling D) forecasting, designing, operating, procuring, and reviewing E) designing and operating 35. Which of the following is not true about systems approach? A) A systems viewpoint is almost always beneficial in decision making. B) A systems approach emphasizes interrelationships among subsystems. C) A systems approach concentrates on efficiency within subsystems. D) A systems approach is essential whenever something is being redesigned or improved. E) All of the above are true. 36. Which of the following is not a characteristic of service operations? A) intangible output B) high customer contact C) high labor content D) easy measurement of productivity E) low uniformity of output 37. Which of the following does not relate to system design? A) altering the system capacity B) location of facilities C) inventory management D) selection and acquisition of equipment E) physical arrangement of departments 38. Which of the following is not a benefit of using models in decision making? A) They provide a standardized format for analyzing a problem. B) They serve as a consistent tool for evaluation. C) They are easy to use and less expensive than dealing with the actual situation. D) All of the above are benefits. E) None of the above is a benefit. 39. Which of the following is the best example of competing on low-cost leadership? A) A firm produces its product with less raw material waste than its competitors. B) A firm offers more reliable products than its competitors. C) A firm’s products are introduced into the market faster than its competitors’ products. D) A firm’s research and development department generates many ideas for new products. E) A firm advertises more than its competitors. 40. Reasons to study Operations Management include learning about A) how people organize themselves for productive enterprise B) how goods and services are produced C) what operations managers do D) a costly part of the enterpriseE) all of the above How to cite Production Management, Essay examples

Self Analysis free essay sample

Self Analysis Speech Comparison Comparing my self-introduction speech (my first speech), to my persuasive speech (my last speech) was Interesting. They were completely different topics but with a slight growth In speaking ability. Such as eye contact and nervous body language, speech preparation and structure, and delivery of speech. First I am going to talk about the difference in eye contact and nervous body language between the first speech and the last speech.In my first speech my face as flushed a cherry red, was shaking, and every time I would try to make eye contact I would lose all train of thought. In my last speech I was not nearly as nervous, you could tell by the color of my face. I was not as nervous, so I wasnt shaking. I was still not great with eye contact but I could stay focused enough to look up and actually remember what I was talking about. We will write a custom essay sample on Self Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Next I am going to talk about the structure and preparation of each of my speeches.My first speech did not fulfill all four functions of the speech Introduction. I did not list my mall points In the introduction of the first speech but I did In my last. I could really see the difference; how following the format makes everything flow together. Like translator statements, I never saw the Importance In those until I watched myself without transition statements, what a mess. My persuasive speech followed much more of a pattern and was fluid. The last point I would like to discuss in the delivery of my speech. The delivery was still not up to par but I think I have made a vast improvement. My first speech was pretty shaky and the last speech had more oaf rock holding it down. I was much more confident in myself. I spoke strongly about my topic emphasizing words, to grasp the attention of my audience. So in conclusion if I had another semester of speech, I could maybe speak to large group of people, completely confident In my delivery. But I still have a touch of anxiety In preparing to speak and my writing skills still need some work.I am really happy with what I have achieved In the class, yes It could have been more If I was cougher on myself, but I cannot believe how much more comfortable I was being up there. So I give myself a seven, on the one to ten scale of improvement. Self Analysis By raiders (my last speech) was interesting. They were completely different topics but with a slight growth in speaking ability. Such as eye contact and nervous body language, was flushed a cherry red, I was shaking, and every time I would try to make eye speeches.My first speech did not fulfill all four functions of the speech introduction. I did not list my main points in the introduction of the first speech but I did in my last. Together. Like transition statements, I never saw the importance in those until I pretty shaky and the last speech had more of a rock holding it down. I was much group of people, completely confident in my delivery. But I still have a touch of anxiety in preparing to speak and my writing skills still need some work.

Galileo and the Stars essays

Galileo and the Stars essays I feel that the motivation of Galileos pursuits in Astronomy and stargazing was driven by his desire to be financially successful. Galileo was an extremely ambitious and clearly independent individual whose methods of generating scientific data epitomizes a survival of the fittest like struggle between all of the prominent scientists of his time. During Galileo's life there was no gray area of wealth like the middle class of today, and therefore you were either rich or poor. In Science and Patronage published by Westfall, the word friends connotation back then was not one of caring for another person and mutual support but rather defined in a financial type way of using ones connections to better ones self. There was patronage inside of patronage; therefore Galileo did not always see what he claimed to have seen, his associates might have though. Since patronage was the way of the world at this time as Galileo knew it made no sense for someone to swim against the current, for they would simply become tired and unsuccessful. Because of Galileo's position as a patron to the prince, many of his disciples were patrons to Galileo himself thus providing him data and insightful knowledge. Galileo in turn allowed the use of his name as a referral to help his disciples out. Surprisingly Galileo had only worked as a patron for those, which gave him enough money or got persuaded into his over exaggerated descriptions of what the moon really looked like. Galileo did not go into depth with many of the things he saw, instead he attempted to describe everything he saw vaguely in order to make sure he got credit for seeing it first. I feel that it is important to document your discoveries as Galileo had not only to get credit for seeing it first but to create a larger body of information that can be collaborated on amongst all of the people. It appears that as he wrote Sidereus Nuncius that he wasnt eve...

How Does AP Credit Work at Colleges

How Does AP Credit Work at Colleges SAT / ACT Prep Online Guides and Tips Whether you already have five AP classes under your belt, or if you’re just considering whether to take AP classes at all, you may be wondering how exactly getting AP college credit works. This article will go over how different colleges grant credit for AP, and what you can do to maximize the amount of AP credit you earn. We will explore some different ways colleges grant AP credit, using specific universities as case studies. Possibility 1: AP Courses Grant Credit for Real College Classes The first way your AP credits could be used is to directly substitute for actual college classes. In this case, instead of taking, say, Chemistry 101, your 4 on AP Chemistry will count for that beginning course. So you’ll get the credit hours for taking the class – even though you took it back in high school! Plus you will be able to enroll in a more difficult course right off the bat. To see what this can look at, let’s look at my local state school, the University of Utah. They accept AP credit for many courses. Case Study: University of Utah AP exams – often with a score of 3 or higher – are enough to grant you credit hours for general education classes at the U of U and also place you into higher level courses. General Education at the University of Utah means any courses that fall in the following categories: Fine Arts, Quantitative Reasoning, Science, Social Science, Humanities, Fine Arts, or American Institutions. If you managed to have an AP class for each one of these general ed requirements, you could skip each one. Since the General Education requirements are designed to fill up the first year, skipping them would make it possible to graduate the University of Utah in just two or three years, depending on what you major in. (A degree in engineering will probably take longer than one in history, for example.) You couldn’t apply, say, both AP English Literature and AP English Language, since they waive the same requirement, but if you submit AP English Literature and AP Calculus AB you would fulfill two different requirements. While these Gen Ed requirements aren’t the same at every university, most universities have some variation of them – at the very least they'll require a course each in humanities, social science, science, and math. This is why taking a variety of AP classes can be helpful if you’re aiming to complete your generals in high school. Also, notice that at the U of U, you can often get more credit hours for 5’s than 3’s and 4s. So even at universities that accept 3s, there are still perks to earning 5s. Possibility 2: AP Courses Don't Get Credit, but Allow You to Skip Intro Courses There are some schools – particularly competitive ones – that don’t give you credit for AP classes. While they will use high scores to place you into higher-level classes freshman year, they won’t give you credit towards graduation. We'll take a look at Dartmouth College to see what this can look like. Case Study: Dartmouth One such school is Dartmouth. You can actually read a statement about their policy on AP credit here. To summarize, Dartmouth will use AP classes to place students in higher-level classes, but not for credit towards graduation. They revised their AP policy because they want students to take full advantage of Dartmouth courses and they’re worried AP courses aren’t true replacements for college level classes. So how does the credit work? To take an example, if you get a 5 on AP Micro Economics, you will be placed in an intermediate or advanced economics course right off the bat, but you won’t receive any credit for AP Micro itself. This can still be helpful if you’re excited to jump into higher classes or want to fit in a minor or double major. You can also be exempted from the foreign language requirement if you score high on an AP language test. So while AP courses won't get you credit at Dartmouth, they are still worthwhile since they will allow you to skip introductory courses. Possibility 3: A Mix of Both Some schools have a mix of both policies. In particular, some departments (say the history department or math department) might accept AP credit to place students in classes. But the school as a whole might have a policy on AP you can choose to take advantage of – for example Harvard’s advanced standing program. Case Study: Harvard So what is advanced standing?Think of it as skipping straight to sophomore year when you start college at Harvard. You can apply for it using your AP credits, and graduate in six or seven semesters instead of eight. You could also just use your AP credits to get into higher-level classes in particular departments or get out of the foreign language requirement, but not apply for advanced standing if you want to stay all four years. So should you apply for advanced standing? Harvard’s website has a lengthy discussion of why or why not a student may apply for it. Some students may prefer to take four years at Harvard undergrad so they don't have to decide their course of study too soon. Taking the full four years gives you more chances to try out classes in various departments. Others may take advantage of advanced standing to earn a masters within four years. In short, if you're lucky enough to go to Harvard, you can decide whether you want to use your AP credits to graduate faster, or if you would rather take four years of undergraduate classes to explore different interests. In either case, you can also use your AP credits to skip introductory courses in various departments. Sending Your Scores Before you can get any AP credit, after you graduate but before you start at your college, you have to send an official AP score report from College Board. While you self-report your AP scores on your college applications, you can only cash in on your AP credits by sending an official score report. This gives the official record of your scores to the registrar’s office. (Think of the registrar as the guidance counseling office of college.) Once the registrar has those scores, they can apply them to pre-requisite, general education, or other departmental requirements as the case may be at your college. Look out for our post on how to send AP scores to colleges if you want a more complete guide. Next Steps If you’re still in high school and wondering how AP credit will work for you, look up the policies at some of your top choices as well as your safeties. Start with College Board’s AP credit database, but also double check college websites to see what they say about AP credit. The database should provide a link to each college’s individual policy, but if not, search â€Å"[Name of College/University] Advanced Placement†. By looking up policies, you can get a sense of how the AP credits you have already earned will translate into college credit. This can also help you choose AP classes for future years. Take notice of AP exams that seem to be recognized at most of the schools you’re interested in. In many cases, AP math courses, particularly Calculus BC, can waive a math requirement or get you into higher level math classes. AP language courses are also often accepted as a way to waive a foreign language requirement. Also notice how high your passing score needs to be (for example, at the U of U, a 3 was fine for many classes, but Harvard only accepts 5s). If most of your schools require 5s to get credit, you have to study very hard! Also look and see if any AP classes you’re thinking about aren’t recognized in any way. Sometimes it can be harder to get credit for courses like Human Geography or Art History. This doesn’t mean to not take them. It does mean that you should only take them if you are really interested in the subject and would get a lot out of the class. What’s Next? How many AP classes should you take, anyway? Get an answer to that question here. AP classes aren’t the only thing that will get you into college – far from it. Your ACT/SAT score is a huge part of your application. Read about the ACT/SAT scores you need to be competitive at your top schools. Not sure when you should take the ACT/SAT for the first time? Find out here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Humn Recourse Mngement in Indi Essay Example | Topics and Well Written Essays - 3500 words

Humn Recourse Mngement in Indi - Essay Example It occupies Ð ° strÐ °tegic locÐ °tion in South Ð siÐ ° for internÐ °tionÐ °l trÐ °de. With Ð °n Ð °reÐ ° of 3.3 million squÐ °re km, IndiÐ ° is the second lÐ °rgest country in Ð siÐ ° Ð °nd the seventh lÐ °rgest in the world. Ð  former British colony, IndiÐ ° hÐ °s emerged Ð °s the lÐ °rgest democrÐ °cy in the world since independence in 1947. IndiÐ ° is the birthplÐ °ce of three of the world’s mÐ °in religions: Hinduism (Ð °bout 7000 yeÐ °rs BC), Buddhism (487 BC) Ð °nd Sikhism (1699 Ð D). IndiÐ °n society comprises six mÐ °in religious groups: Hindus (83.2 percent), Muslims (11 percent), Sikhs (2 percent), ChristiÐ °ns (2 percent), JÐ °ins Ð °nd Buddhists (less thÐ °n 1 percent). There Ð °re over three thousÐ °nd cÐ °stes. IndiÐ ° hÐ °s 179 lÐ °nguÐ °ges Ð °nd 544 diÐ °lects. The Constitution recognizes sixteen lÐ °nguÐ °ges, Hindi Ð °nd English being the two officiÐ °l lÐ °nguÐ °ges. IndiÐ ° hÐ °s one of the lÐ °rgest English-speÐ °king populÐ °tions in the Ð siÐ °-PÐ °cific region. The literÐ °cy rÐ °te for those over 15 yeÐ °rs of Ð °ge is 51 percent, but literÐ °cy is unevenly distributed (BudhwÐ °r, 2000Ð °). These fÐ °cts show the diverse nÐ °ture of the IndiÐ °n workforce. Though rich in culture Ð °nd nÐ °turÐ °l resources, IndiÐ ° currently fÐ °ces Ð ° number of problems: politicÐ °l Ð °nd religious instÐ °bility; ever-increÐ °sing levels of populÐ °tion; unemployment Ð °nd poverty; corruption in government offices; cÐ °stism; Ð ° low per cÐ °pitÐ ° income; instÐ °bility of output in Ð °griculture Ð °nd relÐ °ted sectors; slow privÐ °tisÐ °tion of the bloÐ °ted public sector; lÐ °ck of Ð °dequÐ °te intellectuÐ °l property protection; excessive bureÐ °ucrÐ °cy; Ð °nd Ð °n increÐ °sing gÐ °p between rich Ð °nd poor. The level of corruption in politics is rÐ °pidly rising.

Economic and Monetary Union Essay Example | Topics and Well Written Essays - 5000 words

Economic and Monetary Union - Essay Example Nevertheless both developed quickly back to the former patterns. On the divergent, this paper would find evidence of a decline in the resolution of the inflation progression in the mid-1990s. This also would be evidenced due to a structural alteration in private inflationary prospect due to policies associated to the groundwork of EMU. Regression Model analysis also been adjusted for Statistical analysis using an OLS- and a 2SLS. Main focus of the paper has addressed the question - How joining the Economic and Monetary Union of the European Union affects Inflation Joining the Economic and Monetary Union of the European Union has great prospect on decision-making structure of monetary policymaking. The political culture of monetary union posed on stability from Inflation. Legitimately countries those who prefer price stability at the expense of growth have dominated monetary union. These preferences shaped the base of monetary union where various institutions intent to protect this interest through price stability. Supporting aspects of monetary integration have shaped it hard to strictly enforce. The battle for price stability in relation to growth continues to be waged despite has gained apparent victory. The inclusion of the joining countries will impact on the institutional structure of the European Central Bank (ECB). The alliances have formed to promote and block certain policies. The alliances would be bent based on the extent of their economies may benefit more. The continued emphasis of stability has a more flexible bargain for its faster growth rate. Similar decisions have a credibility impact on the efficiency of EMU to play a more vigorous role in international monetary arena. This study would go to investigate how joining the Economic and Monetary Union of the European Union affects Inflation among the existing member countries and contrasting the incentives for accession countries. This paper would go to represent the analysis within three aspects as - Econometric models. Focus on analysis of data, Statistical techniques, The determinants of EMU historically extraordinary improvements are numerous and complex. The main motivation for joining EMU was the desire of being part of an area of monetary stability for most participating countries after long period of high and variable inflation among themselves. The aim of this paper is to investigate the joining Europe's Economic and Monetary Union (EMU) had any effect on the dynamics of inflation in the countries involved. This question is very significant in quite a few respects. EMU involved the preface of a new currency 'euro' among 12 member countries and created the new central bank responsible for organising and implementing a single

Audiovisual Translation Avt

Audiovisual Translation Avt What is audiovisual translation. Audiovisual translation is defined as the translation of recorded audiovisual material (Karamitroglou, 2000, p. 2). The concept of recordedness underlines the fact that there is a difference between the translation of recorded film products and the simultaneous subtitling or revoicing which should be regarded as a type of interpretation (Karamitroglou, 2000). AVT is also known as screen translation or film translation. Screen translation stresses on the location of the medium where the translation product appears (e.g., TV, cinema or video screen). On this basis, the translation of websites which can be viewed on computer monitors is considered as a type of screen translation. Film translation, on the other hand, is a restricted term due to some researchers who limit the term film to full-length feature films; namely, movies and sometimes only cinema movies. According to this view, the concept of film does not include series, sports programs and docum entaries. In AVT, the audio and visual aspects of communication are focused (Karamitroglou, 2000). Unlike books, radio, telephone or sign language which only use one semiotic channel, audiovisual communication benefits simultaneously from both the acoustic channel through air vibrations and the visual channel through light waves (Delabastita, 1989). 1.2. Translation theory and AVT The consideration of AVT as a subfield of translation Studies may lead to raise a number of questions. Oshea (1996) distinguishes between AVT and (written) literary translation as the main objective of general translation theory because of a set of limitations which root in the audio-visual nature of the target and original products. These limitations can be considered as: a) temporal constraints in revoicing, b) spatiotemporal constraints in subtitling, c) the accompanying visual source-culture elements in both revoicing and subtitling, d) the accompanying aural source-language elements in subtitling, e) the lip-sync imperative in dubbing, f) the cross semiotic nature of subtitling, and g) the inability of backtracking (with the exception of video) in both subtitling and revoicing (p. 240). These parameters may result in the consideration of audiovisual translation as adaptation rather than translation (Delabastita, 1989). What makes translation vs. adaptation a problematic issue is not merely a property of audiovisual translation; in fact, quite a few translated or adapted texts have raised the same issue within the field of literary translation (Delabastita, 1989). What plays a pivotal role in this case is the attitude we choose in defining the term translation. Considering Tourys definition of translation as any target-language utterance which is presented or regarded as such within the target culture, on whatever grounds (1985, p. 20), we can freely include AVT as a part of translation studies. Karamitroglou (2000) presents the following set of reasons to emphasize on the inclusion of AVT as a part of translation studies: a) Audiovisual translation has more in common with written translation than one might primarily assume (Whitman-Linsen, 1992:103). Most audiovisual translations at the present time are performed with a written form of the original source text in hand (cf. Remael, 1995:128), sometimes even without any further access to the film product itself. b) Typological studies in audiovisual translation have previously managed to present the various audiovisual language transfer methods within the general frame of translation studies and along with the other traditional language transfer methods, in a coherent and scientific way, on the basis of the multiplicity of the semiotic channels involved and the relative time of presentation of the source and target products (Gottlieb, 1994b:271; Gottlieb, 1998:246; cf. Delabastita, 1989:199). Other studies in audiovisual translation have revealed connections between certain audiovisual language transfer methods and established concepts from general translation theory, as for example with subtitling and overt translation (Ascheid, 1997:35). c) Audiovisual translation was born out of the same drive that conducted literary translation: the necessity to overcome the communication barriers imposed by linguistic fragmentation (Luyken et al., 1991:3). d) Just as it is the discovery of the hierarchy of factors (constraints, parameters) which operate in translation processes, procedures and products which constitutes a major task for translation theory (Even-Zohar Toury, 1981:ix), the discovery of a similar chain of the factors that function within audiovisual translation is also the task of audiovisual translation theory. (p. 11) 1.3. Branches of AVT A quite number of various taxonomies have been made for AVT among which the one prepared by Luyken et al. (1991) is known as the most outstanding. His suggested subfields for AVT are as follow: a) lip-sync dubbing, b) voice-over/narration, and c) free-commentary. (p. 40) Gambier (1994) also presents the following audiovisual language transfer methods: a) subtitling, b) simultaneous subtitling, c) dubbing, d) interpreting (pre-recorded and consecutive), e) voice-over, f) narration, g) commentary, h) multilingual broadcast, i) surtitles and supratitles/supertitles, and j) simultaneous translation. (p. 277) 1.4. Subtitling Subtitling can be defined as the translation of the spoken (or written) source text of an audiovisual product into a written target text which is added onto the images of the original product, usually at the bottom of the screen (Gottlieb, 1994a; Gottlieb, 1998: Luyken et al., 1991; Delabastita, 1989; qtd. by Karamitroglou, 2000, p. 5). It can be both intralingual (or vertical), when the target language and the source language are the same, and interlingual (or diagonal), when the target language and the source language are different (Gottlieb, 1994; Gottlieb, 1998; qtd. by Karamitroglo, 2000). Subtitles can be open, when the target text constitutes a physical part of the translated film and is transmitted in addition to the film sound and image, or closed, when the target text is stored in a digital/teletext format which is transmitted in as well as accessed via a separately coded channel at the discretion of the viewers (Luyken et al., 1991; Gottlieb, 1998; qtd. by Karamitroglou, 2000). Subtitles are different from displays which are fragments of text recorded by camera letters, newspapers, headlines, banners etc. (Gottlieb, 1994a; qtd. by Karamitroglou, 2000) or captions (or toptitles) which are pieces of textual information usually inserted by the programme maker to identify names, places or dates relevant to the story line (Luyken et al., 1991; cf. Gottlieb, 1994a; qtd. by Karamitroglou, 2000, p. 5). In this thesis, subtitling refers to interlingual open subtitling which does not include displays or captions. 1.5. The concept of metaphor Metaphor is a trope based on which one thing is spoken of as if it is another thing. It is the permanent feature of language. The ability to understand and produce metaphor is the characteristic of mature linguistic competence so that metaphors are used in intelligence test or to evaluate creativity. Metaphor is basically used to state the experiences and concepts that literal language does not seem to be sufficient for their expression. Therefore, it happens to increase the range of articulation in language. Metaphor can refer to a novel and at the same time amazing use in language (e.g., He slept off the fumes of vanity). I van also refer to the frequently-used terms in the form of conventional metaphors (e.g., I see as I understand); or completely known dead metaphors (e.g., to grasp a concept). Whether occupied with metaphors novel or commonplace, theorists of language and of cognition have come to recognize that no understanding of language and linguistic capacities is complete without an adequate account of metaphor (Asher, R. E., 1994, p. 2452). 1.6. Purpose of metaphor The most important rhetorical function of metaphor is to stimulate imagination, to arose feelings and to prompt action (Elliot, 1984). Metaphors are applied to beautify the ordinary language and to increase the effect of language use. Moreover, they express our intended concept in a more subtle way. In this case, metaphors highlight a particular feature of a phenomenon while leaving out other aspects in a way that we look at the phenomenon in hand form a certain angle. For example, in Life is a stage we merely look at life as a stage regardless of its other features like sorrow, pain and the like. Newmark (1981) believes that the main and one serious purpose of metaphor is to describe an entity, event or quality more comprehensively and concisely and in a more complex way than is possible by using literal language. The process is initially emotive, since by referring to one object in terms of another (a wooden face, starry-eyed), one appears to be telling a lie; original metaphors are often dramatic and shocking in effect, and , since they establish points of similarity between one object and another without explicitly stating what these resemblances are, they appear to be imprecise if not inaccurate, since they have indeterminate and undeterminable frontiers. (p. 84) Newmark (1981) states that I have never seen this purpose of metaphor stated in any textbook, dictionary or encyclopedia. The issue is clouded by the idea of metaphor as an ornament, as a figure of speech, or trope, as the process of implying a resemblance between one object and another, as a poetic device. Further linguists assume that scientific or technological texts will contain mainly literal language, illustrated by an occasional simile(a more cautious form of metaphor), whilst the purpose of metaphor is merely to live up other types of text, to make them more colourful, dramatic and witty, notoriously in journalism. All emotive expression depends on metaphor, being mainly figurative language tempered by psychological terms. If metaphor is used for the purpose of colouring language (rather than sharpening it in order to describe the life of the world or the mind more accurately), it cannot be taken all that seriously. ( p. 84) 1.7. Definition of metaphor The term metaphor roots in the Greek word metaphora which includes two parts: meta meaning over and pherein meaning to carry. It refers to a particular set of linguistic processes whereby aspects of one object are carried over or transferred to another object, so that the second object is spoken of as if it were the first (Terence Hawkes, 1972, p. 1). The earliest definition of metaphor had been presented by Aristotles The Poetics- quoted by I. A. Richards (1965) as a shift carrying over a word from its normal use to a new one (p. 89). As it can be viewed, this definition is so broad that can contain other figures of speech such as allegory, synecdoche, metonymy and the like. Most dictionaries refer to metaphor as a way of expressing something through the establishment of a comparison between that thing and another thing and without using the words like or as. The Concise Oxford Dictionary (COD) defines metaphor as the application of a name or a descriptive term or a phrase to an object or action to which it is not literally applicable (e.g., a glaring error, and food for thought). The Longman Dictionary of Contemporary English defines the metaphor as a way of describing something by comparing it to something else that has similar qualities without using the words like or as (e.g., the sunshine of her smile). In brief, metaphor as a figure of speech belongs to rhetoric. It helps us to use a word, which denotes a certain meaning, figuratively to refer to another meaning. This is basically done through a likeness or analogy between two things. Other definitions of metaphor taken from the Purdue Universitys OWL (1995) include: The act of giving a thing a name that belongs to something else. The transferring of things and words from their proper significance to an improper similitude for the sake of beauty necessity, polish, or emphasis. A device for seeing something in terms of something else. Understanding and experiencing one thing in terms of another. A simile contracted to its smallest dimensions. 1.8. Structure of metaphors In the view of I. A. Rechards (1936; qtd. in Wikipedia), metaphor has two parts: the tenor and vehicle. The tenor is the subject to which attributes are assigned. The vehicle is the subject from which the attributes are borrowed. Other writers use the general terms ground and figure to denote what Richards identified as the tenor and vehicle. In All the worlds a stage, and all the men and women merely players, the phrases the world and men and women are respectively tenor and vehicle. Larson (1998) believes that metaphor is a figure of speech which is based on a comparison. Accordingly, he states that metaphor is a grammatical form which presents two propositions in its semantic structure. Each proposition includes a topic and a comment about that topic. In John is tall, John is topic and is tall is comment. Translating a metaphor is highly dependent on analyzing that metaphor and discovering the two propositions in its semantic structure. The relation between two propositions is comparison which can be detected in the comments of two propositions. Comments may be alike or identical. In John is a beam pole, the two propositions in the semantic structure can be discussed as follow: 1. John is tall 2. A beam pole is tall. Here, the topic of the first propositions compared with the topic of the second. Comments are identical. The topic in the second propositions often called image. The point of similarity exists in the comments. Therefore, metaphor has four parts (see Beekman and Callow 1974 for more discussion): Topic: the topic of the first proposition (nonfigurative), i.e., the thing really being talked about. Image: the topic of the second proposition (figurative), i.e., what it is being compared with. Point of similarity: found in the comments of the both of the propositions involved or the comment of the EVENT proposition which has the image as the topic. Nonfigurative equivalent: when the proposition containing the topic is an EVENT proposition, the COMMENT is the nonfigurative equivalent. According to the above-mentioned points, the propositions in The moon is blood are as follows: 1. The moon is red. 2. The blood is red. An analysis on these propositions can lead us to the following results: Topic: moon Image: blood Point of similarity: red In The righteous judge will give you the crown of life, the metaphor includes a sentence which is encoding an event proposition. Hence, four parts should be discovered here: 1. (The officials) give (the victorious athlete) a crown. 2. (God), who judges righteously, will give you (eternal life). Topic: God who judges righteously Image: officials Point of similarity: receive a reward for doing well Nonfigurative meaning: will give you eternal life What looks helpful in analyzing metaphors is to write down the propositions which make a vital role in the comparison. It includes topic, image, point of similarity and nonfigurative meaning (in case of Event Propositions). In fact, an adequate translation is only possible when the above points have been clearly discovered. Besides the up-coming view, Newmark (1981) has also considered the following parts in the structure of a metaphor: a) Object that is, the item which is explained by the metaphor (Refered to by Beekman and Callow (1974) as topic). b) Image that is, the item in terms of which the object is explained (Richards vehicle). c) Sense that is, Richards tenor, Beekman and Callows point of similarity, which illustrates in what particular aspects the object and the image are similar. d) Metaphor the word(s) taken from the image. e) Metonym a one-word image which places the object, which may later turn into a dead metaphor, e.g. the fin of a motor cycle. In many cases, a metonym is figurative but not metaphorical, since the image distinguishes an outstanding feature of the object. It may also be a synecdoche (the seven seas is the whole world) which the translator may have to clarify within the text, and would normalize. (p. 85) 1.9. Types of metaphor Metaphors have been taxonomized in different ways. A more commonly identified taxonomy of metaphors is as follow (Wikipedia): a) A dead metaphor is one in which the sense of a transferred image is not present. Examples: to grasp a concept or to gathered what youve understood Both of these phrases use a physical action as a metaphor for understanding (itself a metaphor0, but in none of these cases do most people of English actually visualize the physical action. Dead metaphors, by definition, normally go unnoticed. Some people make a distinction between a dead metaphor whose origin most speakers are entirely unaware of (such as to understand meaning to get underneath a concept), and a dormant metaphor, whose metaphorical character people are aware of but rarely think about (such as to break the ice). Others, however, use dead metaphor for both of these concepts, and use it more generally as a way of describing metaphorical cliche. b) An extended metaphor, or conceit, sets up a principal subject with several subsidiary subjects or comparisons. The above quote from As You Like It is a very good example. The world is described as a stage and then men and women are subsidiary subjects that are further described in the same context. c) A mixed metaphor is one that leaps from one identification to a second identification that is inconsistent with the first one. Example: He stepped up to the plate and grabbed the ball by the horns, where two commonly used metaphoric grounds for highlighting the concept of taking action are confused to create a nonsensical image. The following is another less common classification of metaphors which is not universally accepted (Wikipedia): a) An absolute or paralogical metaphor (sometimes called an anti-metaphor) is one in which there is no discernible point of resemblance between the idea and the image. Example: The couch is the autobahn of the living room. b) An active metaphor is one which by contrast to a dead metaphor, is not part of daily language and is noticeable as a metaphor. c) A complex metaphor is one which mounts one identification on another. Example: That throws some light on the question. Throwing light is a metaphor and there is no actual light. d) A compound or loose metaphor is one that catches the mind with several points of similarity. Examples: He has the wild stags foot. This phrase suggests grace and speed as well as daring. e) A dying metaphor is a derogatory term coined by George Orwell in his essay Politics and the English Language. Orwell defines a dying metaphor as a metaphor that is not dead (dead metaphors are different, as they are treated like ordinary words), but has been worn out and is used because it saves people the trouble of inventing an original phrase for themselves. In short, a clichà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¡. Example: Achilles heel. Orwell suggests that writers scan their work for such dying forms that they have seen regularly before in print and replace them with alternative language patterns. f) An epic metaphor or Homeric simile is an extended metaphor containing details about the vehicle that are not, in fact, necessary for the metaphoric purpose. This can be extended to humorous lengths, for instance: This is a crisis. A large crisis. In fact, if youve got a moment, its a twelve-story crisis with a magnificent entrance hall, carpeting throughout, 24-hour porterage and an enormous sign on the roof saying This Is a Large Crisis.'(Blackadder) g) An implicit metaphor is one in which the tenor is not specified but implied. Example: Shut your trap! Here, the mouth of the listener is the unspecified tenor. h) An implied or unstated metaphor is a metaphor not explicitly stated or obvious that compares two things by using adjectives that commonly describe one thing, but are used to describe another comparing the two. An example: Golden baked skin, comparing bakery goods to skin or green blades of nausea, comparing green grass to the pallor of a nausea-stic person or leafy golden sunset comparing the sunset to a tree in the fall. i) A simple or tight metaphor is one in which there is but one point of resemblance between the tenor and vehicle. Example: Cool it. In this example, the vehicle, Cool, is a temperature and nothing else, so the tenor, it, can only be grounded to the vehicle by one attribute. j) A submerged metaphor is one in which the vehicle is implied, or indicated by one aspect. Example: my winged thought. Here, the audience must supply the image of the bird. k) A synecdochic metaphor is a trope that is both a metaphor and a synecdoche in which a small part of something is chosen to represent the whole so as to highlight certain elements of the whole. For example a pair of ragged claws represents a crab in T.S. Eliots The Love song of J. Alfred Prufrock. Describing the crab in this way gives it the attributes of sharpness and savagery normally associated with claws. Black (1962a) believes that the only entrenched classification is grounded in the trite opposition between dead and live metaphors. On this basis, he asserts that this is no more helpful than, say, treating a corpse as a special case of a person: A so- called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use. His classification of metaphors is as follow: 1. Extinct metaphors whose etymologies, genuine or fanciedÃÆ' ¿propose a metaphor beyond resuscitation (a muscle as a little mouse, musculus) 2. Dormant metaphors where the original, now usually unnoticed, metaphor can be usefully restored (obligation as involving some kind of bondage) 3. Active metaphors that are, and are perceived to be, actively metaphoric (p. 25) Black (1962a) also distinguishes between two types of active metaphor: an emphatic metaphor whose producer will allow no variation upon or substitute for the words used, and a resonant metaphor which supports a high degree of implicative elaboration. (p. 26) Newmark (1988) considers the following six types of metaphors in his suggested taxonomy: a) Dead metaphor which frequently relates to universal terms of space and time, the main part of the body, general ecological features and the main human activities. Dead metaphors have lost their figurative value through overuse and their images are hardly evident (e.g., reflect as think and shine as excel). b) Clichà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã‚ ¡ metaphor is usually known to be a murky area between dead and stock metaphor which consists of two types of stereotyped collocations; figurative adjective plus literal noun (simplex metaphor), as in filthy lucre; or figurative verb plus figurative noun (complex metaphor), as in explore all avenues, leave no stone unturned, and stick out a mile. This type of metaphor has outlived its usefulness, and is used as a substitute for clear thought, often emotively, but without corresponding to the facts of the matter. c) Stock or standard metaphor is an established metaphor, which in an informal context is an efficient and concise method of covering a physical and/or mental situation both referentially and pragmatically. Unlike dead metaphors, a stock metaphor is not deadened by overuse. Examples of this kind of metaphor include: she wears the trousers and he plays second fiddle. d) Adapted metaphor usually includes proverbs or is actually a stock metaphor that has been adapted into a new context by its speaker or writer (e.g., almost carrying coals to Newcastle). e) Recent metaphor is produced through coining and spreads rapidly in the source language (e.g., pissed as drunk, fuzz as police, spastic as stupid, skin as bankrupt, and greenback as note). f) Original metaphor is created or quoted by the SL writer, and in the broad sense, contains the core of an important writers message, his personality, his comment on life. Examples are lets weight the night of a village, the slumber of a gazelle, and I can hear the clear sound of solitude, opening and closing its window, and where the Norweyen banners flout the sky, and fan our people cold. (p. 106-112) 1.10. How to interpret metaphors Larson (1998) believes that understanding metaphors is not always an easy task. A literal or word-for-word translation of metaphors in target language may lead to a partial or complete misunderstanding on the part of readers. On this ground, he presents a number of reasons to emphasize on the fact that the translation of metaphors is not always an easy task and literal translation of metaphors, in some cases, might not be the adequate one. These reasons are as follows: First, there is a possibility that the image of metaphor is unknown in the receptor language. For example, I washed my clothes snow white might be meaningless in some parts of the South Pacific because people in these religions have no idea about snow; instead, the images in seashell white or bone white are quite comprehensible for these people. Lack of clearance over the topic of a metaphor may result in some problems for readers. In The tide turned against the government, the phrase public opinion has been left implicit and hence is kind of vague for readers. The hardness in understanding metaphors may be due to the implicit concept of the point of similarity. For example, the point of similarity is uncertain in a sentence like He is a pig.A reference to pig may connotes different concepts such as dirty, gluttony, stubborn and the like in different cultures. An even more serious problem is that the point of similarity may be understood in two cultures in two entirely different ways so that one certain image may be used with different meanings. In different cultures, a sentence like John is a rock may convey different meanings such as He is still, He cant talk, He is always there or He is very strong. Linking a person to ship may raise a wide variety of images in different cultures (e.g., long-haired man, a drunkard, a person who doesnt answer back, one who just follow without thinking and a young fellow waiting for girls to follow him). Therefore, it can be concluded that a literal translation for He is a ship without determining the point of similarity will be misleading in the second language. On the other hand, the comparison in Target Language (TL) may be done in a different way compared to that of Source Language (SL). For example, despite of the SL metaphor in There was a storm in the national parliament yesterday, storm may have never been used in the receptor language to speak of a heated debate. Keeping this metaphor in the translation, we will have no choice but to replace the image of the SL metaphor (a storm at sea) with a familiar equivalent image for TL readers (e.g., fire to refer to heated debate). Languages differ in how they produce metaphors and how often they use them. If the production of new metaphors is a common issue in a language, it is possible to create new metaphors when translating to that language. However, one should be assured that the newly-made metaphor will be practical in the receptor language. There are other languages, as well, with a very low frequencyin producing metaphors. For such languages, direct translation of SL metaphors may result in the hardness of understanding on the part of SL readers. In languages with high frequency of metaphor usage, most images have already had metaphorical meanings. Therefore, using an image in a different way in the Source Text may cause misunderstanding due to its difference with the accepted common image in the receptor language. For Example, the literal translation of John is a rock when it means He is severe in the SL and he has hard muscles in the TL will only make wrong meaning. 1.11. How to translate metaphors The translation of metaphors has always been focused by translation experts and linguists due to The problems in the way of understanding and interpreting metaphors and their direct influence on translating this figure of speech. Accordingly, Larson (1998) suggests the following strategies for translating metaphors: 1. The metaphor may be kept if the receptor language permits (that is, if it sounds natural and is understood correctly by the readers) 2. A metaphor may be translated as a simile (adding like or as) 3. A metaphor of the receptor language which has the same meaning may be substituted 4. The metaphor may be kept and the meaning explained (that is, the topic and/or point of similarity may be added) 5. The meaning of the metaphor may be translated without keeping the metaphorical imagery (p. 277-279) Newmark (1988b) has also presented seven strategies to translate metaphors. These strategies which could won the attention of language and translation experts and later will be focused in this thesis to process its data are as follows: 1. Reproducing the same image in the TL 2. Replacing the image in the SL with a standard TL image which does not clash with the TL culture 3. Translation of metaphor by simile, retaining the image 4. Translation of metaphor (or simile) by simile plus sense, or occasionally metaphor plus sense 5. Conversion of metaphor to sense 6. Deletion. If the metaphor is redundant or serves no practical purpose, there is a case for its deletion, together with its sense component 7. Translation of metaphor by the same metaphor combined with sense. The addition of a gloss or an explanation by the translator is to ensure that the metaphor will be understood (p. 107) 1.12. Rationale of this study Cinema is considered as one of the most influential media in the field of culture. What gives cinema such a high status is not merely due to its great potential in entertaining its audience. It is a medium which sends rather important messages to the people of a community or peoples in different communities. These messages can cover a wide range of issues including science, imagination, religion, morality, culture and the like. On the other hand, language is known to be among the most outstanding ways of transferring such messages particularly in the field of culture. Thus, the study of subtitling metaphors in cinema movies could be significant in different ways. Metaphors have been long regarded as cases of untranslatability. This is mostly due to their unique structure based on which one cannot guess the meaning of a metaphor from its constituent parts. So the matter of subtitling metaphors turns to reveal unique features and constraints. Another outstanding point about the translation of metaphors is in regard with their role as the key cultural components in language. Metaphors root in the culture of a nation so th

Old aged and retired people Essay

The new customers can be the group of old aged and retired people, which have not been addressed before. This potential group can also play an important role in the expansion of the customer base. Since by satisfying the needs of this group Bob’s Bicycle can get exposure to other customers group. Hence by selecting the group from the target market which have exposure to more masses the number of addressed individuals can be increased without putting additional efforts. Young and Adults: The youngster can also play an important role in the expansion of the customer base masses. 2. 4 Long Term Objectives: After achieving short-term goals, the vision of marketing plan will be enlarged to the long-term goals, which are as follows: SMART Objectives for the Bob’s Bicycle Objectives Activity Time Scale Required Responsibility Promotional Objective: Improvement in promotion by introducing new methods. methods 1. By implementing Web based advertising. 2. By sending e- newsletters. 3. By using the relationship with media more effectively. 4. By hanging billboards on important educational places January 2009 Marketing Staff. Market Share Objectives: Increase in visitors for 25% 1. By using aggressive marketing techniques. 2. By gaining knowledge about the competitors steps through continuous research 3. By continuous performance evaluation and improvement. 4. By introducing new services. January 2009 Management & Marketing Staff. Profitability Objectives: Increasing revenue for 30-35% 1. After gaining promotional and market share objectives. Increase in profit to be attained by continuing above-mentioned tasks. 2. By introducing new and attractive programs for other age groups. 3. By improving the presentation of shop. June 2009 Management Product variety variables: Bob’s bicycle should apply the strategy of unique special features to offer its customers such as maps and information regarding different routes in London and outside London. The company should undertake special educational programs for the school children. Programmes should also be arranged for special social groups. Services: A range of customer services should be provided to serve the needs of customers. Arrangement will be made in future for the needs of special customers. To facilitate the facility to use credit cards and other modes of payments will be implemented. The reservations for institutional can be undertaken on Internet. Customer satisfaction will be seen as the foremost priority. A comment box will be placed at the most prominent place in the outlet and in all the shops to take the comments of the visiting customers, which will help, in undertaking service betterment process. The customers will also able to register their complain through these boxes and on Internet. The quick complaint handling will be undertaken in order to satisfy the customers. Position: In order to increase the sale income and generate the revenue the company needs to attract the customers from the target group of old ages and retired people as they will constitute the major part of the population in the UK in coming years. The second important group, which needs to be targeted, is the school going children and youth. Price: Keeping reasonable and competitive prices can increase the income of the Company. Special discount programs can be announced to old aged and retired customers. Establishment design: Interior layout will be designed in an effective manner to attract the customers. All the items in the shop must be displayed in an easy to reach and highly visible manner. To keep the environment clam and pleasing atmospherics—scent, lighting, colour, mirrors and music, should be used. Promotion: In order to establish a brand image it is strongly suggested that the company should establish a logo and advertising message. In order to promote the products and services to the target audiences the management needs to follow the persuasive advertising. Advertisements can be given in newspapers and magazines. The company can place ads in trade publications/tourism guidebooks in order to attract the earning individuals. In order to effectively approach the target market it is important to advertise on television on regular basis. Another cost effective technique is to send mails and promotional promos through Emails. Another important approach is telemarketing. Direct mail is another option. The advertisement campaign should include direct mailing, ads in magazines and newspapers, advertisements on Internet and promotional emails. In order to undertake a frequent strategic evaluation an annual plan control should be undertaken through setting small term objectives. The management should keep on analysing the performance in the market place. If there is deviation in the performance from the goals specified in the annual plan the reasons should be analysed. Conclusion: The company can take the advantage of the product differentiation but in order to make the most of it is important to design a successful marketing plan to support the strategy of the company. Marketing variables play an important part in the presentation and exposure to the target population. Age and geographic variables are also important factors. It is important for the company to target new segments in order to remain at the cutting edge. In order to remain competitive in the market it is important to present timely and effective information for the target population. The creation of a proper Marketing Information System and its updating on regular basis is very important for the Bob’s Bicycle to not only keep its presence felt but also to increase its marketing share. A step by step marketing plan should be undertaken in order to achieve the desired result. The management should undertake an annual evaluation of the plans and goals designed to achieve. This will help the company to correct its action towards the right direction. Continuous updating and promotion will make it possible for Bob’s Bicycle to achieve its goals in future. References †¢ Kotler, P. , (2000). Marketing Management, Millennium Edition, Prentice Hall, United States. †¢ Noorwood, G. , (2005). Retirement homes on the coast: The tide is turning away from urban amenities and back towards houses by the shore. Published: 26 October 2005, available at †¢ Warnes, T. , Lowles R. , and Kyeung M. O. , (2002). Older people in Yorkshire and the Humber, Sheffield Institute for Studies on Ageing, University of Sheffield, available from < http://www. ageconcern. org. uk/AgeConcern/Documents/regions_YH-DemographyReport-Part1. pdf> †¢ Woodland, R. , (2008). Cycling in UK schools trebles. News Monday 5 May, 12:01 am BST, Bikeradar. com, available at http://www. bikeradar. com/news/article/cycling-in-uk-schools-trebles-16102.

The Health Of India And Australia - 1613 Words

India and Australia are two distinct countries with entirely different extremes if the health care system is taken into account . Health is based on different social determinants - social gradient , early life , education employment opportunities , social exclusion isolation , education , culture ethnicity , transport , food disposable income. Australia is sixth largest country of the world with an area of 7,741,220 square kilometres , comparing with India as seventh largest country with an area of 9,596,877 square kilometres. Social Determinants of Health - Social Determinants are basically the conditions in which people live, grow, work aged . These circumstances are shaped by power, money resources at local , national†¦show more content†¦Dwindling status of immunisation has lead to increased mortality rate as 56 per 1000 live births, while In Australia, vaccination coverage trend has been increased from December 2007 onwards , in children aged 1, 2 5 years of age (Health.gov.au, 2014) leading to highly improved mortality rate by 5 per 1000 live births. Some of the Health Statistics (Figure 1) covered by WHO - best describes the health care distribution in both the countries. Figure 1 : Health Care Statistics - WHO (Who.int, 2014) Noticeably the life expectancy in Australia have been appreciably higher due to lower infant mortality, the promotion of healthier lifestyles, continuously improving life standards, and ongoing medical advances leading to improvement in prevention, diagnosis and treatment of diseases, vast improvement in aged care management , decline in premature death due to chronic disease like cancer , cardiac stroke and improved dietary patterns with less smoking(Abs.gov.au, 2014). However , significantly low life expectancy in India is caused by high infant mortality , high maternal mortality , existence of chronic disease like HIV ,

Biography of Strom Thurmond, Segregationist Politician

Strom Thurmond was a segregationist  politician who ran for president in 1948 on a platform opposed to civil rights for African Americans. He later served 48 years—an astonishing eight terms—as a U.S. Senator from South Carolina. In the later decades of his career, Thurmond obscured his views on race by claiming that he had only ever been opposed to excessive federal power. Early Life and Career James Strom Thurmond was born December 5, 1902 in Edgefield, South Carolina. His father was an attorney and prosecutor who was also deeply involved in state politics. Thurmond graduated from Clemson University in 1923 and worked in local schools as an athletic coach and teacher. Thurmond became Edgefield Countys director of education in 1929. He was  tutored in law by his father and was admitted to the South Carolina bar in 1930, at which point he became a county attorney. At the same time, Thurmond was becoming involved with politics, and in 1932 he was elected as a state senator, a position he held in 1938. After his term as state senator ended, Thurmond was appointed a state circuit judge. He held that position until 1942, when he joined the U.S. Army during World War II. During the war, Thurmond served in a civil affairs unit, which was charged with creating governmental functions in newly liberated territories. The position was not a sedate one: Thurmond landed in Normandy aboard a glider on D-Day, and saw action in which he took Germans soldiers prisoner. Following the war, Thurmond returned to political life in South Carolina. Running a campaign  as a war hero, he was elected governor of the state in 1947. Dixiecrat Presidential Campaign In 1948, as President Harry S. Truman moved to integrate the U.S. military and embark on other civil rights initiatives, southern politicians responded with outrage. The Democratic Party in the South had long stood for segregation and Jim Crow rule, and as Democrats gathered for their national convention in Philadelphia, southerners reacted fiercely. One week after the Democrats convened in July 1948, leading southern politicians gathered for a breakaway convention in Birmingham, Alabama. Before a crowd of 6,000, Thurmond was nominated as the groups presidential candidate. The splinter faction of the Democratic Party, which became known in the press as the Dixiecrats, pledged opposition to President Truman. Thurmond spoke  at the convention, where he denounced Truman and claimed that Trumans program of civil rights reforms betrayed the South. The efforts of Thurmond and the Dixiecrats posed a serious problem for Truman. He would be facing Thomas E. Dewey, a Republican candidate who had already run for president, and the prospect of losing the electoral votes of southern states (which had long been known as The Solid South) could be disastrous. Thurmond campaigned energetically, doing all he could to cripple Trumans campaign. The strategy of the Dixiecrats was to deny both major candidates a majority of electoral votes, which would throw the presidential election into the House of Representatives. If the election went to the House, both candidates would be forced to campaign for the votes of members of Congress, and southern politicians assumed that they could force candidates to turn against civil rights. On Election Day  1948, what became known as the States Rights Democratic ticket won the electoral votes of four states: Alabama, Mississippi, Louisiana, and Thurmonds home state of South Carolina. However, the 39 electoral votes Thurmond received did not prevent Harry Truman from winning the election. The Dixiecrat campaign was historically significant as it marked the first time the Democratic voters in the South began to turn away from the national party over the issue of race. Within 20 years, Thurmond would play a role in the major realignment of the two major parties, as the Democrats became the party associated with civil rights and the Republicans veered towards conservatism. Famous Filibuster After his term as governor ended in 1951, Thurmond returned to private law practice. His political career seemed to have ended with the Dixiecrat campaign, as establishment Democrats resented the danger he had posed to the party in the 1948 election. In 1952, he vocally opposed the candidacy of Democratic nominee Adlai Stevenson. As the issue of civil rights began to build in the early 1950s, Thurmond began speaking out against integration. In 1954 he ran for a U.S. Senate seat in South Carolina. Without support from the party establishment, he ran as a write-in candidate, and against the odds, he won. In the summer of 1956, he received some national attention by once again urging southerners to split off and form a third political party that would stand for states rights, which meant, of course, a policy of segregation. The threat didnt materialize for the election of 1956. In 1957, as Congress debated a civil rights bill, southerners were outraged but most accepted that they did not have the votes to stop the legislation. Thurmond, however, chose to make a  stand. He took to the Senate floor on the evening of August 28, 1957 and began speaking. He held the floor for 24 hours and 18 minutes,  setting a record for a Senate filibuster. Thurmonds marathon speech brought  him national attention  and made him even more popular with segregationists. But it did not stop the bill from passing. Changing Party Alignments When Barry Goldwater ran for president in as a Republican in 1964, Thurmond broke from the Democrats to support him. And as the Civil Rights Movement transformed America in the mid-1960s, Thurmond was one of the prominent conservatives who migrated from the Democratic Party to the Republican Party. In the election of 1968, the support of Thurmond and other new arrivals to the Republican Party helped  secure the victory of Republican candidate Richard M. Nixon. And in following decades, the South itself transformed from a Democratic stronghold to a Republican bastion. Later Career Following the tumult of the 1960s, Thurmond forged a somewhat more moderate image, leaving behind his reputation as a segregationist firebrand. He became a fairly conventional senator, focusing on pork barrel projects that would help his home state. In 1971, he made news when he became one of the first southern senators to hire a black staff member. The move, his obituary in the New York Times later noted, was a reflection of increased African American voting because of legislation he had once opposed. Thurmond was easily elected to the Senate every six years, only stepping down a few weeks after reaching the ago of 100. He left the Senate in January 2003 and died soon after, on June 26, 2003.   Legacy A few months after Thurmonds death, Essie-Mae Washington-Williams came forward and revealed that she was Thurmonds daughter.  Washington-Williams mother, Carrie Butler, was an African-American woman who, at age 16, had been employed as a domestic worker at Thurmonds family home. During that time, the 22-year-old Thurmond had fathered a child with Butler. Raised by an aunt, Washington-Williams only learned who her real parents were when she was a teenager. Though Thurmond never publicly acknowledged his daughter, he provided financial support for her education, and Washington-Williams occasionally visited his Washington  office. The revelation that one of the Souths most ardent segregationists had a  biracial daughter created controversy. Civil Rights leader Jesse Jackson commented to the New York Times, He fought for laws that kept his daughter segregated and in an inferior position. He never fought to give her first-class status. Thurmond  led the movement of southern Democrats as they  migrated to the Republican Party as an emerging conservative bloc. Ultimately, he left a legacy through his segregationist policies and the transformation of the major U.S. political parties.   Strom Thurmond Fact Facts Full Name: James Strom ThurmondOccupation: Segregationist politician and U.S. Senator for 48 years.Born: December 5, 1902 in Edgefield, South Carolina, USADied: June 26, 2003 in Edgefield, South Carolina, USAKnown For: Led the Dixiecrat revolt of 1948 and embodied the realignment of the two major  political parties around the issue of race in America. Sources Walz, Jay. Carolinian Sets Talking Record. New York Times, 30 August 1957, p. 1.Hulse, Carl. Lott Apologizes Again on Words About 48 Race. New York Times, 12 December 2002, p 1.Clymer, Adam. Strom Thurmond, Foe of Integration, Dies at 100. New York Times, 27 June 2003.Janofsky, Michael. Thurmond Kin Acknowledge Black Daughter. New York Times, 16 December 2003.James Strom Thurmond. Encyclopedia of World Biography, 2nd ed., vol. 15, Gale, 2004, pp. 214-215. Gale Virtual Reference Library.