Production Of A Klashnikov Coursework Example | Topics and Well Written Essays - 1250 words - 2

Production Of A Klashnikov - Coursework Example The stock of the rifle in it is production is simply made out of wood, which is a non-strategic material, over time, AK-47, have been simplified through the use of spot welding, reducing the number of machined parts 2. One production method I would use to produce the riffle is Izhmash production method which produces around 95 units per hour which is an equal amount of over 1 million units per year. The process is rather cheap and cost effective both in the short run and long run. 3. The manufacturing methods used in mass production in comparison to those used in less developed regions is way very different, in mass production, the methods used are very advanced and fast to produce, new design are being tried and tested so as to improve the future designs while at the same time improve its accuracy and reliability. In less developed region, the manufacturing methods lack the new technology hand in it and thus are faced with the challenge of producing as many numbers as possible. For instance, in Russia the Izhevsk production method is the chief mass manufacture of the riffle, producing in mass numbers and has equally sold over 50 million units since its inception. Fackler M, L., Malinowski ,JA., Hoxie S,W., Jason, A. "Wounding Effects of the AK-47 Rifle Used by Patrick Purdy in the Stockton, California, Schoolyard Shooting of 17 January 1989". American Journal of Forensic Medicine and Pathology 11 (3): 185–9. (1990).

Patton-Fuller Hospital Essay Example for Free

Patton-Fuller Hospital Essay Patton-Fuller Hospital is a community hospital that has remained aiding the community since the year 1975. Yearly examinations have been conducted by self-governing audits to review this years financial performance in comparison to preceding years. The financial statement review highpoints the alteration between the audited and unaudited reports classifies the association amongst revenue resources and expenses, despite the fact defining the assets of revenue sources on recording. Financial statement assessments subsidize an excessive level accounting of the statistics controlled in the audit. Financial statements of audited and unaudited statements contain the same type of statistics. Patton-Fuller Community hospital conducts audits agreement with auditing ethics in the United States. Self-governing Auditors ensure audited the balance sheet of Patton-Fuller Community Hospital as of December 31 of 2009 and 2008. The audited balance sheet reports the assets for 2009 which a sum of $587,767. The audited balance sheet reports the whole assets for 2008 of a total $548,535. The upsurge from 2008 to 2009 is 39,232. Liability total for 2009 is $ 462,153. The liability volume for the year 2008 is $213,450. This was a rise from 2008 to 2009 and the amount of the growth is $248,703. The entire equity and liabilities for 2009 is $587,767 and 2008 $548,535. This is an upturn from 2008 to 2009 with $ 39,232. In 2009 the total revenues show for $ 462,982 and then for 2008 $ 42,314. This total increase from 20o8 and 2009 is $41,668 according to the audited revenue and expenses annual report. The increase of $25,869 from 2008 to 2009 is shown from the audited revenue and expenses annual report. The year 2009 had $463,293 and 2008 had $437,424. The effects of revenue can be seen on the financial reporting by the fluctuations versus the expenses. From year to year you can see the fluctuation in revenue for the hospital. The revenues and expenses are grouped together by total revenues, total expenses, and net income. The total revenues include net patient revenues and other revenues. The total expenses include salaries and benefits, supplies, utilities, and depreciation. The net income shows the non-operating income (loss) as well as the investment income. By grouping the revenues and expenses it will help with separation and looking at the reports. The Patton Fuller Community Hospital’s revenue comes from a  variety of sources, this includes net patient revenue and other different types of revenue. The revenue has definitely increased from 2008. When comparing the revenue received by the hospital to its operating expenses the difference lies in what revenue items are included in each ratio formula. In 2008 the total operating revenue is less than the total operating expenses therefore; the hospital operated at a loss and gave them a negative operating margin. In 2009 the total operating revenue exceeds the total operating expenses therefore; the hospital had a profit that year. As a result there was a positive operating margin. The way in which a hospital’s revenues and expenses are grouped for planning and control varies from hospital to hospital. At Patton-Fuller Community Hospital, the expenses are grouped by salaries and benefits, supplies, interest, and a lot more. During salaries, the staff of the hospital must be paid for the work they do. Members of the staff (therapist or surgeons) have a highly qualified job in which they have spent more time in education which causes them to have higher wages. During benefits, there are hospitals who offer benefits for the employee and their family with a discount. This can be very expensive for the hospital. The hospital needs supplies in order to fulfill their duty and many of the supplies are expensive as well as cheap. Because the hospital has to order the supplies in large quantities, it becomes very expensive. Interest is another expensive thing that the owners of the hospital have to deal with. With the hospital building costing so much, it leads to the owners taking a big mortgage out to pay for the building. When a mortgage is being taking out, interest develops. Another reason for an interest to develop is a loan to buy high price technology or machinery. There are many ways that Patton- Fuller Community Hospital grouped for planning and control for revenues and expenses. Inclusive the analysis of the financial statement originate many constructive results and the audited information and unaudited information enclosed the equivalent data. The revenue sources ensured a confident influence on the hospital and will lead to forthcoming development. Patton-Fuller Hospital Revenue review did not disclose any concealed problems. Financial managers need to carry on making assessments of the daily actions. Reference Patton-Fuller Community Hospital. Retrieved July 14, 2014 from https://ecampus.phoenix.edu/secure/aapd/cist/vop/Healthcare/PFCH/isoverview.asp?subgroup=hr

Factors When Planning Recruitment In Health And Socialcare Nursing Essay

Factors When Planning Recruitment In Health And Socialcare Nursing Essay Introduction Employment of individuals in health and social care organisations is a challenge given the complex nature of the goals of quality patient care and efficient utilisation of the resources, variety of professionals working in such organisations and different motivation needs of the employees (Benson-Dundis, 2003). Appropriate Human Resources (HR) strategies and leadership and management style can address the issues of staff recruitment and retention in the health and social care organisations (Price, 2003). The following essay aims to critically analyse these factors which should be taken into consideration to recruit and retain individuals in these organisations. The essay begins by understanding the process of recruitment and the HR strategies which can ensure that appropriate individuals are employed for the job position. This is followed by a discussion on team working in the health and social care organisations and the manner in which effective team working can be achieved. Next, the essay will discuss the manner in which the organisations can address the staff’s needs of learning and professional development and the final section of the essay will discuss the role of appropriate form of leadership and management style in retaining the employees and ensuring their job satisfaction. Recruitment in Health and Social Care Recruitment in the health and social care is the process of identifying and engaging appropriate individuals who can help the organisation to meet the health and social care needs of quality and efficiency (Buchan, 2000). However, Eaton (2011) argues that organisations which only focus on developing better recruitment and filtering strategies adopt a very constricted view of Human Resources Management (HR). He mentioned that the organisations should be also concerned about retention of these individuals who were selected, hired, trained and imparted the crucial experiential knowledge. This understanding guides the discussion to value the two pillars of recruitment and retention in health and social care HRM. The aspects of retention and meeting the motivational needs of the staff will be discussed later in the essay. At this point, it is essential to consider the factors which are indispensable while employing individuals in the health and social care organisations. The relevant literature supports that the job vacancy should be sufficiently advertised through appropriate sources which will inform the target set of individuals with desirable skills and knowledge about the prospects of potential employment (Den Adel et al, 2004). However, Price (2003) mentioned that the recruitment officials should be able to respond to the fast-paced nature of the Information Technology (IT). He mentioned that along with advertisements in newspapers, healthcare magazines, agencies and recruitment consultants, the HR staff should also demonstrate the ability to engage the potential employees through e-recruiting. For instance, recent graduates could be informed about the vacancy through their preferred means of communication, such as social networking and e-mails (Truss et al, 2012). Job advertisement should be able to provide concise and comprehensive form of information to the candidates by appropriately describing the role, job description and person specification. Michie and West (2004) supported that this form of information is helpful for the organisations, HR teams and the candidates and should include duties and responsibilities, job purpose, location, type of contract, working hours, wages and benefits. At the same time, Kabene et al (2006) highlighted the importance of skill matching the candidate with the responsibilities of the job position. For instance, Buchan (2000) mentioned that while recruiting health and social care managers, the recruiters should ensure that the candidate is aware of the national health and social care policies legislations and national targets. Similarly, while recruiting nurses, the recruiters should ensure that the candidate is equipped with the 6Cs principle comprising of nursing skills of care, compassion, courage, communication, competence and commitment (O’Brien-Pallas et al, 2001). However, Buchan (2000) highlighted the aspect of the recruiters own knowledge and awareness of the recruitment policies and fair practice. He mentioned that the recruiters should demonstrate adherence to the national employment laws which lay the foundation of equality and diversity at workplaces. Dubois et al (2006) also supported that the recruiters should be able to explicitly demonstrate the fairness and transparency of the recruitment process and any practices of favouritism should be appropriately addressed with immediate actions. The legislative and policy frameworks act as the common reference of guidance for the recruiters in health and social care organisations. The Equality law consisting of the Equality Act 2010, The Maternity and Parental Leave Regulations 1999 and Work and Families Act 2006 prohibits discrimination on the grounds of colour, race, gender, religion, disability, sexual orientation, ethnic origin, nationality and marital status (Truss et al, 2012). The National Health Services (NHS) organisation in the UK has set out its mission statement of aiming to employ a diverse workforce who reflects the communities and groups using the NHS services (Price, 2003). Health and social care organisations in the UK aim to utilise the Individual Merit Principle which directs the recruiters to employ candidates only on the basis of their knowledge, skills and experience (Truss et al, 2012). However, the recruiters also have to consider the factors which ensure adherence to the ethical HR practices such as protection of the information of the employees and candidates. The Data Protection Act 1998 guides the HR staff to maintain the confidentiality of the information of the employees and candidates (Truss et al, 2012). Employees’ and candidates’ personal data should be obtained only for the lawful purposes relevant to the employment (Price, 2003). Similarly, the Freedom of Information Act 2000 guides the recruiters to maintain transparency of the process of recruitment (Truss et al, 2012). The recruitment of the overseas nationals should be undertaken while adhering to the UK immigration policies of right to work in the UK (Price, 2003). The trio of paper or online application, interview and references is the most common framework followed by the recruiters of the health and social care organisations (Hongoro et al, 2004). However, it is argued that in order to ensure that the most appropriate individuals are employed in the health and social care organisations, the recruiters should aim to use a mix of various recruitment approaches (O’Brien-Pallas et al, 2001). These approaches are online questionnaires, aptitude tests, interview performance, assessment centre performance, personality profiles, appraisals for internal candidates and references (Michie West, 2004). Some authors (Hongoro et al, 2004) mentioned that candidate selection on the basis of interview can be misleading as the candidates are highly likely to provide biased responses which might not necessarily reflect the actual thoughts and personality of the candidate. Despite this criticism of interview-based selection, interviews still remain one of the most popular, feasible and economic form of candidate selection (Michie West, 2004). Eaton (2011) supported interviews as the means of providing information to the candidate, addressing the candidates’ queries related to the job position and verifying the assumptions made by the recruiters when they evaluated the candidates’ application and Curriculum Vitae (CV). Similarly, recruiters in the recent years are also acknowledging the importance of the psychometric tests in order to identify any attitude or behaviour-related differences between the candidates and in order to predict their future behaviours while working in the organisation (Hongoro et al, 2004). The recruiters should then undertake the procedure of candidate assessment and comparison. Candidate assessment is the procedure where each candidate is evaluated for the specified job and comparison is the practice of identifying the individual whose skill, knowledge and experience meet the job specification (Truss et al, 2012). Team Working in Health and Social Care In order to understand the manner in which teams work in health and social care, it is first essential to identify the importance of group interaction. Atwal and Caldwell (2005) supported that in a typical health and social care organisation, the groups perform the five important roles of forming, storming, norming, performing and adjourning. In the forming stage, individuals within a team start the process of knowing each other which is followed by storming where these individuals start understanding each other in order to develop a bond and a feeling of mutuality. In the norming stage, the individuals attempt to relate themselves with the internal group values, beliefs and norms and focus on the aim of the team. In the performing stage, these individuals act in order to meet the team goals by following the relationship-oriented leadership style and in the final stage of adjourning, the team members address the issues of closure after achieving the team goals. These five stages of team interaction provide a general overview of the team relationships in health and social care; however Baker et al (2006) argued that team interaction is a highly complex subject and any single theory cannot capture the level of this complexity. They supported this argument by highlighting the different types of leadership and its impact of the motivation levels of the team members. Teams are comprised of leaders and followers who perform in their respective roles in order to meet the overall goals of the team (Nishii-Ozbilgin, 2007). In health and social care, leadership is defined as an organisational role responsible for achieving a structured form of relationship amongst the team members and is able to exert influence in order to derive expected employee performance (Mullins, 2007). Another definition of leadership supported that leadership is an entity which is responsible for removal of the social barriers and is able to meet the highest level of the members’ motivational needs (Mullins, 2007). These two definitions show the two most prominent styles of leadership, the first definition is reflecting an autocratic form of leadership and the second definition is describing a democratic view of leadership. Followership is a more recently studied phenomenon and the two types of followers are described as active or passive followers where the former believes in creative thinking and the latter likes to follow the provided instructions (Nishii-Ozbilgin, 2007). The types of leadership and followership add to the complexity of team interaction which makes every team in the health and social care organisations unique in their functioning and team relationships. Health and social care organisations have a variety of teams with their unique set of knowledge, skills, relationship and experience (Cadman-Brewer, 2001). Some of the common teams are patient handling teams, representatives, carers, campaigning teams, teams of doctors and nurses, management teams and health and hygiene awareness promoters and caterers (Baker et al, 2006). However, Atwal and Caldwell (2005) argued that despite the variety of teams in health and social care, there are certain common factors which should be addressed in order to allow these teams to work effectively. These factors are team collaboration, stability, composition, leadership, senior leadership support, clinical specialist leadership and the members’ knowledge and experience of quality improvement (Nishii-Ozbilgin, 2007). Effective team working in health and social care can be developed by allowing the members to present their diversity of skills, developing inter-team understanding and bonds and maintaining an honest approach (Mullins, 2007). Similarly, Atwal and Caldwell (2005) highlighted the importance of communication between the team members by mentioning that the diversity of skills would not be appropriately utilised in the absence of communication. Many authors (Buchan, 2000; Mullins, 2007; Price, 2003) have identified leadership as the catalyst for effective team working in health and social care and Baker et al (2006) supported that the organisations should invest in leadership development sessions. At the same time, Atwal and Caldwell (2005) mentioned that effective team working can be developed by identifying the individuals’ training and development needs of the members. Staff Training and Development Eaton (2011) mentioned that the team members’ training needs can be identified by collection of feedback from individuals through one-on-one and group discussions. Similarly, Adams and Bond (2000) support that along with discussion-based feedback collection, the organisations should also aim to obtain objective data in the form of questionnaires and information on skills and knowledge provided by the employee on their CV. On the other hand, Benson and Dundis (2003) supported that the data on staff’s learning needs and development can be collected through observation of their performance. The use of SWOT (Strengths, Weaknesses, Opportunities and Threat) analysis framework is supported by other authors (Mullins, 2007) for specifically identifying the future learning needs of the employees. The role of staff brainstorming sessions on the subject of future skill acquisition and development is supported by Benson and Dundis (2003). Following the identification of the training needs, the health and social care managers should undertake measures for continuous professional and personal development of the employees. The organisations can promote academic knowledge acquisition of the experienced staff by funding their advanced academic programmes, such as post-graduation (Buchan, 2000). Similarly, Adams and Bond (2000) mentioned that the organisations should also aim to organise regular staff training and education sessions. The role of the external educators is highlighted by Dussault and Dubois (2003) as they mentioned that often external educators are able to deliver a newer perspective on the quality improvement issues. Benson and Dundis (2003) further mentioned that the organisations can ensure staff learning and development by providing them access to the library resources where the staff can consult the journals in order to update their clinical knowledge and competency. This also allows the staff to reflect on their performance and identify future action-plans (Eaton, 2011). Reflection is a crucial component of nursing professional development and therefore organisations should promote this practice (Benson-Dundis, 2003). In addition to reflection-based learning, the junior and relatively less experienced members of the staff should be guided by a practice-based mentor who can identify the various learning needs of these employees (Eaton, 2011). Based on these strategies and identification of the staff’s learning and professional development needs, the organisations should implement the Staff Development Programme (SDP) which will enable the employees to become competent practitioners. The managers should gather the information of the number of staff members to be enrolled in the programme and this knowledge can be obtained by requesting the target group of staff to submit the SDP application form (Eaton, 2011). Thereafter, the nature of the programme should be taken into consideration; SDP should be feasible, economical and comprehensive in nature (Eaton, 2011). The delivery of the SDP should be meticulously planned so that it meets the initial aims of staff development and learning (Price, 2003). The SDP should also include the assessment system so that the effectiveness of the programme can be evaluated and future SDP improvement goals can be identified (Benson-Dundis, 2003). Most importantly, Adams and Bond (2000) supported that the staff should be adequately informed and engaged during the planning and delivery of the SDP so that the programme can gain from the staff feedback. Based on this understanding, I will attempt to evaluate the effectiveness of the Staff Nurse Development Programme (SNDP). The programme lacked a comprehensive approach in its design as the programme did not include the development of additional competencies. However, the programme adequately informed the staff by providing a set of guidelines for the staff and the assessors, structure of the programme, core competencies, assessment framework, literature on the source of evidence, implementation, review forms and personal development plan. The staff’s feedback was collected after the completion of the programme and most of the members of the staff expressed that the programme was effective and helped them to identify areas of competency development. Leadership in Health and Social Care Organisations As mentioned previously, there are two principle forms of leadership, autocratic and democratic. The present health and social care organisations understand the importance of using democratic form of leadership as the way of promoting strong organisational culture and staff engagement (RCN, 2005). Based on these two forms of leadership, the literature on leadership has identified the relevant styles of leadership, transactional and transformational (Mullins, 2007). A transactional leader believes in reprimanding sub-standard results and rewarding good performance (Sullivan-Decker, 2009). Similarly, a transformational leader concentrates on staff relationships as the means of collectively addressing the organisational goals (Sullivan-Decker, 2009). A transformational leader utilises his/her exceptional communication skills in order to encourage the staff to engage in the decision-making process and express their concerns (White, 2012). On the basis of these characteristics and traits, a transformational leader is supported as more suitable for leading staff in health and social care. This is because a transformational leader will be able to derive better collaborative working amongst different professional groups, such as doctors and nurses (RCN, 2005). Working relationships in health and social care organisations can be managed by change in the organisational culture (White, 2012). Organisational culture is a form of umbrella term which includes the perceptions, behaviours and actions of individuals in an organisation (Michie-West, 2004). In order to achieve an effective Multi-Disciplinary Team (MDT) working , the leadership roles should address the issues of employee job dissatisfaction, lack of staff communication and knowledge sharing (Atwal-Caldwell, 2005). A transformational leader should organise interactive sessions where the employees should be motivated to express these aspects (Mullins, 2007). The management should respond to these concerns and change its existing autocratic style of managing the employees and develop a participative and collaborative organisational culture (RCN, 2005). The understanding of the different management approaches has contributed to my professional and personal development. I have observed that in the bottom-up management practices, the employees are included in the decision-making process and feel valued by the organisation. On the other hand, in the top-down management approach the staff is not included in the crucial organisational decisions and feels more concerned about their own position rather than the organisational goals of quality and efficiency in health and social care. Conclusion The essay critically discussed the factors to be considered for planning recruitment in health and social care organisations. The essay discussed that the job vacancies should be adequately advertised and should include concise and comprehensive form of information on job description and person specification. The HR recruiters should have updated knowledge on the UK employment and other relevant laws such as the Equality Act 2010, Data Protection Act 1998, Work and Families Act 2006 and Freedom of Information Act 2000. The recruiters should utilise the different recruitment approaches such as personality profiles, aptitude tests, online questionnaires, interviews, assessment centre performance appraisals for internal candidates and reference to select the most suitable candidates. Thereafter, the relevant theories of effective team working such as the five stages of team interaction and leadership and followership were discussed. Some of the common teams in the health and social care organisations are patient handling teams, representatives, carers, campaigning teams, teams of doctors and nurses, management teams, health and hygiene awareness promoters and caterers. Effective team working can be achieved by addressing the factors of team collaboration, stability, composition, leadership, senior leadership support, clinical specialist leadership and the members’ knowledge and experience of quality improvement. The staff training needs can be identified through workplace observations, collection of feedback and SWOT analysis. Employees’ continued professional development can be ensured by funding for their advanced education, providing access to library resources, conducting education sessions and providing practice-based mentors for the junior staffs’ learning needs. A transformational leader is more suitable for leading the staff in health and social care because a transformational leader will be able to derive better collaborative working amongst the different professional groups, such as doctors and nurses. My own understanding and experience support that a bottom-up management style is more successful in achieving a better staff participation and commitment towards the organisational goals. References Adams, A., Bond, S. (2000) â€Å"Hospital nurses’ job satisfaction, individual and organizational characteristics.† Journal of Advanced Nursing, Vol. 32 (3) pp: 536–543. Atwal, A., Caldwell, K. (2005) â€Å"Do all health and social care professionals interact equally: a study of interactions in multidisciplinary teams in the United Kingdom.† Scandinavian Journal of Caring Sciences, Vol. 19 (3) pp: 268–273. Baker, D. P., Day, R., Salas, E. (2006) â€Å"Teamwork as an Essential Component of High-Reliability Organizations.† Health Services Research, Vol.41 (4p2) pp: 1576–1598. Benson, S. G., Dundis, S. P. (2003) â€Å"Understanding and motivating health care employees: integrating Maslows hierarchy of needs, training and technology.† Journal of Nursing Management, Vol. 11(5) pp: 315–320 Buchan, J. (2000) â€Å"Health sector reform and human resources: lessons from the United Kingdom† Health Policy and Planning. Vol. 15 (3) pp:319-325 Cadman, C., Brewer, J. (2001) â€Å"Emotional intelligence: a vital prerequisite for recruitment in nursing.† Journal of Nursing Management, Vol. 9 (6) pp: 321–324. Demerouti, E., Bakker, A. B., Nachreiner, F., Schaufeli, W. B. (2000) â€Å"A model of burnout and life satisfaction amongst nurses.† Journal of Advanced Nursing, Vol.32 (2) pp: 454–464. Den Adel, M., Blauw, W., Dobson, J., Hoesch, K., Salt, J (2004) â€Å"Recruitment and the Migration of Foreign Workers in Health and Social Care†. IMIS-Beitrage Vol.25 pp: 201 230. Dubois, C. A., Nolte, E., McKee, M. (2006) â€Å"Human resources for health in Europe.† In Dubois, C.A., McKee, M., Nolte, E (eds.) Human Resources for Health in Europe eds. Maidenhead: World Health Organization, Open University Press. pp. 1–14. Dussault, G., Dubois, C.A. (2003) â€Å"Human resources for health policies: a critical component in health policies† Human Resources for Health. Vol. 1 pp: 1-16 Eaton, S.C. (2011) â€Å"Beyond ‘unloving care’: linking human resource management and patient care quality in nursing homes† The International Journal of Human Resource Management. Vol. 11 (3) pp:591-616 Hongoro, C., McPake, B. (2004) â€Å"How to bridge the gap in human resources for health† The Lancet. Vol. 364 (9443) pp:1451-1456 Kabene, S.M., Orchard, C., Howard, J.M., Sorianol, M.A., Leduc, R. (2006) â€Å"The importance of human resources management in health care: a global context† BioMed Central. Vol. 4 pp:1-7 Michie, S., West, M. A. (2004) â€Å"Managing people and performance: an evidence based framework applied to health service organizations.† International Journal of Management Reviews, Vol. 5 (2) pp: 91–111. Mullins, L.J. (2007) Management and Organisational Behaviour. 8th Edition. Great Britain: Financial Times Pitman Publishing Imprint Nishii, L.H., Ozbilgin, M. (2007) â€Å"Global Diversity Management: A Conceptual Framework†, International Journal of HRM. Vol.18 (11). Pp: 1993-1894. O’Brien-Pallas, L., Baumann, A., Donner, G., Murphy, G. T., Lochhaas-Gerlach, J., Luba, M. (2001), â€Å"Forecasting models for human resources in health care.† Journal of Advanced Nursing, Vol. 33 (1) pp: 120–129 Price, A. (2003) Human Resource Management in a Business Context (2nd edn.) , London: International Thomson Business Press. RCN (2005) RCN Clinical Leadership Programme: Transforming Clinical Leaders to become Agents of Positive Change. Royal College of Nursing. [Online] Available at:http://www.rcn.org.uk/__data/assets/pdf_file/0009/78651/002524.pdf (10 October Accessed 2014) Sullivan, E. J., Decker, P. J. (2009) Effective Leadership and Management in nursing (7th edn.) New Jersey: Prentice Hall Truss, C., Mankin, D., Kelliher, C. (2012). Strategic human resource management. New York: Oxford University Press. White J. (2012) â€Å"Reflections on strategic nurse leadership.† Journal of Nursing Management Vol. 20 (7) pp:835–837

Star Wars :: Essays Papers

Star Wars Star Wars is a science fiction adventure novel. The symbolism and characterization was really excellent in the story. The story gives a great look into the future as it has many different types of things we have not yet invented; blaster rifles, space ships that go the speed of light, fat alien slugs, and beam swords. The plot of the story sucks you into the novel and makes you want to continue reading the novel. The plot of the story mainly reflects on a young boy, Luke Skywalker. Luke was raised on his Uncle's moisture farm on the planet Tatooine. He meets up with Obi-Wan Kenobi by following a droid, R2-D2, he had purchased through a small natives of Tatooine known as Jawas. R2-D2 believes he is the property of Obi-Wan and decides to search for its master. Luke is attacked by another group of natives, Tusken Raiders also known as sand people. Obi-Wan comes and saves Luke from the sand people and take him back to his home. Obi-Wan tells Luke a little about his father. He tells Luke that his father was his apprentice in learning the ways of the "Force". Obi-Wan gives Luke his father's old light saber and Obi-Wan finds something inside R2-D2. It is a message from Princess Leia. She sent the two droids, R2-D2 and C3-PO, to send this message to Obi-Wan. Luke and Obi-Wan head back to Luke's house and find a Sandcrawler, a vehicle the Jawas travel in, destroyed. Luke thinks that some Tusken Raide rs did this, but Obi-Wan points out that Imperial Storm Troopers have attacked the Jawas. Luke then finds out that his uncle and aunt are dead. He then decides to train to be a Jedi Knight. They head to a Mos Eisley, a spaceport to search for a pilot to get them to the planet Alderaan. Obi-Wan and Luke meet up with a smuggler named Han Solo and his co-pilot, Chewbacca the Wookie also known as Chewie. They make a deal for Han to take the two humans and the two droids to Alderaan. While preparing the ship Han runs into a crime lord, Jabba the Hutt. Jabba was mad at Han for dropping off his shipments and running with out paying him. Han promises Jabba he will have his money soon and a little more. As they start boarding the ship some Storm Troopers find them and started attacking.

Painting: Vincent Van Gogh, Bedroom in Arles

On a smaller canvas than two other similar paintings, Vincent Van Gogh carefully painted for the third time his bedroom in Arles, a charming town in the south of France, and thus created this approximately 22 ? x 29’’ artwork. In fact, Van Gogh made three almost identical paintings on the theme of his bedroom and are named  « Bedroom in Arles  ». The first one, kept at the Van Gogh Museum in Amsterdam is painted in October 1888. About a year after, Van Gogh made two copies: one of which is the same size and is preserved today at the Art Institute of Chicago. The third one is currently at De Young Museum in San Francisco (but originally belongs to the Musee d’Orsay in Paris) and is smaller than the others1. This oil painting on a linen canvas represents Van Gogh’s tidy bedroom. Nothing lets us think that this is the room of a painter. We do not know this because he does not display his painting equipment. Nothing lies around, not even a paint tube in a corner or a brush. This bedroom seems to be for relaxation and not for his work as a painter. Here, he could finally forget his fatigue, have some comfort, sleep in peace. The bed is thus the dominant subject of the painting, suggesting the importance of comfort and rest. By painting his bedroom where everything is in its place, the painter may also want to show that he is a very neat man who cares for himself, and who organizes his life in a reasonable manner. In addition to the prominent bed, this room exudes quietness and expresses, absolute rest by its various shades. Indeed, the room has beautiful shiny colors. In Holland, where the painter was born2, the weather is not always nice and the sky is therefore often gray. Here however, there are multiple vibrant colors that certainly illustrate the happy life he had in France. Perhaps he had come to Arles for the sun and for him, it was an immense joy to live in such bright bedroom, bursting with colors. What is also fascinating about this piece of art is how the painter highlights the simplicity of his bedroom through the medium of color:  « the pale lilac walls, the floor of an old brown, the chairs and bed chrome yellow, the blood red cover, the orange little table and the blue basin†, as the painter describes it. Van Gogh asserted that he wanted to express a complete rest by handling all these different shades2. The color black, which could be evocating a certain form of anguish, is almost nonexistent in this painting. Only the frame of the mirror and windows is black. We wonder if this could mean that Van Gogh was afraid of his future and afraid to face up to reality. This is a possibility. In fact, despite the evidence of his happiness, present in this painting, Van Gogh was not married2 and many clues here let us think that he wished to be. Although the bedroom is very sparsely furnished and only contains essential items (which shows, in addition to the choice of colors, a great simplicity), we notice that many of these objects go together in pairs (two pillows, two chairs, two portraits on the wall, two drawings, and even two doors). Thus, this painting on canvas was perhaps his way of expressing his wish to meet someone and that his bedroom was arranged so as to welcome her. But because it was just him in this bedroom, he certainly felt less lonely by doubling the objects. Van Gogh’s painting consists almost entirely of straight lines. This is reminiscent of a children’s coloring which would have been filled in with color pencils, because the edges of objects are bolder and their filling up seem almost slapdash, neglected. This elaborate post-impressionist design may be compared to such work as Georges Seurat’s A Sunday on La Grande Jatte (book p. 370). But whereas Van Gogh favored paintings composed of multiple thin brush strokes, Seurat preferred the use of the pointillism system, which consisted of â€Å"applying color to the canvas in tiny dots. 3† In this painting of Seurat, the color also focuses on hues. There are numerous colors too, their contrast is intense, and the sun shine, like in the Van Gogh’s bedroom, fills the picture, suggesting happiness and tranquility. Like Van Gogh, Seurat played with repetitive forms (the parasols, people in profile, trees, and boats). People in this piece are rigid. In fact, they do not seem to move, but on the contrary, seem to be strangely paralyzed, paralleling the furniture of Van Gogh’s bedroom. Strangely, Van Gogh’s furniture seems to be even more â€Å"alive† than the people in the Seurat’s painting. The two painters did not have the same approach when they decided which colors they wanted to illuminate their canvases; while Van Gogh was guided by his emotions and instant feelings, Seurat carefully analyzed the colors and â€Å"meticulously calculated values. † But in both pieces, Van Gogh and Seurat express their sense of organization by making objects, forms, motifs and colors coherent. To conclude, the mesmerizing, luminous colors, and the well organized motifs of the depiction of Van Gogh’s bedroom, were not the game of chance. Everything in this painting seems to echo the emotions of Van Gogh, expressing at the same time his happiness in Arles and the great pea ce and tranquility he felt there, but also his desire to find his soul mate, with who he could share his home and thus, reach happiness certainly even more.

Emily the Criminal Mastermind Essay

In the story A Rose for Emily, Emily murders her lover  using poison. The readers are led on to think that she kills him  because she does not want him to leave her, which is what he intends  to do. Her relationship with Homer Barron, her lover, is a normal  relationship; nothing indicates that their relationship is in any kind  of trouble. Having examined her relationship and characters, Emily  can be seen as a master criminal. As opposite as they are of each other, they are attracted to one  another. Although the relationship between Emily and her father is  dysfunctional, her relationship between her and Homer is a healthy  one. Homer works with a construction company, and he is in the  leadership position in his workplace. He can be seen as a joker as he  makes everyone laugh wherever he goes. He is a popular person because  he makes himself well known to everyone in town. Wherever he goes,  little boys would follow him to hear him talk and tell jokes. She, on  the other hand, is always quiet. She doesn’t talk to anyone in town. There are gossips of her but she would never confront them; instead,  she just ignores them. As opposite as Emily’s personalities are to  that of Homer’s, they get along with each other. This shows that she  can be sociable. After all, she can get along with the most popular  guy in town.  She is very calm, cool and collective. After her father  dies, some people visit her to offer sympathy, yet she is â€Å"dressed as  usual with no trace of grief on her face.† Even though she has killed  Homer, when the people in the town visit her because she doesn’t pay  her property tax, she speaks to them as though there isn’t anything  wrong. When she goes to buy the poison to kill Homer, she speaks with  certainty that she wants to buy the poison. â€Å"I want arsenic,† she  says. This indicates that she has contemplated to kill Homer. When  the druggist insists that she tells him what she is going to use it  for, she silen ces him with her look. She knows what she is doing. She can be seen as controlling and manipulative by the  silence of the Negro, her house keeper. The Negro goes out to the  store every now and then to buy food from the market, he doesn’t talk  to anyone. Though the author does not indicate whether the Negro  knows about Homer’s dead corpse in the bedroom, it’s hard to imagine  that he doesn’t know about it. The neighbors complain of the smell,  which they do not know that it’s from a dead body. For the duration  that the body has been in the house, it’s impossible to imagine that  the Negro has no knowledge of it. Assuming that he knows, yet he  doesn’t talk to anyone about it shows that she has control over him. Ruling out that she’s suffering from insanity, one can  only conclude that she’s criminal mastermind. Even though her father  is abusive, she is able to have meaningful relationship. Her  relationship with Homer shows that she can be sociable. After her  father’s death, she shows no grief. While having Homer’s body in the  bedroom upstairs, she attends to her guests as though nothing is  wrong. At the same time, she is able to keep the butler from talking  to anyone about anything. Planning to kill Homer, she buys the poison  without any hesitation even though the druggist asks her many  questions. Using the control that she has over the person under her  and her environment, she gets away with murder.

Predicting Spanish Nouns From Verbs

Predicting Spanish Nouns From Verbs In English, it is very common for the same word to be used as both noun and verb. For example, the verb trust can also be a noun, as can the verb help. But, except with infinitives, the relationship between verb and noun isnt as straightforward. The noun form for help is ayuda, which is very close to the verb, ayudar. The same is true of trabajo (job or work as a noun) and trabajar (verb). But in the case of trust, the forms are confiar (verb) and confianza (noun). About the best that can be said is that its extremely common for nouns and verbs to share the same stem. Sometimes, as in the examples of trabajo and ayuda, the noun is made up basically of the stem with an ending that marks it as a noun (its probably just coincidence that trabajo and ayuda also have the form of a conjugated verb), while in other cases the stem is followed by a suffix, as in the case of confianza. (-Anza is a not-so-common noun suffix; the related verb is confiar means to trust.) In other words, the nouns related to verbs seem arbitrary. Here are just a few examples of some noun forms of common verbs: cantar (to sing) - el canto (song, the act of singing)decir (to say) - el dicho (saying)estar (to be) - el estado (state of being)hablar (to speak) - el habla (speech)perder (to lose) - la pà ©rdida (loss)preferir (to prefer) - la preferencia (preference)sentir (to feel) - el sentimiento (feeling)tener (to have) - la tenencia (possession)ver (to look) - la vista (vision, view) Good luck finding much of a pattern there! (In most cases, there are also other noun forms not listed above.) Clearly, there are some nouns that are derived from past participles, but its still unpredictable whether the participle will be modified (as in pà ©rdida) or which gender it will be. Keep in mind also that many Spanish infinitives can function as nouns, and some of them quite commonly so. For example, the verb poder (to be able) can be used as a noun to mean power, and saber (to know) can be used as a noun to mean knowledge. As you continue to use the language, youll learn the nouns on their own and youll no longer have to predict what they might be. Also, if you come across an unfamiliar noun (or verb), you may be able to guess its meaning if you know the related word.

The Decline of the Ancient God essays

The Decline of the Ancient God essays I have always thought the idea of gods and goddesses very interesting, ancient goddess being most interesting. I have felt this way because the majority of people in this day and age were raised with the male figure being the head of the household. In some third world countries the women are not even allowed to show there face, and are considered to be property of there husbands. I think that everyone should be treated equally no mater what there sex, religion, age, or ethnicity are, but what made this dramatic decline of the goddess? The biggest fixation of women and goddesses were there ability to give birth to new life, and give there babe nutrition with milk. I say this because in the book Goddesses all of the women in the pictures are shown with either large, full breasts or large stomachs, as if they were pregnant. This whole process must have seemed like some kind or powerful miracle, or godly event. Not that child birth even today doesnt seem anything short of a miracle, but none of these people knew anything at all about human biology. Some even thought that if a women walked passed a certain tree that they would get pregnant. After some time went by, people started raising there own animals for food, and soon started to make the connection between sex and child birth. Farmers would see there animals having sex, and then a few months later there would be a baby. I am convinced that the meaning behind sex, or the connection between sex and child birth was at first discovered by people that were around animals the majority of the time. After the connection between animals, sex and child birth was made it did not take long to figure out where human children came from. In my opinion this time period when people began to realize how women got pregnant is the time that the decline of the goddess began. All this time it was though that giving birth was some kind of magical feat, but it wasn ...

Analysing Delegation In Transition To Professional Practice Nursing Essay

Analysing Delegation In Transition To Professional Practice Nursing Essay Newly registered nurses or nurses re-entering the workforce face many challenges. One of these issues is delegation. In this essay you are required to develop an in depth and detailed understanding of delegation and how it apply to you as a newly registered nurse. You will need to critically analyse the literature to: Define delegation and how it applies to the registered nurse in the clinical setting Analyse the role of the registered nurse in relation to the responsibility of delegation Analyse the relationship between accountability and delegation Discuss how delegation is different to patient allocation Analyse how professional competence impacts on delegation with specific reference to clinical effectiveness Discuss the interpersonal relationships of team members when delegating within a team Introduction Being a newly Registered Nurse entails a lot of challenges, how we deal with our clients and effectively communicating what their needs are in a multi-cultural setting gives u s these difficult tasks of rendering proper and appropriate health care. RNs (Registered Nurses) are known to provide care from womb to tomb, without preference to age, gender, race, religion and status. RNs need to understand the importance for them to know by heart, what are the tasks they can delegate to their co-workers because problem could arise if tasks are delegated inappropriately and clients would be the one to suffer the consequences. Delegation of activities will be relied more heavily due to decreasing workforce and increasing workload that’s why nurses should understand fully the different guidelines on how one can appropriately apply delegation in their professional practice. The role of RN in the delegation process takes unprecedented importance. The independent licensee of the RN imposes a legal accountability on the part of the nurse to the patient/recipient of care. This becomes a primary responsibility, with the accountability to other disciplines or the e mployer being secondary. Because the RN is responsible for the practice of other lesser skilled licensed or unlicensed nursing personnel (i.e., Enrolled Nurses and Unlicensed Health Care Worker), it is imperative that registered nurses understand the guidelines and parameters set for delegation and training. All RNs and midwives must be willing to accept accountability and responsibility when undertaking activities within their individual scope of practice after considering: legislation or restriction of practice, professional standards of practice, current evidence for practice, individual knowledge skill and competence and contextual/organizational support for practice [Nursing Board of Victoria (NBV) 2007]. The responsibility of the RN prevails whatever the employment setting or status of employment and that legal accountability cannot be removed or assumed by another individual or by the employer. We can never work alone, thus we are always a part of a multidisciplinary healthca re team and this is where the issues of delegation come into place. I. Definition of delegation and application in clinical setting The Queensland Nursing Council (2005) defined delegation as ‘conferring of authority on a person to a person to perform activities. In the same way, delegation is conferment of authority to an individual who is not authorized to perform a particular task autonomously but can do so under direct or indirect supervision (Nursing & Midwifery Board of South Australia 2005). Direct supervision means that the RN is actually present during performance of the delegated task, observing and guiding the person who is being supervised while indirect supervision is provided when the RN does not directly observe the person performing the delegated task but should be easily contactable by phone or electronic devices when the need arises [Royal College of Nurses, Australia (RCNA) 2005].

The UN Universal Declaration of Human Rights Essay

The UN Universal Declaration of Human Rights - Essay Example human rights although structured with a very specific content can sometimes be given different meaning because under the influence of the members of the decisive levels of society’ (Fonte, J., 2004, p.3). In the specific paper human rights are examined from their international perspective as it has been formulated under the influence of United Nations Declaration of Human Rights. At a next level a specific country, Canada, has been chosen as a ‘sample of examination’ regarding the recognition of the value of human rights and their respect throughout the rules set by the government. The study of this issue is mainly based on a specific book which is analyzed as of its structure and its content while the views presented are being criticized as of their applicability in modern life. In this context, current paper has been formulated in order to present as more analytically as possible the ideas and the proposals included in the particular book trying to support any a rgument with the appropriate theoretical and practical data, wherever this has been possible. The presentation of Canada’s political and economic history could be characterized as satisfactory. More specifically, Part I, Chapter 1 and Chapter Three present the country’s structural characteristics supported with a series of statistical data with an extended emphasis on the current economic and political characteristics of the country. A more detailed historical review is included in Chapter Seven which deals also with the country’s capitalist economic development. The comparison with similar conditions in other countries – which are geographically connected with Canada , like United States – help the understanding of current economic and political conditions in the Canadian region. As an example it is mentioned that ‘during the nineteenth century the shift in the centre of the system, from Britain to the United States, began to take place; Economic inter ­locks between Canada and the

Intellectual Journal Essay Example | Topics and Well Written Essays - 750 words

Intellectual Journal - Essay Example According to the prescription of prayer, any true Muslim should attend to prayers during the prescribed times five times a day. If they fail to follow this prescription, they will surely fall into disbelief. I have observed with admiration Muslims observing the daily prayers as required by the Holy Quran. However, from my understanding of God as being spirit, one of the requirements for His worship is that those who worship Him must do so in spirit. Therefore, according to my view of prayer, it is not the frequency of attendance to the Mosque that counts but rather the state of our spirit, whether it is in harmony with the spirit of God or not. As result, the strict observance of prayer in Islam, somehow conflicts with my understanding that God is everywhere and cannot be contained in a particular place or time. Although, from an ecumenical point of view, such an understanding of the obligations of prayer by Muslims will change the perspective I hold in terms of embracing them at wor k or to attend to their spiritual obligations which ensures harmonious existence in society. In her article What everyone should know about Islam and Muslims, Suzzane Haneef (156) considers Zakah as one of the most fundamental elements of prayer and worship in the Islamic faith. It refers to the acts of Muslim worship by means of his or her wealth through an obligatory form of giving to those in need. As mentioned in the above article, â€Å"Islam proclaims that the true owner of everything is not the human being but God who bestows wealth on people out of His beneficence as He sees fit † (Suzzane Haneef 59). According to this statement, contrary to the wealth perspective of non-Muslims who uphold the view that wealth is as a result of their hard work, the true believer of Muslim acknowledges that all wealth they have is from God. There a Muslim should always be filled with gratitude and be ready to offer part of their wealth to those who lack in society. First and foremost, like many non-Muslims, I certainly do not consider it a spiritual obligation to give to the poor. The Islamic obligation of Zakah is conflicting with the belief I hold, that it is fine for one to be filled with compassion towards those in need, but certainly I consider it not to be obligatory. I have always known that society is divided into social classes and it is their sole responsibility to work towards improving their condition of life. I also would consider giving Zakah as an act that may encourage tendencies of laziness in society. For example, I see poor people sitting on the entrance of Mosques waiting for worshipers to give them bread for the day (Maudoodi 54). In most cases, the worshipers do not offer a long lasting solution to the condition of the poor. As a result reading about Zakah concept in Islamic worship provokes thoughts that tend to view it as something that encourages master slave mentalities in society. My understanding of giving is that it is should come nat urally and in a spontaneous manner from the giver. If giving becomes obligatory, it will reach a time when the giver will get tired of giving. My view of giving is that one should give to a person or place or event that has inspired them. According to Suzzane Haneef’s article titled, What everyone should know about Islam and Muslims, family life is considered one of the most emphasized areas in Islam. The Islamic view of marriage, where social contact between young men and young ladies is discouraged, conflicts with my understanding that every young man and lady has a right to social contacts (Haneef 155). From my point of view I consider it important that young men and women be

Marketing Management Essay Example | Topics and Well Written Essays - 1500 words

Marketing Management - Essay Example Primary research has shown that the most preferred brand in the category of consumer product is Pantene. They prefer Pantene than any other brands because it caters to all types of hair requirements. Pantene is the most famous brand in hair care; they are brand loyal towards the product. Brand loyalty is an attitude toward a brand (Pride & Ferrell, 2008, p.330). The primary research shows that they are satisfied with the brand and thus consistently purchase the same brand. Pantene a product of Procter & Gamble has very well positioned itself in the minds of the customers. The survey has shown that the most recalled brand was Pantene. Positioning is nothing but the battle of the mind. In order to stay ahead from the competitors, the first thing is to position the brand in the consumers mind so that he or she tends to go for that particular brand (Sengupta, 2005, p.2). And this is exactly what the hair product has done. It is the number one hair care brand. Brand loyalty plays an impor tant factor when deciding upon a brand. When asked about how loyal they were with their brand, it was found that Pantene follows the third degree of brand loyalty, brand insistence. They would not go for any other substitute, they strongly prefer Pantene. This is referred to as brand insistence. ... When asked about the first five brands that come to their mind, the first name was Pantene. Thus the brand had achieved the success because it takes a lot of effort to remain on top of the mind thus it has positioned very well in the minds of the consumers. As discussed earlier, they would not go for any other brands even if they do not find the desired product; this indicates the loyalty towards the brand. The purchase decision criteria for most respondents depend upon the brand name. The very reason why as to Pantene is preferred was because of its focus mainly on the health of the hair. Pantene is the brand which caters to all hair segments be it long straight short curly etc. it has a wide range of products which deals with the different types of hair of the consumers. Hair care is one of the important factors that mainly concern the consumers. Many of the Pantene users believe that it provides their hair with a healthier looking with more shine and more confidence among themselv es. One of the respondent stated that hair has a personality and it is taken well care of by Pantene. Thus Pantene has proved to be the number one brand and captures the market share. It is a product that has emotionally affected the consumers. They feel that it is only Pantene that suits their hair types and especially because it is available for all hair types. Secondary research Market segments and targets Pantene is a product of Procter & Gamble, a fortune 500 company. It deals in consumer goods. Market segmentation is an important part in marketing. It is necessary to decide the segment in which the product is to be introduced. It has segmented its product in three categories that is Fine, med-thick, curly and color. Since it has segmented its

Global goverance Essay Example | Topics and Well Written Essays - 3000 words

Global goverance - Essay Example Globally, people were living in peace and harmony; they openly and freely were visiting to almost all states of the world. During the visits, they did not give much consideration to the issues such as caste, color, race, religion and other social, political and religious factors. Without any fear; they were sharing their beliefs and ideas with one another. Even if, they came across that a particular person belongs to a specific religious or political identity, it was not given much importance. However, soon after the attacks of 9/11, a new frame of mind came into existence. Extremist groups do not differentiate between an innocent people and their targets. Extremist groups can be extremist individuals, terrorist outfits, and hostile governments. Terrorists cannot be limited to one particular nation, tribe, sect, religion; rather they can come from any side of the social spectrum. They can be local, national, international groups. And these groups do not much differentiate between a t arget and an innocent person. To achieve their inhumane objectives, which they venerate and support them with their illogical religious or political backgrounds, they can go to any extent. However, in the recent history, the trend in the terrorist attacks has been international rather than national. In which, they have mercilessly targeted to innocent persons as well. To increase the fear of terrorism, they have implied in their attacks that the higher the number of casualties the more fearful would be nations and their leaders as well. It is their agenda to create the environment of fear and threat under which liberty remains at threat. For attaining these cruel objectives, terrorists have targeted the civilians and military targets in the recent history. But, worse thing is that, they are targeting more soft targets than the hard one-military targets. In the recent history, after the 9/11 attacks, they have attacked on Bali, London, Mumbai and certain other cities of the world sho wing a complete disrespect for the international law and humanitarian values. From their terrorist activities; it looks like they have a clear cut agenda to rule over the certain part of the world with the use of force, threat, intimidation and violence. They legalize their every inhumane violent action by providing authenticity either from a religious scripture or from a social or political point of view. In the recent attacks, they have clearly shown that they have their set of rules and regulations. On the basis of their rules and regulations, they define their inhumane actions and determine their course of actions at the cost of the international laws. The tenets of international laws, human and social, cultural, political, ethnic, religious values and norms have no meaning for them. They do not give significance to these human values rather they disrespect and use them in order to achieve their terrorist aims and objectives. It is this mentality that has increased the air of vi olence, threat, intimation and law and order situation globally. No country is safe and secure from this kind of frame of mind. This is the worst form of extremism that is rapidly increasing in the certain religious identities of the world. It is this mentality that have fuelled to the fire of terrorism and violence, which is not limited to any single state of the world. Slowly and gradually, it has targeted almost every nation of the world if not physically but

Introduction to the research paper of business process mapping Essay - 1

Introduction to the research paper of business process mapping (operations management) - Essay Example rials, employees and other resources, developing them according to the organization’s needs and utilizing them as effectively and efficiently possible for the organization. (Brown et al, 2001). Operations management is a very broad segment of the organization and covers many areas including costing, manufacturing and supervising. (Stevenson, 2008). No matter the business falls in the category of service industry, manufacturing industry or a combination of both, operations management is nevertheless an essential ingredient for its success. (Jacka and Keller, 2009). However, there might be a drastic difference in the operations management of any two given organizations depending upon the nature of the business and the way the companies operate. (Brown et al, 2001). In case of a manufacturing organization, the operations manager is expected to take care of every single step involved in manufacturing the end-product starting right from the purchase of raw materials and hiring of human resource. (Greasley, 2009). In terms of a service-oriented firm, operations management would mean taking care of each and every step related to delivering the service to the customer and maintaining the flow of processes within the organization. (Stevenson, 2008). In today’s business environment, a successful organization either has an operations management section in its hierarchy or it would outsource such processes to the professional operations management firms present in the market since without it, keeping track of constantly evolving business practices is next to impossible and the business is likely to fail. (Brown et al, 2001). One of the most important aspects of operations management is Business Process Mapping. In order to maintain effectiveness and efficiency in the business processes and to keep track of the developments and procedures, the operations manager needs to lay device a tool to map the operations and processes. (Page, 2010). This tool is called Business

Marketing Management Essay Example | Topics and Well Written Essays - 1500 words

Marketing Management - Essay Example Primary research has shown that the most preferred brand in the category of consumer product is Pantene. They prefer Pantene than any other brands because it caters to all types of hair requirements. Pantene is the most famous brand in hair care; they are brand loyal towards the product. Brand loyalty is an attitude toward a brand (Pride & Ferrell, 2008, p.330). The primary research shows that they are satisfied with the brand and thus consistently purchase the same brand. Pantene a product of Procter & Gamble has very well positioned itself in the minds of the customers. The survey has shown that the most recalled brand was Pantene. Positioning is nothing but the battle of the mind. In order to stay ahead from the competitors, the first thing is to position the brand in the consumers mind so that he or she tends to go for that particular brand (Sengupta, 2005, p.2). And this is exactly what the hair product has done. It is the number one hair care brand. Brand loyalty plays an impor tant factor when deciding upon a brand. When asked about how loyal they were with their brand, it was found that Pantene follows the third degree of brand loyalty, brand insistence. They would not go for any other substitute, they strongly prefer Pantene. This is referred to as brand insistence. ... When asked about the first five brands that come to their mind, the first name was Pantene. Thus the brand had achieved the success because it takes a lot of effort to remain on top of the mind thus it has positioned very well in the minds of the consumers. As discussed earlier, they would not go for any other brands even if they do not find the desired product; this indicates the loyalty towards the brand. The purchase decision criteria for most respondents depend upon the brand name. The very reason why as to Pantene is preferred was because of its focus mainly on the health of the hair. Pantene is the brand which caters to all hair segments be it long straight short curly etc. it has a wide range of products which deals with the different types of hair of the consumers. Hair care is one of the important factors that mainly concern the consumers. Many of the Pantene users believe that it provides their hair with a healthier looking with more shine and more confidence among themselv es. One of the respondent stated that hair has a personality and it is taken well care of by Pantene. Thus Pantene has proved to be the number one brand and captures the market share. It is a product that has emotionally affected the consumers. They feel that it is only Pantene that suits their hair types and especially because it is available for all hair types. Secondary research Market segments and targets Pantene is a product of Procter & Gamble, a fortune 500 company. It deals in consumer goods. Market segmentation is an important part in marketing. It is necessary to decide the segment in which the product is to be introduced. It has segmented its product in three categories that is Fine, med-thick, curly and color. Since it has segmented its

Introduction to the research paper of business process mapping Essay - 1

Introduction to the research paper of business process mapping (operations management) - Essay Example rials, employees and other resources, developing them according to the organization’s needs and utilizing them as effectively and efficiently possible for the organization. (Brown et al, 2001). Operations management is a very broad segment of the organization and covers many areas including costing, manufacturing and supervising. (Stevenson, 2008). No matter the business falls in the category of service industry, manufacturing industry or a combination of both, operations management is nevertheless an essential ingredient for its success. (Jacka and Keller, 2009). However, there might be a drastic difference in the operations management of any two given organizations depending upon the nature of the business and the way the companies operate. (Brown et al, 2001). In case of a manufacturing organization, the operations manager is expected to take care of every single step involved in manufacturing the end-product starting right from the purchase of raw materials and hiring of human resource. (Greasley, 2009). In terms of a service-oriented firm, operations management would mean taking care of each and every step related to delivering the service to the customer and maintaining the flow of processes within the organization. (Stevenson, 2008). In today’s business environment, a successful organization either has an operations management section in its hierarchy or it would outsource such processes to the professional operations management firms present in the market since without it, keeping track of constantly evolving business practices is next to impossible and the business is likely to fail. (Brown et al, 2001). One of the most important aspects of operations management is Business Process Mapping. In order to maintain effectiveness and efficiency in the business processes and to keep track of the developments and procedures, the operations manager needs to lay device a tool to map the operations and processes. (Page, 2010). This tool is called Business

Subject-Verb Agreement in Sindhi and English Essay Example for Free

Subject-Verb Agreement in Sindhi and English Essay Abstract In this paper, the researchers particularly investigated the subject verb agreement in Sindhi and English languages. English and Sindhi are two entirely different languages. There are differences in their phonology, morphology and syntax also. In this paper, the researchers examined the difference between one of the aspects of syntax, specially the difference between subject verb agreements in both the languages. Syntactically English is a head initial SVO language and Sindhi is a head Final SOV language. These two languages differ not only in phonology, morphology and syntax but they have also got difference in their origin. First the study shows a brief look at origin of Sindhi and English languages. Then subject verb agreement in Sindhi and English is analysed individually, afterwards there is a analysis of comparison between these two languages in subject verb agreement. Key words: Subject-verb, Agreement, Paryog, Head, Comparative, Syntax Introduction – Sindhi Sindhi is an Indo-Aryan language with its roots in the Lower Indus River Valley. Sindhi language is one of the most ancient languages of the world, which belongs to the Indus Valley Civilization. This language is the family member of the languages like Urdu, Persian, Sanskrit, Arabic, Hindi, and so on. Sindhi employs Perso-Arabic script and thus is written from right to left in contrast to the most of the Western languages which are written from left to right (Shaikh 1986). Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study Sindhi takes its name from the river Indus, known in earlier times as the Sindhu. Today Sindhi is spoken in the province of Sindh, Pakistan where it is recognized by the government as the official language of the province. Nearly half of the population of Sindh province lives in rural areas, where Sindhi is the primary language. In the urban centers of Sindh, Sindhi competes for status and speakers with Urdu (the national language of Pakistan), and increasingly English. Sindhi is also spoken by about 2.5 million people in India, including major communities in Gujarat, Mumbai and Pune, where immigrants from Sindh relocated after the 1947 partition of India and Pakistan. Beyond the Indian subcontinent, Sindhi is spoken by large Diaspora communities in the United Kingdom and the United States, and around the world. English The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes were the Anglos, the Saxons and the Jutes. They crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed towards west and north by the invaders mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called â€Å"Englics from which the words England and English are derived. English is a head initial SVO language, shows distinctive agreement only in the third person singular, present tense form of verbs, which are marked by adding -s (walks) or -es (fishes). The rest of the persons are not distinguished in the verb (I walk, you walk, they walk, etc.). In English, singular verb generally have an ‘s’ at the end, Plural verbs do not, and Nouns are the opposite, like; book (singular noun), walks (singular verb) and books (plural noun) , drive (plural verbs) etc. Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari  and Amara Aftab Soomro Sindhi Structure In Sindhi, the order of words in a sentence differs from English. The verb typically appears at the end of the sentence in Sindhi, while in English, it comes after the subject, but not at the end of the sentence. Syntactically, Sindhi displays a host of properties that are typical of Indic languages as a whole. Sindhi is a head-final SOV language. Postpositions are attested and affixation is largely suffixal. Sindhi verbs agree with their subjects in person, gender, and number. All inflection proceeds by way of affixation. Sharaf ud Din Islahi, in â€Å"The linguistic connections of Urdu and Sindhi languages† (Urdu-Sindhi ke Lisani Rawabit), affirms the above claims that Sindhi language is closely associated with the sub-continental languages. He confirms that Urdu and Sindhi are two such languages of the sub-continent in which much linguistic relations and agreements are found. Their phonetic system is almost same. Their grammar is closely related. Their vocabulary and semantics are inter-connected. Their scripture is almost same. Their literary traditions are also almost analogous. (pp. 61) â€Å"Sindhi language has taken birth from Sanskrit and Prakrit; and its letters of Alphabets are mostly from Sanskrit† (Shaikh 1986, pp,6). Now we will have a brief investigation of syntactical differences between Sindhi and English language. Syntactic difference between English and Sindhi. Structure dependency seems common in all the languages. This asserts that â€Å"knowledge of language relies on the structural relationship in sentences rather than the sequence of words.† (Chomsky 1988). Yet language differs in many ways; if knowledge of language consisted simply of unvarying principles, all human languages would be identical. The theory of Head parameters specifies the order of elements in a language. It asserts that some languages are head-initial and some languages are head-final. We are here concerned with English and Sindhi language, so the syntactic differences of both these languages are given below: 1. English is a head-initial language and Sindhi is a head-final language. Other differences are; 2. Sindhi is written from right hand rule, while English is written from left hand side. Example This is English. - (He Sindhi Ahe) †«Ã™â€¡Ã™Å  Ø ³ ÚÅ'ÙŠ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬3. In Sindhi language, the auxiliaries such as. ‘-†«Ã¢â‚¬â„¢-Ù ¿Ã™Ë†-‘ ,’-Ù ¿ -‘ ,‘-Ø ¢Ã™â€¡Ã™Å -‘ ,’-Ø ¢Ã™â€¡Ã™â€ Ã¢â‚¬ ¬ appear at the end of the sentence, while in English auxiliaries appear in middle of the sentence. Example This is my book. (He Muhjo Kitab Ahe) †«Ã˜ ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« هي Ù… Ø ¬Ã™Ë† Ú ªÃ˜ ªÃ¢â‚¬ ¬ 4. In Sindhi language, verbs come after the object of the sentence, while in English language verbs come before the object of the sentence. Example I am eating. - (Aaon Khai Rahyo Ahyan) †«-Ø ¢Ã˜ ¦Ã™Ë† Ú © Ø ¦Ã™Å  Ø ±Ã™â€¡Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ 5. In Sindhi language, preposition comes after the object, while in the English language object comes after preposition. Example I am going to School. (Aaon School Danhn Wajji Rahyo Ahyan) †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ø ³Ãš ªÃ™Ë†Ã™â€ž Ú  Ù† ن†¬ †« ÚÆ'ÙŠ Ø ±Ã™â€¡Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬Subject Verb Agreement Subject-verb agreement is a grammatical rule, which states that the subject and the verb must agree in a sentence. The subject normally refers to the noun or pronoun that tells us whom or what the sentence is about. A verb normally has a singular and plural form in the present tense. Agreement allows us to show who’s doing what in a sentence by indicating which part of the sentence go together. In languages where the verb is inflected, it often agrees with its primary argument (the subject) in person, number, and/or gender. The word whose form is determined by the other is said to be ‘agree’ with it. Agreement can occur over short or long distances in sentences (Neelman and Weeman 1999). For example consider the following sentence: John blames them In this sentence, the verb ‘blames’ agrees with the subject ‘John’. And the subject is licensed by agreement. There is no agreement between the verb and object ‘them’. Subject Verb Agreement in English Subject The word that represents the doer or agent of an action or set of actions in a sentence is either a noun (e.g., pen, car, Jessica etc) or a pronoun (e.g., we, they, he, she etc). It can be either a singular or plural. 1. Your sentence may have a compound subject. 2. Your subject will never be in a prepositional phrase. 3. Usually your subject comes before your verb. Verb The word/words represents the actions of a sentence (e.g., is, went, will place, have taken, will have been observed, etc.). Wren and Martin (2002) define verb as: â€Å"A Verb is a word that tells or asserts something about a person or thing. Verb comes from the Latin verbum, a word. It is so called because it is the most important word in a sentence† (pp. 65). Subject verb agreement refers to the change in the form of a verb depending on its subject. Wren and Martin (2001) say that; The subject of the verb, like the personal pronouns, has three persons- the first, the second and the third. The subject of a verb may be first person (I, we), second person (You [singular], You [plural]), or third person (he, she, it, they). In English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Present Tense Singular Plural I eat They eat You eat You eat He, She, It eats We eat Past tense Singular Plural I ate They ate You ate You ate He, She, It ate We ate The subjects above given are not underlined. The verbs are bold and underlined. Now look at the present tense conjugations of verbs, because that is where you will see a difference. In the present tense, all of the different subject uses â€Å"eat† except for the third person subjects â€Å"he†, â€Å"she†, and â€Å"it†. If you are using what are called â€Å"regular verbs†, you will always add this -s after the third person subject. Therefore you can say â€Å"I like apples†, â€Å"You like apples,† but if you use â€Å"She†, you must say â€Å"She likes apples†. English grammar is not quite this simple in practice because people don’t always use the words I, She, He, They, We, You, and It. Usually they are more specific rather simple. For instance say, â€Å"My sister teaches a class at college† or â€Å"Joe and Jessica always dress well†. Now look at the subject and than decide what type of word of pronoun it is. â€Å"My mother† is a â€Å"She†, so the verb must include an –s or –es. â€Å"Joe and Jessica† are â€Å"they†, so the verb will not have the –s or –es ending. Regular vs. Irregular Verbs This is a little more complicated because there are two types of verbs: Regular and irregular. Regular verbs such as walk, play, jump and always follows –s as stated above.; and in the past tense form you will add – ed to make walked, played, jumped. But irregular verbs do not follow this pattern. Below are given three most common irregular verbs and their conjugations, which you will have to memorize in order to use them correctly. To Be Present Tense Singular Plural I am We are You are You are He, She, It is They are Past tense Singular Plural I was We were You were You were He, She, It was They were To Have Present Tense Singular Plural I have We have You have You have He, She, It has They have Past tense Singular Plural I had We had You had You had He, She, It had They had To Do Present Tense Singular Plural I do We do You do You do He, She, It does They do Past tense Singular Plural I did We did You did You did He, She, It did They did Some Additional Rules * When you have a subject with both the singular or plural noun like â€Å"Mr, Anderson and the students†)., make the verb agree to the closest one. For instance, Jessica and the students like their university. * Make sure that contradictions like â€Å"isn’t/ aren’t, don’t/ doesn’t, haven’t etc† agree with the verb. For instance, Joe doesn’t like macroni. (Does not) The Andersons don’t like pizza. (Do not) * Words that come between a subject and its verb do not affect the number (singular or plural) of the subject. You must determine which word is the sentences subject and then use it to decide whether the verb needs an â€Å"-s† ending. For instance, . A computer with a variety of memory chips serves a special purpose. Computers with a variety of memory chips serve a special purpose. * If the verb comes before the subject, it still need to be conjugated. For instance, There are three children with the cat in the garden. * If you see who, which or that as a subject, than use the type of the verb that best suits the noun the who, which or that stands for. For instance. Maira is the type of person who is always silent. Maira is one of those girls who are always silent. Subject Verb Agreement for Compound Subjects A compound subject is made up of two or more subjects that are connected by a coordinating conjunctions. Both the subjects have the same verb. Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro * When the compound subject is connected by ‘and’. It is treated as plural. For instance, Rabia and Sadia are my sisters. Ahmed and Aslam are absent. * A compound subject that refers to one thing/idea/person or to something considered as one unit is treated as singular. The producer and director of the film has won an award. (When one person is both the director and producer). * When there are two singular nouns joined by â€Å"or† or â€Å"nor,† use the singular verb. This is because you are looking at the noun separately, not as a combination. For instance, Neither Max nor John wants to do singing The mango or the apple juice is all right with me. * A compound subject made up of a singular subject and plural subject connected by ‘or’ or ‘nor’ is treated as follows. 1. Singular, if the subject close to the verb is singular. For instance, Either the students or the teacher has taken the globe from here. (Teachersingular) 2. Plural, if the subject close to the verb is plural. Neither the ship nor the boats are in sight. (Boatsplural) * When the subjects joined by or/nor are of different persons. The verb agrees with the nearer subject. Either he or I am guilty. Neither you nor they are responsible. * Two nouns qualified by each or every, even though connected by and, requires a singular verb. Every boy and every girl was given a packet of sweets. Specific Cases of the Subject-Verb Agreement * A collective noun can be treated as a singular or a plural depending on the context. * Collective nouns like â€Å"group, team, committee, class, family† treat a group as a single entity and therefore, should use singular verbs. For instance, 1. The group is cooperative. 2. The hockey team has great players. * It is treated as a plural when the components of the noun are considered  individually. For instance, The committee have issued individual dissenting notes. The board of directors are divided on the implementation of the reforms. * Always match the indefinite pronouns such as: â€Å"much, someone, anyone,  everyone, anything, nothing, something, everyone, each, every, either, neither, no one, one, other etc with singular verbs. For instance, Every one is anxious about me. Anyone who has got a problem, please stand up. * Some nouns like â€Å"news, civics, mumps, physics, mathematics† are singular and should be matched with the singular verbs. For instance, Mumps is a terrible disease No news is good news. * Some nouns like â€Å" spectacles† ending in ‘s’ however are treated as plural even  though they refer to one thing or pair .for instance His spectacles are broken. * Some indefinite pronouns such as: â€Å" few, many and several† are always plural. For instance, Several new products were introduced recently Few girls were absent yesterday. * Certain words such as: â€Å"any, all, most, more, none, enough, and plenty† can either be singular or plural. 1. They are singular, when they refer to one thing or person or to a portion of something and, hence they a singular verb. For instance Most of the work is over. 2. They are plural, when they refer to a number of individual things, persons, and places and hence they take a plural verb. For instance, Most of my neighbours are government employees. ( several) * ‘Many’ is singular as it modifies with a singular noun. For instance, Many students tries hard to pass this entrance exam. * Titles of books, magazines, etc are singular. For instance, The Arabian Nights is still read by many people. * Words or phrases that express an amount of money, fraction, distance, or  interval of time are singular. For instance, Twenty kilometres is a long distance. One hundred rupees is enough for this labour. * Class nouns denoting clothing, furniture, cutlery, stationary, etc. are singular. This stationary is expensive. Davidson (2003) states that sometimes it is not the immediate subject, or what seems to be the subject of the verb that determines whether the verb must be singular or plural, but some other words or phrase in the sentence. For example: The boy who is playing outside is my son. (‘the boy’ is the antecedent of the relative pronoun ‘who’). Subject Verb Agreement in Sindhi In Sindhi , the verb agrees with the subject and its number (either singular or plural), gender (masculine or feminine) and persons ( pronoun) .The word ‘Kartar’ or ‘karta’ means ‘Faail’, which we can say Subject in English and the ‘Kartary’ means ‘Faailey’( Kam Kandarr †«Ãš ªÃ™â€¦ Ú ª Ø ¯Ãšâ„¢Ã¢â‚¬ ¬ ) which we can say ‘Subjective’ in English language. The verb in Sindhi can be defined as; a word that shows to be, to do, to have or an action on something, that is said to be a verb or in short a word which tells something about a person or thing etc. (Baig1992, pp.2). Verb which in Sindhi language is called â€Å"Fael† has two main kinds. According to Allana (2004), â€Å"All the Dravidian languages have two kinds of verbs Fael Mutaadi and Fael Lazmi† (pp. 262). They are same as 1. â€Å"Fael Lazmi† (Intransitive verb) and 2. â€Å"Fael Mutaadi† (Transitive verb) same as in English language. In Sindhi, the agreement is said to be a ‘Nisbatoon’ or ‘Paryoog’, Paryoog of Sindhi language is taken from Sanskrit language which means â€Å"Nisbatoon‟ or â€Å"Melap†, or we can say agreement in English language. which shows the verb agreement with other components There are three types of ‘Nisbatoon’ or ‘Paryoog’ in Sindhi language. 1. Kartary paryoog (Subjective agreement). 2. Karmani paryoog (Objective agreement). 3. Bhawei Paryoog (Neuter agreement). Here we are concerned with the ‘Kartary Paryoog’ (Subjective agreement). 1. In Sindhi language, showing the number agreement of a verb with its subjects. - (Chhokro khedde tho â€Å"Boy plays†)-†«Ãš ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬ †«-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬ (Chhokra kheddan tha â€Å"Boys play†) †«-Ú‡ÙˆÚ ª Ú ©Ã™Å Ãš  Ù ¿Ã¢â‚¬ ¬* In the former sentence, the subject is singular in number, than the verb agrees to it as ‘khede tho’. * In the later sentence, the subject is plural in number, the verb agrees to it as ‘khedan tha’. Let’s look at some more examples; (Ho Masjid wayo â€Å"He went to mosque†) †«Ã™â€¡Ã™Ë† Ù…Ø ³Ã˜ ¬Ã˜ ¯ يو†¬ (Uhe Masjid waya, â€Å"They went to mosque†)- †« هي Ù…Ø ³Ã˜ ¬Ã˜ ¯ ي†¬* In the former sentence, when there is a singular subject as â€Å"Hu† (He), than it takes singular verb as ‘wayo’. †«( يو†¬went) * In the latter sentence, when the subject is plural in number as â€Å"Uhay† (They), than the verb changes from ‘wayo’ to ‘waya’ particularly in Sindhi language. 2. All the Sindhi nouns belong to one of the two noun genders, feminine and masculine. A verb in the clause agrees to the gender of the noun. For example, the verb ‘laugh’ agrees with the gender of the subject. (Chhokro khilyo â€Å"Boy laughed†) †«Ãš ©Ã™â€žÃ™Å Ã™Ë†Ã¢â‚¬ ¬ †«Ãšâ€¡Ã™Ë†Ãš ªÃ¢â‚¬ ¬ (Chhokree Khilee, â€Å"Girl laughed†) †«-Ú‡ÙˆÚ ª ÙŠ Ú ©Ã™â€žÃ™Å Ã¢â‚¬ ¬ Masculine nouns commonly occur with the vowel endings -o in the singular , and with the –aa in the plural. And feminine noun commonly occur with the vowel endings – i in the singular and – oon in the plural . Verb agreement in ‘Kartary Paryoog’ changes according to the gender of the subject. For instance, (Chhokro khedyo huo â€Å"Boy had played)-†«Ãš ©Ã™Å Ãš Ã™Å Ã™Ë† Ù‡ و†¬ †«-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬ (Chhokri kheddi hue, â€Å"Girl had played)- †«Ãšâ€¡Ã™Ë†Ãš ª ÙŠ Ú ©Ã™Å Ãš Ã™Å  Ù‡ ي†¬* In the former sentence, there is a masculine gender ‘- †«( ’ڇوÚ ªÃ¢â‚¬ ¬boy), the verb agrees to it as ‘-†«Ã¢â‚¬â„¢Ãš ©Ã™Å Ãš Ã™Å Ã™Ë†Ã¢â‚¬ ¬ * In the later sentence, there is a feminine gender ‘-†«( ’-Ú‡ÙˆÚ ª ي†¬girl), the verb agrees to it as ‘-†« .’Ú ©Ã™Å Ãš Ã™Å Ã¢â‚¬ ¬Let’s look at some more examples. (Ahmed School wayo, â€Å"Ahmed went to school†).†« Ø ­ Ø ¯ Ø ³Ãš ªÃ™Ë†Ã™â€ž يو†¬ (Rabia school wayee, â€Å"Rabia went to school†)- †«Ã˜ ± Ø ¨Ã˜ ¹Ã™â€¡ Ø ³Ãš ªÃ™Ë†Ã™â€ž Ø ¦Ã™Å Ã¢â‚¬ ¬* In the former sentence. If there is a masculine gender (Ahmed), the verb agrees to it as ‘-†«Ã¢â‚¬â„¢- يو†¬ * In the later sentence, when there is a feminine gender (Rabia), the verb agrees to it as ‘-†« ’- Ø ¦Ã™Å Ã¢â‚¬ ¬instead of ‘-†«.’- يو†¬ 3. The changing of the verb agreement of Sindhi language according to the persons (pronoun). For instance, (Aaon khedandus, â€Å"I shall play†)- †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã˜ ³Ã¢â‚¬ ¬- (Aseen khedandaseen, â€Å"We shall play)- †« Ø ³Ã™Å Ã™â€  Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬- (Hoo khedandee, â€Å"She will play†) †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã™Å Ã¢â‚¬ ¬Ã™Å½ (Uhey khedanda, â€Å"They will play†) †« هي Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã¢â‚¬ ¬Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study 487 ï‚ · In the first sentence, when the pronoun is first person singular , the verb stand for it as ‘-†«.’-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã˜ ³Ã¢â‚¬ ¬ ï‚ · In the second sentence, the subject is first person plural, the verb agrees to it as a ‘†«.’-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬ ï‚ · ï‚ · In the third sentence, the subject is third person singular, the verb agrees to it as ‘—†«Ã¢â‚¬â„¢-هوØ ¡ Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã™Å Ã¢â‚¬ ¬ ÙŽ In the fourth sentence, the subject is third person plural, the verb agrees to it as ‘ †«Ã¢â‚¬â„¢-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã¢â‚¬ ¬ Differences between the Subject Verb Agreement in Sindhi and English Here are some of the areas where English and Sindhi subject verb agreement differs. Like: Agreement with Person Present Tense English Sindhi I speak †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã˜ §Ã¢â‚¬ ¬ you speak †«Ã˜ ªÃ™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã™â€ Ã¢â‚¬ ¬ he speaks †«Ã™â€¡Ã™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ She speaks We speak They speak †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯Ã™Å  Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ ÙŽ †«Ã˜ ³Ã™Å Ã™â€  Ú ³Ã˜ §Ã™â€ž Ø §Ã™Å Ã™Ë† Ù ¿Ã˜ §Ã¢â‚¬ ¬ †«Ã™â€¡Ã™Å  Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€  Ù ¿Ã˜ §Ã¢â‚¬ ¬ Now we can see from the above given examples that in English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Now look at the present tense conjugations of verbs, because that is where you Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study 488 will see a difference. In the present tense, all of the different subject uses â€Å"speak† except for the third person subjects he, she, and it. If you are using what are called â€Å"regular verbs†, you will always add this -s (speaks) after the third person subject. But in Sindhi, all of the different subjects agree with different verb forms, as the first person subject ‘- †« ’-Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬agrees with the verb ‘- †« ,’Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬and ‘-†« ’ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬agrees with the verb ‘- †« ’Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã™Ë†Ã¢â‚¬ ¬instead of ‘- †«.’-Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ The second person subject ‘- †« ’Ø ªÃ™Ë†Ã¢â‚¬ ¬agrees with the verb ‘-†« .’-Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã™â€ Ã¢â‚¬ ¬And the third person subject ‘-†« ’ -هو†¬agrees wi th the verb ‘-†« ’-هو-‘ , ’-Ú ³ Ù„ Ø ¦Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬uses with the verb ‘-†« ’Ú ³ Ù„ Ø ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬and ‘-†« ’- هي†¬uses with the verb ‘- †« ’-Ú ³ Ù„ Ø ¦Ã™Å Ã™â€  Ù ¿Ã¢â‚¬ ¬and In Sindhi main verb comes with the auxiliary verb like ‘- †« . ’-Ù ¿Ã¢â‚¬ ¬here ‘-†« ’-Ú ³ Ù„ Ø ¦Ã™Å Ã¢â‚¬ ¬is a main verb ‘ and ‘-†« ’-Ù ¿Ã™Ë†Ã¢â‚¬ ¬is an auxiliary verb. Other auxiliary verbs are like; ‘- †« ’-Ù ¿Ã™Ë†-‘ ,’-Ø ¢Ã™â€¡Ã™Å -‘ ,’-Ù ¿Ã¢â‚¬ ¬etc Past Tense English Sindhi†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ I visited †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ¯ ÙŠØ ³Ã¢â‚¬ ¬ you visited †«Ã™Å Ã™â€ Ã¢â‚¬ ¬ †«Ã˜ ªÃ™Ë† Ú ¯Ã¢â‚¬ ¬ he visited †«Ã™â€¡Ã™Ë† Ú ¯ يو†¬ She visited †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ¯ ي†¬ ÙŽ We visited They visited †«Ã™â€¡Ã™Å  Ú ¯ ÙŠØ §Ã¢â‚¬ ¬ Now we can see from above given examples that in English, a verb doesn’t changes form for the first, second or even for third person subject in the past tense, you can see that, all of the different subjects agrees with the verb â€Å"visited† . But in Sindhi, the case is different. The entire different subject uses different verbs in the past tense too. As for the first person subject ‘- †« ’Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬uses the verb ‘-†«Ã¢â‚¬â„¢Ãš ¯ ÙŠØ ³Ã¢â‚¬ ¬ and ‘-†« ’ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬agrees with the verb ‘-†«.’-Ú ¯ ÙŠ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬and the second person subject ‘- †« ’-Ø ªÃ™Ë†Ã¢â‚¬ ¬uses the verb ‘-†«Ã™Å Ã™â€ Ã¢â‚¬ ¬ †« .’-Ú ¯Ã¢â‚¬ ¬And the third person subject ‘-†«(-هو†¬He)’ uses the verb ‘-†«,’-Ú ¯ يو†¬ ‘Hu’a (She)’ uses the verb ‘-†« ’-Ú ¯ ي†¬and ‘- †« ’Ú ¯ ي†¬agrees with the verb ‘-†«.’- هي†¬ Future Tense English Sindhi. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã˜ ³Ã¢â‚¬ ¬ I will drink †«Ã˜ ªÃ™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã™Å Ã™â€ Ã¢â‚¬ ¬ you will drink †«Ã™â€¡Ã™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã¢â‚¬ ¬ he will drink She will drink †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ù ¾Ã™Å  Ù†Ø ¯Ã™Å Ã¢â‚¬ ¬ ÙŽ We will drink †«Ã˜ ³Ã™Å Ã™â€  Ù ¾Ã™Å  Ù†Ø ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬ †«Ã™â€¡Ã™Å  Ù ¾Ã™Å  Ù†Ø ¯Ã¢â‚¬ ¬ they will drink Now we can see from above given examples that in English, a verb doesn’t change its form for the first, second or even for third person subject in the future tense, you can see that all of the different subjects agrees with the verb ‘will drink’. But in Sindhi, the case is different in future tense also. The entire different subject uses different verbs in the present, past and even in future tense. As the first person subject ‘- †« ’-Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬uses the verb with it as ’-†« ,’-Ù ¾Ã™Å  Ø ¯Ã˜ ³Ã¢â‚¬ ¬and ‘-†« ’- Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬uses the verb ‘†« ,’- Ù ¾Ã™Å  Ø ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬the second person subject ‘- †« ’-Ø ªÃ™Ë†Ã¢â‚¬ ¬uses the verb ‘-†« ’-Ù ¾Ã™Å  Ø ¯Ã™Å Ã™â€ Ã¢â‚¬ ¬and the third person subject ‘-†« ’-هو†¬agrees with the verb ‘- †« ’-هوØ ¡-‘ ,Ù ¾Ã™Å  Ø ¯Ã¢â‚¬ ¬agrees with the verb ‘-†«Ã¢â‚¬â„¢-Ù ¾Ã™Å  Ø ¯Ã™Å Ã¢â‚¬ ¬ and ‘-†« ’- هي†¬agrees with the verb ‘- †«Ã¢â‚¬â„¢-Ù ¾Ã™Å  Ø ¯Ã¢â‚¬ ¬ Agreement with Gender The boy had cry †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ø ±Ã™â€ Ã™Ë† هو†¬ The girl had cry †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ±Ã™Å  Ø ±Ã™â€ Ã™Å  Ù‡ ي†¬ Now you can see in the above given examples that in English, the subject for both the genders (masculine and feminine) as ‘the boy’ and ‘the girl’ agrees with the verb ‘cry’. But in Sindhi, the masculine subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬agrees with the verb as ‘- †«Ã˜ ±Ã™â€ Ã™Ë†Ã¢â‚¬ ¬ †« ’-هو†¬with vowel ending –o, but the feminine subject ‘-†« ’-Ú‡ÙˆÚ ª ÙŠØ ¡Ã¢â‚¬ ¬agrees with the verb ÙŽ as ‘-†« ’-Ø ±Ã™â€ Ã™Å  Ù‡ ي†¬with the vowel sound ending –i. for more understanding another example is: The dog ran †«Ãš ªÃ˜ ªÃ™Ë† ÚŠ ڙيو Ù‡ و†¬ The cat ran †«Ã™ »Ã™â€žÃ™Å  ÚŠ Ú™ÙŠ Ù‡ ي†¬ ‘Dog’ is the masculine gender and ‘ cat is the feminine gender, In English the verb doesn’t change its form for different gender subjects. As in above examples, the verb agrees to both the gender subjects ‘dog’ and ‘cat’ as ‘ran’. But in Sindhi, the verb changes its form for different genders. As the gender (masculine) subject ‘†« ’-Ú ªÃ˜ ªÃ™Ë†Ã¢â‚¬ ¬agrees with the verb as ‘-†« ,’-ÚŠ ڙيو Ù‡ و†¬and the feminine gender subject ‘-†« ’-Ù »Ã™â€žÃ™Å Ã¢â‚¬ ¬agrees with the verb as ‘-†« ’-ÚŠ Ú™ÙŠ Ù‡ ي†¬with the vowel endings –o and –I respectively. Agreement with Numbers The boy plays †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ú ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬ The boys play †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ú ©Ã™Å Ãš  Ù ¿Ã˜ §Ã¢â‚¬ ¬ She eats †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ©Ã˜ §Ã˜ ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬ ÙŽ They eat †«Ã™â€¡Ã™Å  Ú ©Ã˜ §Ã˜ ¦Ã™â€  Ù ¿Ã˜ §Ã¢â‚¬ ¬ In English, we will always add this -s after the singular third person subject he, she, and it, and a verb has a singular and plural forms in the present tense only. ‘the boy’ is a ‘he’ so the verb must include an –s or –es ending like ‘plays’. and for plural subject as ‘the boys’ refers to â€Å"they†, the verb will not have the –s or –es ending like; ‘play’. Same is the case with â€Å"She† agrees with the verb as ‘eats’, and ‘They’ agrees with the verb as ‘eat’. And in Sindhi, the subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬is a singular in number. Then the verb agrees to it as ‘-†« ,’-Ú ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬But if the subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬is plural in number than the verb agrees to it as ‘- †« .’-Ú ©Ã™Å Ãš  Ù ¿Ã¢â‚¬ ¬Same is the case with the singular subject ‘-†« ’-هوØ ¡Ã¢â‚¬ ¬agrees with ÙŽ the verb as ‘-†« ’-Ú © Ø ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬and the plural subject ‘-†« ’- هي†¬agrees with the verb as ‘- †«.’-Ú © Ø ¦Ã™â€  Ù ¿Ã¢â‚¬ ¬ Similarities in Some Cases Here are some of the areas, where English and Sindhi share a common rule for subject verb agreement like: * Every verb should agree with the subject in number and person. For instance, English: They like sweets. (They=plural, like=plural). Sindhi: Uhay mitha pasand kan tha. (Uhay=plural, pasand kan tha=plural) * When a compound subject is connected by ‘and’, it is treated as plural in both Sindhi and English. For instance, English: Rabia and Sadia are my sisters. (Are= plural) Sindhi: †« =-Ø ¢Ã™â€¡Ã™â€ -(Ø ± Ø ¨Ã˜ ¹Ã™â€¡ Û ½ Ø ³Ã˜ ¹Ã˜ ¯Ã™Å Ã™â€¡ Ù… Ø ¬Ã™Ë† Ú€ÙŠÚ »Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™â€ Ã¢â‚¬ ¬plural) * If two singular nouns refer to the same person or thing, the verb treated as singular in both Sindhi and English. For instance, English: The producer and director of the film has won an award. (Has won= singular). Sindhi: †« = -Ú ©Ã™ ½Ã™Å Ã™Ë†-( -Ù Ã™â€žÃ™â€¦ Ø ¬Ã™Å  Ù‡Ø ¯ ÙŠØ ªÃš ª Ø ± Û ½ Ù ¾ ڊيوØ ³ يو Ø ±ÃšÅ  Ú ©Ã™ ½Ã™Å Ã™Ë†Ã¢â‚¬ ¬singular). (When one person is both the producer and director). * Words joined to a singular subjects by words such as ‘with’, ‘as well as’ etc are treated as singular in both Sindhi and English. English: Sanskrit as well Arabic was taught there. (Was taught = singular). Sindhi: -†«Ã™Å  Ø ¯Ã™Å  Ù‡ ي†¬ †«= ÙŠ Ø ¯Ã™Å  Ù‡ ÙŠ-( .-Ø ³ Ø ³Ãš ª Ø ª Ø ªÃ™Ë†Ãšâ„¢Ã™Å  Ø ¹ Ø ¨Ã™Å  Ø ªÃ™Å  Ù ¾Ãšâ„¢Ã™â€¡ Ø ¦Ã™Å Ã¢â‚¬ ¬ singular). * When the subjects joined by the ‘or’ or ‘nor’ are of different person. The verb agrees to with the nearer in both Sindhi and English. English: Neither you nor he is responsible. (He = singular, is = singular). Sindhi: †« = -هو-( -نه Ø ªÃ™Ë† نه Ø ¦Ã™Å  هو ميو Ø ± Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular, -†« = -Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) English: Either he or I am guilty. (I = singular, am = singular) Sindhi: †«Ã˜ ´ Ù… Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †«Ã˜ ±Ã™Å  م†¬ †« = -Ù… -( .-ÙŠ Ø ªÃ™â€¡ هو ي†¬singular, †«=-Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ singular). * When the plural noun is a proper name for some single object or some collective unit. It follows a singular verb in both Sindhi and English. English: The Arabian Nights is still a great favourite. (Arabian Nights = plural, is = singular) Sindhi: -†«( Ø ¹ Ø ¨Ã™Å Ã™â€  Ù† Ø ¦Ã™ ½Ã˜ ³ ÚÆ' Ø ª Ø ¦Ã™Å Ã™â€  Ù ¾Ã˜ ³ Ø ¯ Ú ª ÙŠ ÙŠ Ø ¯Ã™Å  Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬Arabian Nights = plural, -†« = -Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) * The collective noun can be treated as singular in both Sindhi and English , when the noun is considered as a single unit. English: This group is cooperative. (Is = singular) Sindhi: -†«Ãš ª Ø ¯Ãšâ„¢ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« = -Ø ¢Ã™â€¡Ã™Å -( .- هو Ù ½Ã™Ë†Ã™â€žÃ™Ë† Ø ªÃ˜ ¹Ã¢â‚¬ ¬singular) * Words and phrases that express an amount or money, fraction, distance, or interval of time are singular in both Sindhi and English. English: Twenty kilometres is a long distance. (Is = singular) Sindhi: -†«Ãš  Ù…Ù  Ø µÃ™â€žÃ™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« =Ø ¢Ã™â€¡Ã™Å -( ÙŠ Ù‡ Ú ªÃ™â€žÃ™Ë†Ã™â€¦Ã™Å Ã™ ½Ã¢â‚¬ ¬singular) English: One hundred rupee is a large sum. (Is = singular) Sindhi: -†« = -Ø ¢Ã™â€¡Ã™Å -( -Ù‡Ú ª Ø ³Ã™Ë† Ø ± Ù ¾Ã™Å Ã™â€¡ Ú Ã™Å  قي Ø ª Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) Conclusion From above analysis, we have examined that the subject and the verb agrees in a sentence. Agreement allows us to show who’s doing what in a sentence by indicating which part of the sentence go together. 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