10 Legal Case briefs Study Example | Topics and Well Written Essays - 2500 words

10 Legal briefs - Case Study Example 2. Procedural History: The case was first heard in a Chicago court, before being appealed in the Illinois appellate court and later the Illinois Supreme Court. The case was passed further to US Supreme Court for a final determination. 3. Facts: Terminiello, a suspended catholic priest made a speech that was injurious to the personality of certain racial groups in an auditorium if the state of Chicago. this caused a public disturbance which forced the police to arrest him and present him to court. 5. Reasoning: The reasoning applied under this case is that inflammatory speeches and fight words are against the provisions of the first amendment of the US constitution. Therefore, the law does not protect the right of speech which creates anger and dispute. Additionally, the provisions of the amendment are against any speech or words that cause public unrests and disputes. 6. Rule: The trial court ruled that Terminiello was guilty of a breach of peace, because his conduct entailed a breach of public peace and decorum. The both the Appellate and the Supreme courts of Illinois affirmed the ruling. The US Supreme Court ruled that the statute used to charge him was unconstitutional. 7. Holding: the Supreme Court held that the speech made by Terminiello was protected under the first amendment of the US constitution. It also held that the statute applied to convict him by the Chicago trial court was unconstitutional. 8. Dissent: Chief justice Vinson opposed the opinion, observing that the statute applied was suitable for punishing fight words. The same sentiments was echoed by justices Frankfurter and Jackson, who observed that reversing the ruling granted by the trial court and affirmed by both the appellate and the supreme courts of Illinois was a breach of balance of power of the state and the federal courts. 2. Procedural History: The case was first held in a California trial court. The appeal was presented to the

Corporate Social Responsibility Essay Example for Free

Corporate Social Responsibility Essay Corporate Social Responsibility (CSR) means that a corporation should be held accountable for any of its actions that affect people, their communities, and their environment. Actually, MTR has been implementation of CSR. Since 1993, MTR staff will use their spare time to contribute to society, spontaneously organize and participate in volunteer activities. In 2005, MTR has also set up a volunteer program, to provide support for employees. The the MTR at â€Å"railway people, railway Heart† volunteers plan to participate in 86 community projects and participate in volunteer up to 1,800 people and 12,000 recipients. The target includes the elderly, low-income families, the physically disabled, mentally retarded persons and other people in need. MTR not only set up a volunteer program, but also provide free rides promotions for elderly. Moreover, MTR organized 17 work-life balance seminars and 8 value creation seminars. In addition, MTR in 2005 to help establish the first Charter of Corporate Social Responsibility (CSR Charter), served as one of its founder members. It formulates the first MTR corporate social responsibility guidelines, as well as the establishment of sustainable development and corporate social responsibility policy Steering Committee. You can see that, MTR held accountable for Hong Kongers of its actions. The vision of MTR is that care services, linking and building community to become an internationally recognized business pioneer. And, we think MTR been efforts to implement. However, MTR can do it better. Some of peoples said that MTR held accountable for Hong Kongers of its actions is insufficiency. Although MTR is Limited Corporation, the largest shareholder still is government. Thus, MTR belong public goods, it must be emphasized that the public welfare at first. Because of it, parts of public think that MTR should do more to maintain or improve our public welfare. The most people displeasure MTR is the fare should decrease or reduce to provide cheaper ticket for public as MTR earn much money each year. It should give some feedback to public. MTR owns along the real estate development projects, the total assets more than three hundred billion dollar. MTR offer concessions to passengers, such as short-term fare concessions ten get one free, but this small favors obviously not been accepted by the public. We think that MTR should think more about public and to listen to the views of the public, and make the appropriate action or respond. MTR is a large public company; it should not just focus on economic profit and ought to look out the needs of public. If not, public will procession to express their dissatisfaction because MTR do not held accountable for Hong Kongers of its actions. The impact of CSR on the company’s economic profit is very small, or not even. The most popular debate of CSR is that CSR will make the company lowers economic efficiency and profit as the business need to use extra resources for social purposes. But, it is not be applicable on MTR. It is because MTR not only provide transport services, it also have other business, such as investment in housing. Therefore, the profit of MTR is very large. Even though it use some resource to implement CSR, it will not affect its profit. Conversely, it will aroused public discontent if MTR have not implement its CSR as MTR is a big company and earn a lot of money from public, it should do something for public. On the other hand, it may affect its image as public think that MTR just focus on economic profit without their public welfare. Although MTR always build its image via TV, but parts of people think that it is not enough. They do not just want the promotion and they want the real action, like decrease the fare. People are not easy to deceive. If MTR not listen and ameliorate its actions, plan or behavior, it will increase the displeasure of public and affect its image. People will adopt a more radical behavior to express their dissatisfaction when it does not have any improve. And, it will affect its reputation.

Research into Cancer Stem Cells

Research into Cancer Stem Cells Cancers are composed of a heterogeneous mix of cells with varying differentiation, proliferation and tumourigenic properties. In vivo studies have demonstrated that within a cancer population, only percentage of cells are able to initiate tumour development [1]. It is widely believed that the heterogeneous groups of cells include a small population of cancer cells with stem cell properties: the cancer stem cell (CSC). These cells have the capacity to self-renew and differentiate asymmetrically and give rise to bulk populations of nontumourigenic cancer cells. Current cancer treatments may eradicate the tumour bulk but spare the populations of stem cells which are able to restore tumour tissue causing recurrence of the cancer. This may explain why initial tumour regression does not necessarily translate to improved patient survival in many clinical trials. Identification and characterisation of these stem cells may offer means of targeting cancer at its root. Cancer Stem Cell Definition The AACr workshop in 2006 defined a cancer stem cell as: A cell within a tumour that possesses the capacity to self-renew and to cause the heterogeneous lineages of cancer cells that comprise the tumour. Cancer stem cells can thus only be defined experimentally by their ability to recapitulate the generation of a continuously growing tumour.[2] Therefore the stem cell definition requires that cell possess 2 fundamental properties. Self renewal, the process whereby at least one daughter cell of a dividing stem cell retains stem cell properties Potency, the ability of cells to differentiate into diverse cells that comprise the tumour. [3]. It was agreed that defined CSCs may not necessarily derive from normal tissue stem cells, indeed one important and unanswered question is whether tumours derive from organ stem cells that retain self renewal properties or whether tumour stem cells are proliferative progenitors that acquire self-renewal capacity [2]. Normal Tissue Heterogeneity The continuous replacement of differentiated, functional cells by proliferation of more primitive cells in human tissue is a normal homeostatic process. Organs are composed of collections of differentiated cells that perform discrete functions [4]. The total cell population is regarded as constituting a cell division hierarchy [5]. The stem cell is central in the renewal hierarchy and has two functions within this model. It can act as the initiating cell in a cell division and differentiation process, producing a large family of differentiated descendants, a process known clonal expansion. Another function is for the cells to undergo division to produce two stem cell daughters identical to the initial stem cell and to replace the stem cells used in clonal expansion. This process is called self-renewal [6] and is shown diagrammatically in Figure 1. As cells move down the hierarchy they acquire the differentiated features associated with tissue function and the proportion of differenti ated cells increases. In this way the stem cell has the ability to maintain organ life [4]. This concept predicts the existence of three categories of cell within the population: Proliferating, self renewing stem cells; Proliferating non-renewing transitional cells (transit amplifying); Non-proliferating, differentiated end cells. Following division the stem cell can give rise to a transit amplifying cell that will undergo further rapid proliferation to produce offspring which expand the populations of cells arising from the initial division and progressively commit irreversibly to differentiation along one or several lineages[4]. An important feature of a stem cell is their ability to undergo asymmetric cell division giving rise to a progenitor cell and to a new stem cell. Somatic SCs reside in confined tissue compartments referred to as the niche. Here the microenvironment suppresses SC proliferation, resulting in a quiescent SC population. This population maybe triggered to proli ferate and differentiate in response to injury (Ghotra, 2009). Seven common and distinguishing features of stem cells have been described [4]: Stem cells comprise a small subpopulation of a given tissue. Stem cells are ultra-structurally unspecialized, with a large nuclear-to-cytoplasmic ratio and few organelles Stem cells can be pluripotent Stem cells are slow cycling but may be induced to proliferate more rapidly in response to certain stimuli Stem cells have a proliferatve reserve that exceeds an individuals lifetime An intermendiate group of transit amplifying cells exists The microenvironment plays a critical role in the homeostasis of the stem cell and the differentiation of its progeny. The stem cell is capable of division and clonal expansion. As cells differentiate they lose their proliferative potential. The stem cell can self renewal or divide to produce proliferative transitional cells. Tumour Heterogeneity It has been recognised for many years that tumours exhibit morphologic heterogeneity but they are also functionally heterogeneous in terms of cell proliferation and tumour forming capacity based on transplantation assays [7]. Heterogeneity within tumours is seen within individual tumours in terms of morphology, cell surface markers, cell proliferation kinetics and response to therapy. In vitro and in vivo observations suggest that most cancer cells do not proliferate and that loss of capacity to divide is a feature of the tumour. Only a small proportion of cells have the ability to form tumours in vivo, referred to as tumourgenicity. The cancer stem cell theory posits that neoplasms, like physiological tissue can be hierarchically organised, and that CSCs at the apex of this of this cellular hierarchy and seem to comprise of only a subpopulation of tumour cells are essential for its initiation [8, 9]. Two models have been proposed to explain tumours heterogeneity Stochastic and Hiera rchy, summarised in Figure 2. Both models account for the existence of a cell with stem cell properties, but only the hierarchy model predicts the existence of a stem cell at the top of a hierarchy, which the potential to produce all other cell types within the tumour. Stochastic Model The stochastic model predicts that a tumour is biologically homogeneous and the behaviour of the cancer cells is influenced by intrinsic (eg signalling pathways, levels of transcription factors) or extrinsic factors (eg host factors, immune response, and microenvironment). It is suggested that the randomness and unpredictability of these factors result in heterogeneity in many aspects of marker expression and tumours initiation capacity [10]. A key requirement of the stochastic model is that all cells are equally sensitive to such influences and that the cells can revert from one state to another. For this model to be functional all tumour cells are not permanently affected and all have equal capacity to be induced to one state or another and the changes upon the cell are not permanent [11]. A growth fraction of Hierarchy Model The second model is the hierarchy model which predicts that the tumour is a caricature of normal tissue development and a hierarchy where the stem cell is at the tops is maintained (Pierce) [7]. The cancer stem cell maintains itself and its clones by self-renewal. The cells also mature to produce differentiated offspring which form the bulk of the tumour and lack stem cell properties. As in normal tissue only a small percentage of the tumour population maintain the capacity for long term proliferation while most cells proceed forward down the differentiation pathway resulting in aberrant terminal differentiation [4]. Due to differences in characteristics, stem cells can be selected and enriched for. Variations in tumour growth rates may be due the effects of normal homeostatic mechanisms that regulate stem cells and transit amplifying cell reproduction or alterations of the stem cell niche microenvironment [4]. Much of the evidence for this comes from clonogenic and tumourgenic assay s, which will be discussed further. Hierarchy model contains cells that are composed of biologically distinct cells including cancer stem cells which are all have different functional properties. The stochastic model predicts that all cells are equal the cell heterogeneity is due to intrinsic and extrinsic influences upon the cells which result in heterogeneity of cell function. Experimental Evidence Early Work The first evidence for the existence of cancer stem cells came from functional cell proliferation studies in the1940s 1960s. Radiolabelling cells and autoradiography enabled measurements into the proliferation, lifespan and hierarchical relationships in normal and neoplastic tissues [10, 12]. From these studies came the proposal that tumours are caricatures of normal development including the existence of stem cells [7]. Much early work was on the cancer of the haematopoietic system. In the 1970s Clarkson and other groups carried out pioneering studies that established cancers exhibited functional heterogeneity [10, 13]. These include cytokinetic studies carried out in cell lines, murine models of the acute leukaemias and in vivo examination of leukaemia blast proliferation kinetics in human AML and ALL patients. The data showed that the majority of leukemic blasts were post mitotic and needed to be continuously replenished from a relatively small proliferative fraction. Only a smal l number of leukemic blast cells were cycling in vivo and of these two proliferative fractions were observed: a larger, fast cycling subset with a 24 hour cell cycle time and a smaller, slow cycling, with a dormancy of weeks to months. From this data it was suggested that the slow cycling fraction was generating the fast cycling fraction thought to be the leukemic stem cell population because they had similar kinetic properties to those observed for normal haematopoietic stem cells. This was a clear suggestion that tumours exhibit functional heterogeneity in terms of proliferative potential. Following the identification of these slow cycling cells it was predicted the inability to kill the leukaemic stem cells (LSCs) was the cause of relapse and failure of chemotherapeutic therapies. Whilst combining treatment with in vivo cytokinetic studies, investigators observed that LSCs respond to the depletion of the of the leukemic cell mass by go into cycle after chemotherapy. It was sugges ted the way to eliminate dormant LSCs was to find the window when they are cycling. Identifying and assaying the potential LSCs was a major stumbling block and characterising them was impossible. This was when attention focused on the clonogenic assay was adapted by several groups to assay AML which identified phenotype of AML cultures in vitro with differing proliferative potential, providing the further proof for hierarchy in AML [14-16]. Clonogenicity Definition of a clone A clone is an operationally defined as a group of cells derived from a single ancestor cell. Clonogenicity is the ability of a given cell population, when plated as single cells, to produce one or more clones. This can be measured by the clonogenic assay which can quantify the proportion of colony forming cells, as a percentage of plated population, referred to as colony forming efficiency (CFE). It has been suggested that colony-forming cells possess two fundamental properties of progenitor cells: the ability to give rise to differentiated descendents and the capacity for self-perpetuation [17]. Therefore the ability to measure the capacity of cells to form clones is a useful tool in the study of the cancer stem cell concept. Quantitative measurement of clonogenicity Development of the clonogenic assay. Puck and Marcus The first clonogenic assay In 1956 Puck and Marcus published a paper describing a cell culture technique for assessment of colony forming ability of single mammalian cells [18]. Plated in culture dishes with a suitable medium human cervical carcinoma cells (HeLa) were supplemented with a large number of irradiated feeder cells and the number of colonies formed was counted. Their technique was a simple rapid method for growing single mammalian cells into macroscopic colonies with a colony forming efficiency of 80 100% . The authors developed this assay further to enable quantification of the effects of high energy radiation on cell populations in vitro [18-20]. They plated HeLa cells and measured their response to x-rays, producing the first in vitro radiation cell survival curve [21]. This assay has since been used for a wide variety of studies with many cell types using improved culture conditions, and for the testing of many potential chemotherapeutic agents. Till and McCulloch Following the work of Puck and Marcus, Till and McCulloch generated the first in vivo survival curves [22, 23]. They showed that when mouse bone marrow cells were injected into recipient mice that had been given total body irradiation to suppress endogenous haematopoiesis, visible colonies developed in the spleens that derived from cells in the graft. This work demonstrated that the cells injected into the mice were capable of self-renewal and it was speculated that these cells were stem cells. The evidence for this conclusion was that the curve from the number of marrow cells transplanted proportional to the number of colonies developed within the spleen. In addition, the radiation survival curve of cells that form colonies closely resembled survival curves developed by Puck and Marcus for in vitro cells [21]. This, however, was only indirect evidence and did not prove that the colonies originated from single cells, so the group carried out further experiments to determine the singl e cell origin on the colonies within the spleens [24]. Heavily irradiated bone marrow was transplanted into heavily irradiated recipient mice. The idea was that some cells containing genetic abnormalities caused by irradiation in the donor bone marrow cells would retain the ability to proliferate and produce clones containing this abnormality [24]. This worked to some extent, with a small number of colonies containing cells which all showed the same chromosome abnormality within that colony. It was hypothesised that if the capacity to form colonies is to be considered as a criterion to identify stem cells, then cells must lose this capacity upon undergoing differentiation. This hypothesis was tested by applying hypoxia as a differentiating pressure to mouse bone marrow, which resulted in a reduction in colony formation in the spleens of hypoxic mice [17]. They described how the number of colonies form in the spleens of mice in hypoxic conditions is reduced. This was thought to be du e to hypoxia stimulating erythropoiesis which stimulates erythropoietin, indicating that erythropoietin reducing colony forming production in the spleen. This data suggested that an increased demand for differentiated cells reduces the number of stem cells, resulting in the reduction of colony forming ability. Later Developments Since its development, the in vitro clonogenic assay has become a valuable tool in the study of cell growth and differentiation. [25]. Several adaptations to the original method have been made including immobilising cells in a top layer of 0.3% agar to avoid formation of tumor cell aggregates by random movement which might be confused with colony growth [26]. Agar has also been replaced by some groups with agarose, which is easier to handle (Laboise 1981) or methylcellulose which allows better recovery of the colony for replating. Others have simplified the culture medium and omitted the need for feeder cells. The exact protocol depends largely on cell type, but the basic system remains the same. The development of a protocol for secondary plating efficiency has proved a useful tool for the measurement of self-renewal and has the advantage of being able to identify cells that are able to undergo a large number of cell divisions [26]. This involves selecting specific colonies to deter mine their proliferative potential over a number of passages. Clonogenicity and Cell Renewal Hierarchy Clonogenic assays have been used to identify and morphologically characterise the three cell types above. Barrandon and Greens [27] work identified the clonal types of keratinocytes and linked this to their capacity for multiplication. They defined colonies as Holoclone, Meroclone or Paraclone. The Holoclone was described as a colony with a larger smooth nearly circular perimeter containing many small cells, which it has been suggested that these cells represent the proliferating self renewing stem cells. Paraclones were described as differentiated end cells which are more elongated and flattened in appearance, however paraclones can divide quite rapidly therefore classification of clonal type cannot be deduced form the study of growth rates alone or morphology alone. Meroclones were described as a combination of holoclones and paraclones. Relating morphology and colony size to clonogenicity can be used to further identify potential stem cells within the clonogenic assay and give mor e detail to the fate of their descendents. The differences in growth unit size may reflect several properties including different proliferative capacities and clonogenic cell kinetics. However, clonogenicity in vitro alone, does not define a stem cell, and other subpopulations, such as transit amplifying cells may also be able to produce a colony size of 32 or more cells. Although ability of a cell to form a colony implies substantial proliferative capacity, this does not unambiguously identify a stem cell [28]. Tumor Cell Heterogeneity and Hierarchy Certain characteristics have emerged from clonogenic studies on cells derived from human tumors. It was noticed that a few cells in each tumor were able to give rise to colonies in culture, whilst some colonies contained transit amplyifing cells undergoing a limited number of terminal divisions. Other cells (usually the majority) were non-proliferating stem cells. Looking at CFE and colony size of human tumors and replating experiments has demonstrated the heterogeneity of a wide range of tumor types including neoplastic human urothelium [29], melanoma [30, 31] and squamous carcinoma [32]. This supports the idea that cells within solid tumors consist of cellular hierarchies, which will be discussed further. The cancer stem cell model accounts for heterogeneity within a primary cancer by proposing that each cancer consists of a small population of cancer stem cells and a much larger population of cells which have lost their self-renewal capacity [5]. The clonogenic assay has been used explore this cellular heterogeneity present in human tumors, lending support to the stem cell model of tumor growth. Multiple myeloma has served as a valuable model in early clonogenic assay development. This was studied by Hamburger and Salmon in 1977 [33], who created an essentially selective system which restrict proliferation to cells capable of anchorage independent growth, thought to be a characteristic of stem cells [34]. They described an in vitro bioassay for human myeloma colony-forming units in culture which was applied to the study of patients with multiple myeloma and related monoclonal bone marrow derived B cell neoplasm. Bone marrow samples from patients with multiple myeloma and normal volun teers were cultured in the presence of an agar feeder layer prepared by either human type O+ washed erythrocytes or adherent spleen cells of BALB/c mice. They found a linear relationship between colony formation and the number of nucleated bone marrow cells plated. Multiple myeloma patients exhibited much higher numbers of colonies formed compared to normal volunteers. It was shown that the number of colonies was proportional to the number of colonies plated, suggesting that colonies were derived from single myeloma stem cells. This was the development of the human tumor stem cells assay. The Human Tumor Stem Cell Assay clonogenicity and cancer stem cells The ability to grow human solid tumors in two-layer soft agar culture was developed for the clinical application of testing in vitro tumor sensitivity or resistance to chemotherapeutic agents. It is a possible means by which anticancer drugs can be selected for activity against tumor cells from a patient [35] as a way of tailoring chemotherapeutic regimes to individual patients and of testing new cytostatic agents [36]. The assay assesses treatment effects of stem cells by a testing their ability to reproduce and form a colonies of cells. Using semi-solid agar with enriched medium supports colony growth from cell suspensions from a variety of human tumors. A semi-solid medium suppresses the growth of most normal cells and there is evidence of the malignant nature of these colonies [33] . An important consideration is the relationship between the response of clonogenic cells to drugs in vitro and the response of the tumor to the same drug in the patient [10]. The stem cell model of human cancer suggests that cure or duration of remission after clinical treatment should correlate only with killing of stem cells. Assessment of treatment effects on an unselected cell population (eg on the basis or morphological criteria) is therefore likely to be misleading since the effects on a small population of stem cells will be masked by those on the large population of stem cells. Human tumors of a single histological type appear to have a pattern of response in vitro that is similar to their clinical behaviour. Within a histological type, tumours are heterogeneous in response both in vitro and in vivo. Studies directly comparing the response in vitro with the subsequent clinical response have shown important correlations. The proportion of human tumors that grow with a plating efficiency sufficient for assessment of drug activity (à ¢Ã¢â‚¬ °Ã‚ ¥30 colonies per 500,000 cells plated is frequently less that 50%. Usually only a proportion of these tumors will manifest in vitro sensitivity [37]. There have been a wide range of predictive value positives reported for the human clonogenic tumour cell assay when applied to a patient population with an expected clinical response rate of 15-49% [38]. This value could be misleading and in practice may only be workable for cytotoxicity testing for only one third of specimens tested. The limitation exits that not all sam ples will produce clones in vitro so those that do may exhibit a treatment bias [35]. Other problems with the use and interpretation of human tumor clonogenic assays include low plating efficiency and small proportion of tumors available for testing; difficulty in preparing single cell suspensions, production of only small quantities of data, and problems defining drug sensitivity and response criteria [35]. Factors influencing size of sub-populations It has been proposed that as in normal cell populations, human tumor cell populations are also heterogeneous and comprise stem cells, non-stem transitional cells with limited proliferative capacity and end cells [6]. MacKillop suggested that four factors may influence the relative size of these subpopulations: The probability of self-renewal (Psr) of stem cells (producing two daughter stem cells). The distribution of cells within the system can be treated mathematically by assuming probability functions. The potential of the transitional cells for further cell division, as defined by clonal expansion number (n=number of generations between the first generation non-stem cells and the end cells.) The relative effect of cell loss on each subpopulation (Stem cells, transit amplifying, end cells) as described by cell loss factors (ÃŽÂ ¦s, ÃŽÂ ¦t ÃŽÂ ¦ ec). The number of generations of cell proliferation following initiation of the tumor cell population for individual stem cell. Stem cell division in normal tissue must provide a supply of differentiated functional cells to compensate for physiological losses and at the same time maintain a constant stem cell population. A probability of self-renewal in which two stem cells daughters Psr =0.5, would yield a steady state [28]. If no cell loss occurs, it has been modelled that the number of stem cells will increase exponentially with Psr > 0.5 [6]. For the simplest case in which all non-stem cells are end cells (n=0) the proportion of stem cells increases linearly with increasing Psr. and the proportion of stem cells in a tumor decreases as the extent of multiplication of the transitional cell compartment. This results in the stem cell being the less common cell type numerically than transit amplifying and differentiated end cells. These scenarios are affected by cell loss which may occur through necrosis, migration or differentiation, of which only differentiation is selective of cell type. A selective loss th rough differentiation increases the population of stem cells. The modelling of tumor cell growth has implications for the use of clonogenic assays as predictors of the stem cell fraction on human tumors, especially in regards to cut-off points in terms of colony size and determining which cells represent the stem cell fraction [6]. Between studies there are differences between how colonies are scored morphologically and numerically and how long cells are allowed to grow [31] and considering this evidence may be an important issue when comparing data between different studies. Clonogenicity in cell lines and stem cells in cell lines Clonogenicity has recently been used to identify stem cell properties of cells in long term culture cancer cell lines. The colony forming efficiency and secondary plating efficiency of carcinoma derived cell lines including head and neck squamous, breast [39] and prostate [39-42] were investigated and considered to contain potential stem cells. These studies show that cell lines show clear differences between clonal types (holoclone, meroclone, paraclone) and have similar properties in this respect to normal epithelial cells [39]. The proportions of clonal types between the carcinoma cell lines vary greatly. DU145 colonies were evenly spread in number between the clonal types, whereas PC3 cells produced mainly meroclones and LNCaP cells produced mainly paraclones [41], all based on colony morphology. These studies have also looked at the relationship between potential cancer stem cell markers and clonogenicity. CD133 enriched DU145 cells were assayed for clonogenicity, but no difference was found between the positive and negative cells [41], but when isolated CD44+ integrin ÃŽÂ ±2ÃŽÂ ²1+ CD133+ sorted cells were compared against CD44+ integrin ÃŽÂ ±2ÃŽÂ ²1low CD133low a higher CFE was observed in conjunction with a marked difference in morphology to CD44+ integrin ÃŽÂ ±2ÃŽÂ ²1-/low CD133- in DU145 MACS sorted cells [40]. Immunocytochemistry demonstrated that different clonal types showed varying levels of expression of CD44, ÃŽÂ ±2ÃŽÂ ²1 integrin and ÃŽÂ ²-catenin in PC-3 [42] and DU145 clones [39]. There is further evidence to suggest the presence of cells with stem cell behaviour such as dye-exclusion and higher clonogenicity, in several human epithelial cell lines [39, 43-45], which further supports the idea that cell lines contain stem cells. The ad vantage of cancer cell lines that contain cells displaying stem cell characteristics would facilitate the study of molecular pathways and the properties that define the cancer stem cells in vitro. Recent Developments Much progress has been made in the modelling of the leukemic diseases, where the level of heterogeneity was first and most thoroughly explored. Human cells fulfilling the properties expected of drug resistant cancer stem cells were initially isolated from blood cancers [2]. Improvements in the genetics of recipient mice have led to the definition SCID-repopulating cell (SRC). Many improvements to the NOD/SCID murine model continue to be made by using recipient mice that are engineered to be deficient in natural killer (NK) and macrophage activity; part of that innate immune system. It has been demonstrated that a small subpopulation of acute myeloid leukaemia cells with an immature immunophenotype possess the ability colonise immune deficient NOD/SCID mice to give rise to more differentiated leukaemia cells and to recapitulate the heterogeneous phenotype of the bulk tumour [46]. The phenotypically more mature cells failed to engraft in mice, suggesting the presence of an identifiable tumour cell hierarchy. These cells are referred to as tumour initiating cells. Cancer Stem Cell Identification CSCs have been defined on the basis of their ability to seed tumours in animal hosts, to self renew and to spawn differentiated progeny (non-CSCs)[47]. Pioneering work in this area originated from studies on leukaemia stem cells and later included demonstrations of CSCs in solid tumours, particularly breast and brain cancers. However, work in solid tumours has proved challenging. The frequency of CSCs in solid tumours is highly variable [48]. Difficulties with tumour CSC identification Evidence for the existence of cancer stem cells in solid tumours has been more difficult than in the haematopoietic system to obtain for several reasons: 1) The cells within the tumour are less accessible. Tissue has to undergo mechanical or enzymatic digestion to obtain a single cell suspension which can be analysed. 2) There is a lack of functional assays suitable for detecting and quantifying normal stem cells from many organs. 3) Only a few cell surface markers have been identified and characterised. Of these there is no one marker which is specific for a stem cell or cancer stem cells and for selection they often have to be used in combination. Cancer Stem Cell Markers Stem cells are most commonly identified by staining for cell surface markers, exclusion of fluorescent dyes or labelling with tritiated thymidine [3] . The technology to develop monoclonal antibodies to specific molecules and flow-cytometery based sorting and analysis has been a big driving force in recent CSC developments. Much work has been done to define cell surface markers. It has been shown that two distinct subpopulations can be separated from a single tumour that differ in their cell surface markers and their ability to seed new tumours in vivo. Most of the currently used markers do not recognise functional stem cell activity. By using combinations of cell surface markers, the homogenous purification of stem cells can be obtained [3]. Table 1 below reviews the current suggested markers for some tumour types. The use of animal models has allowed identification and assessment of markers that are expressed by cancer stem cells. The most convincing demonstration of identity CSC s elected by biomarkers comes from serial transplantation of cellular populations into animal models. The CSC containing fraction should re-establish the phenotypic characteristics of the original tumour [48]. In 1997 Bonnet et al showed that the ability to transfer human leukaemias into NOD/SCID mice was retained by a small proportion of cells with the CD34+, CD38- phenotype [46]. The CD44 and CD133 markers have emerged as potential markers of immature epithelial cells for isolating CSCs in several tissue types including brain and prostate. Cells have been isolated from several tumour types and serially transplanted in xenograft models: Breast CD44+ CD24-/low established tumours in recipient mice. Brain CD133+ enriched cells. Prostate Side population CD44+ enriched. In these experiments small numbers of selected cells produced tumours in recipient mice. In this instance CSCs can on

Australian Consumer Law within the Competition and Consumer Act 2010 (A

Australian Consumer Law is a uniform law nationally, meant to protect the consumer and help them have a fair trading environment. It has three general protections which are; specific bans on unconscionable conduct in some business transactions and consumer transactions, and a general ban on unconscionable conduct in commerce or trade, a general ban on deceptive or misleading conduct in commerce or trade, and a provision that nullifies unfair contract terms in consumer contracts . This paper is a discussion about Australian Consumer Law, focusing on what it is, how it is applied, the difference from the previous law, its sections; specifically section 18, the effect on State laws, and its limits considering the common law application. These are discussed under specific questions as given below. What is the application of the ACL in Australia? How was the introduction of new legislation important for the whole of Australia? Is the legislation state or Commonwealth legislation? The Australian Consumer law is single national law about fair trading and consumer protection. It is uniform in each State and Territory, as well as nationally. This law was implemented in January 2011, and provides the consumers with the same expectations and protections about business conduct in Australia. Businesses are also guided by this law about their obligation whenever they operate in Australia. The Australian Consumer Law is a replacement of 20 different national consumer laws and applies as the Commonwealth law of Australia. It clarifies understanding of the law for businesses as well as consumers . It is an agenda to the Competition and Consumer Act 2010, and it is implemented by all Australian courts and tribunals including those of Territo... ...ational_reforms_to_consumer_laws.page---LX Queensland Government, 2013, Office of Fair Trading: Australian Consumer Law. Retrieved from: http://www.fairtrading.qld.gov.au/australian-consumer-law.htm---L2 The Law Hand Book, 2013, Australian consumer law. Retrieved from: http://www.lawhandbook.org.au/handbook/ch12s03s01.php---L6---L5 Toth, R., 2014,The Australian Consumer Law: 10 Key Changes for Australian Business. Retrieved from; http://www.wisewouldmahony.com.au/index.php?id=314---L4 Wadlow, C., 2011, The Law of Passing-off: Unfair Competition by Misrepresentation, London, Sweet & Maxwell.---L7 Vout, P., 2013, Unconscionability and good faith in business transactions, National Commercial Law Seminar Series. Retrieved from: http://www.law.monash.edu.au/centres/commercial-law-group/unconscionability-and-good-faith-in-business-transactions-paul-vout.pdf--K2

Teaching Speaking

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORT OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV ENGLISH DEPARTMENT Speaking and Writing. Common and Distinctive features in Teaching PRESENTED BY Suzan Al-Jholani a fifth year student of the English Department SUPERVISED BY Sanotska L. G. associate professor of the English Department LVIV 2012 Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 I. Common features in teaching speaking and writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. II. Distinctive features in teaching speaking and writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Communication between humans is an extremely complex and ever-changing phenomenon. But there are certain generalizations that can be made about the majority of communicative events and these will have a particular relevance for the learning and teaching of languages. There are countless reasons for communication between individuals: they want to say something, they have some communicative purpose, they want to get some information, etc.It is important to realize that these generalizations do not only apply to spoken word: they characterize written communication as well. Speaking and writing are called productive skills because they involve language production, as opposed to lis tening and reading, which are receptive skills [1, 46-47]. Common features in teaching speaking and writing The productive skills of writing and speaking have more distinctive than common features. However, there are number of language production processes which have to be gone through whichever medium we are working in.In order for communication to be successful we have to structure our discourse in such a way that it will be understood by our listeners and readers. In speech this often involves following of conversational patterns and the use of lexical phrases. For the part of writing it has to be both coherent and cohesive. Coherent writing makes sense because you can follow the sequence of ideas and points. Cohesion is more technical matter since it is here that we concentrate on the various linguistic ways of connecting ideas across phrases and sentences [2, 246].Both teaching writing and speaking involves following the rules of communication. There are three areas of rules th at should be considered: * Sociocultural rules: speakers from similar social backgrounds know how to speak to each other in terms of how formal to be, what kind of language they can use, how loud to speak, or how close to stand to each other. * Turn-taking: in any conversation decisions have to be taken about when each person should speak. * Rules for writing: writing has rules too, which need to be recognized and either be followed or purposively flouted.We have to take into the account the genre and the style of writing [2, 246]. One of the reasons that people can operate within sociocultural rules is because they know about different styles, and recognize different written and spoken genres. This depends on the aim of communication, on the recipient and setting. In order to speak and write at different levels of intimacy students need practice in different genres and different styles so that their level increases they can vary the grammar, functions ,and lexis that they can use . It is vital, therefore, that if the coursebook does not offer a satisfactory range of such genre-based activities teachers should supply it themselves [2,247]. Teachers have to teach how to interact with the audience. Part of our speaking proficiency depends upon our ability to speak differentially, depending upon our audience, and upon the way we absorb their reaction and respond to it in some way or other. Part of our writing ability depends upon our ability to change our style and structure to suit the person or people we are writing for [2, 248].When speakers or writers of their own or of a foreign language do not know a word or just cannot remember it, they may employ some or all of the following strategies to resolve the difficulty they are encountering: * Improvising: speakers sometimes try any word or phrase that they can come up with in the hope that it is about right. * Discarding: when speakers simply cannot find words for what they want to say, they may discard the thoug ht that they cannot put into words. Foreignising: when operating in a foreign language, speakers (and writers) sometimes choose a word in a language they know well (such as their first language) and ‘foreignise' it in the hope that it will be equivalent to the meaning they wish to express in the foreign language. * Paraphrasing: speakers sometimes paraphrase. Such lexical substitution or circumlocution gets many speakers out of trouble, though it can make communication longer and more convoluted [2, 249].To prevent problems that students may encounter while improving speaking and writing skills teachers have to follow certain principles. In the first place, they need to match the tasks they ask students to perform with their language level. This means ensuring that they have the minimum language they would need to perform such a task. Secondly, teachers need to ensure that there is a purpose to the task and that students are aware of this. They should also remember that studen ts who are not used to speaking or writing spontaneously need to be helped to cultivate such habits.Teachers should not expect instant fluency and creativity; instead they should build up students' confidence step by step giving them restricted tasks first before prompting them to be more and more spontaneous later. Finally, teachers need to assess the problems caused by the language they need, and the difficulties which the topic or the genre might create [2,251-253]. To make students inspired teacher has to choose interesting topic and create interest in it. It is also important to vary the topics they offer them so that they cater for the variety of interests within the class.It is also vitally important to vary the genres teachers ask their students to work with if we want them to gain confidence in writing and speaking in different situations. Distinctive features in speaking and writing teaching One of the reasons that teaching writing is so different from teaching speech is t hat two types of discourse differ in their basic characteristics. Differences between them imply different types of exercises which focus on different aspects of language and demand different levels of correctness [1,52].Writing requires a greater degree of accuracy, and is in many ways the more difficult skill to learn. For a start, the written form is visible and mistakes are seen. With speaking, students often make ‘slips of the tongue’-they have said something wrong, but if they could hear a recording of what they said, they could correct the mistake themselves. Written task on the one hand often require accuracy and formal language. Because they recognize this, many students feel under pressure when writing.However, with writing students can proof-read and self-correct. They can go more slowly and carefully than when they are speaking. It is an important skill teachers must teach students-read what they have written [4,182]. Punctuation is another factor absent fro m speaking. Increasingly these days, one might question the importance of correct punctuation, but whereas one can accept that the correct use of colons or semi-colons is not really so important, surely the correct use of capitalization and question marks, for example, does matter [4, 182].Spelling may also cause problems, something which mother-tongue speakers have difficulty with. Again, people differ in their views of the importance of correct spelling, but the fact remains that, teachers have to recognize what is ‘correct' writing, and what is ‘incorrect'. If they cannot recognize a mistake, then they cannot correct it [4, 182]. With Writing, students do not have to concern themselves with aspects of pronunciation, or being fluent. Those students who are much more interested in accuracy than fluency, arc often very good when writing.It is very common to find students who have had accuracy-based language learning, writing extremely well and accurately, but that is dif ficult for them to express themselves orally [1, 53]. Writing tends to be more economical in its use of the language. There are no ‘hesitators' (‘mmm', ‘er', ‘well', etc. ) that litter our conversation. Written language is direct and efficient. The writer suffers from the disadvantage of not getting immediate feedback from the reader – and sometimes getting no feedback at all.In writing students can not use intonation or stress, and facial expression, gesture and body movement. These disadvantages have to be compensated for the greater clarity and by the use of grammatical and stylistic techniques for focusing attention on main points, etc. Most importantly there is greater need for logical organization in piece of writing than there is in a conversation, for the reader has to understand what has been written without asking for clarification or relying on the writer’s tone of voice or expression [1,53].When teaching writing, therefore, there are special considerations to be taken into account which include the organizing of sentences into paragraphs, how paragraphs are joined together, and the general organization of ideas into a coherent piece of discourse [1,54]. Creative writing practice is a critical part of learning a written language. Writing can be encouraged through poetry, stories, plays and dialogues, but it important that students be engaged and interested in the writing projects.Pen pal letters between students can help to capture the interests of a class as they learn written communication with their peers utilizing the new language. The objective of such a project would be for students to learn how to use appropriate language and produce suitable letters that can be sent as a correspondence, but can also be used as effective evaluation and grading tools. Speaking a language involves using the  components correctly – making the right sounds, choosing the  right words and getting constructions gramma tically correct.Pronunciation, grammar and vocabulary tasks  will focus on the need  for practice in language accuracy. At the same time, we also need to  get a clear message across and this  involves choosing appropriate content or ideas to suit a situation, e. g. deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. All this involves practice in language fluency. Speaking requires thinking on the spot, practice and exposure to the language over time. Speakers have a great range of expressive possibilities at their command.Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying pitch and intonation their voice can clearly convey their attitude to what they are saying. They can indicate interest or lack of it. At any point in speech event speakers can rephrase what they are saying; they can speed up or slow do wn. This will often be done in response to the feedback they are getting from their listeners who will show through variety of gestures , expressions and interruptions that they do not understand.And in a face to face interaction the speaker can use a whole range of facial expressions, gestures and general body to help to convey the message. Developing speaking skills in the classroom can include a wide variety of activities. Controlled lessons that include drilling and pre-planned, question and answer prompts can help students develop skills under the teacher’s watchful eye. Guided activities such as dialogues and role-play scenarios, while based on accuracy, do allow for more creativity and individual exploration with the language.Exact language may not be as controlled in such activities and students have a chance to practice their language with a bit more freedom. Students improve their formal speech when teachers provide insights on how to organize their ideas for presen tation. Students can give better speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences.After deciding about the best means of organization, they can practice speeches with another student or with the whole class. Teachers can also help students adapt their speeches and informal talks so as to correspond to the intended audience, the information to be communicated, and the circumstances of the occasion at which they will speak. The teachers can illustrate how well-known speakers have adapted their presentations in ways to suit these different circumstances Students may enjoy speaking about their personal experiences.When given this opportunity, they can benefit from instruction in the elements of good story-telling. Both teachers and students can provide suggestions for students’ speeches. In constructively criticizing others, learners can learn to apply criteria for good speech and employ tactful social skills. In doing so, they can increase and improve their own speaking skills. Students can also learn speaking and social skills by suggesting possible improvements to one another’s practice speeches. Positive experiences in speaking can lead to greater skills and confidence in speaking in front of larger groups.These activities help students to become familiar and comfortable with the new language. Creative communication involves more fluency-based activities that can really enable students to utilize their creative thinking and language skills. Activities of this type might include discussions, simulations and communication games, but they may also include real- life experiences such as a field trip to a restaurant or a guest visitor in the classroom, providing opportunities for students to use the new language in a less controlled setting.Careful planning and preparation are a necessity for this kind of learning experience, and such lessons must be followed-up with some form of assessment or evaluation tool to determine the effectiveness of the experience, but the benefits to the student can be significant. Not only are students making connections between the language they are learning in the classroom and the language used in the real world, they are practicing their skills and developing their own methods for utilizing and retaining the new language.In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. A variety of games in the classroom and as pair, small-group or homework activities, can be utilized to provide controlled practice and experience with writing. Crosswords, word finds, gap fills and story boards are but a few of the games and activities that can be adapted for teaching writing skills including vocabulary, spelling, grammar and pronunciation.Developing useful and effective language skills requires practice and experience, from controlled lessons to authentic, real-life experiences. The basic building blocks of a language are critical to the learning process but practical experience, creative exploration, and opportunities to practice in less controlled activities can help to bind the various parts of language acquisition into a solid understanding of the new language and how it can be used. Whether speaking or writing, students need to be able to activate the knowledge they have learned in the classroom in order to communicate successfully in their new language.Conclusions Being productive skills, speaking and writing involve language production. They have both common and distinctive features in teaching; although distinctive have majority in number. For communication to be successful (eithe r oral or written one) students have to know how to structure the discourse, to be aware of rules of communication, different styles and genres, have knowledge about how to interact with audience. In productive skills teaching strategies to resolve the difficulties that students can encounter are the same.To prevent problems that students may encounter while improving speaking and writing skills we teachers have to follow certain principles: match the tasks with students’ language level, built student confidence step by step, choose interesting topic and create interest in it. Taking into account the fact that speaking skills require fluency and frequency, and writing skills demand accuracy – different teaching strategies and activities have to be used. References 1. Harmer, J. The practice of English language teaching. – London and New Jork: Longman, 1991. – 296 p. 2. Harmer, J.The practice of English language teaching. Third Eddition. -Londin: Longman,2 001. – 371 p. 3. Lavery, C. Language Assistant. http://www. scribd. com/doc/14112081/Whole-Manual 4. Riddell, D. Teach English as a foreign language. -London: Hodder Edducation , 2010. -366 p. 5. Sariel, O. Teaching productive skills – fine tuning speaking and writing skills. http://ru. scribd. com/doc/58656496/Teaching-Productive-Skills 6. Wallace T. , Stariba W. , Walberg H. Teaching, speaking, listening and writing. http://www. ibe. unesco. org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/PRATICE_14. pdf

Literary Analysis on the Giver

Outline for Literary Analysis Paper for English 230 I. Introduction: a. Brief intro to each work—title, author’s full name, and short summary of each b. Topic (relationship with father, violence, colonialism, loss of culture and identity, personal development, role of missionaries, death of innocent, child soldiers, justice, second chances, role of women, voice, native traditions, historical accuracy) c. End with a clearly worded thesis that compares how each of the two works treats the topic. You need to focus your paper as much as possible around this one central thesis. II. Body: a. Use evidence from the novels to support your thesis. You need to present at least three comparative points. b. Use quotes or facts from credible outside sources (not sparknotes, gradesaver, cliffnotes, shmoop, etc. ) to inform your paper. i. Begin with a topic sentence that introduces the comparative point. ii. Incorporate quotations/specific details from each work. If you use quotes from the novel first and then from the other work for the first comparative point, continue to use that same pattern throughout your paper. iii. Include facts or details from sources that relate to the point you are making in the paragraph. Be sure to give the source credit. Follow MLA guidelines. iv. Tie the significance of each quote/paraphrase to your thesis. You can’t just quote from the source and expect the reader to understand why you have quoted that sentence or passage. You have to explain what makes it appropriate and how it fits in your analysis. v. Use a transition to move from talking about one work to the other. III. Conclusion: a. Explain how reading the two works together helps you better understand the topic. . What do you know now that you did not know before? ii. What are you still unclear about? List of Possible Topics for Comparing Flight to Things Fall Apart Tragic heroes Violence Colonialism Masculinity Loss of culture and identity Personal development Role of missionaries Father-son relationship Religion Native traditions Death of innocent Death of innocence Child soldiers War Justice Guilt and forgiveness Second chances Role of women Narrative voice Historical accuracy Revising History Language Choices Importance of the titles The endings Drunken natives NOTES ON QUOTING ? Put the author’s last name and page number or line number in parenthesis after each quote. ? You don’t need to always quote directly; you can paraphrase (put in your own words) the details of a specific scene; however, you will still provide a parenthetical citation. ? If you quote more than three typed lines, you need to indent your quote and you do not need quotation marks unless a character is speaking. ? Write in present tense. For example, Art tells Hank, â€Å"In order to fight evil, sometimes we have to do evil things† (Alexie 56). ? Use variety of present tense verbs when you quote from the literature—acknowledges, agrees, argues, asks, asserts, believes, claims, comments, contends, declares, denies, emphasizes, realizes, notes, insists, etc. REFERRING TO AUTHORS AND TITLES ? The first time you make reference to authors, refer to them by their first and last names: Chinua Achebe’s Things Fall Apart is about a man who strug gles against the changes in his community. ? In subsequent references, use last names only: Even though Achebe’s novel is about a particular political and historical moment, it’s themes are timeless and universal. As a rule, do not use titles such as Mr. or Ms. or Dr. ? Titles of articles, short poems, and short stories are put in quotation marks and the titles novels, long poems, plays, magazines, journals, or newspapers are italicized. ? When introducing quotations from a literary work, make sure that you don’t confuse the work’s author with the narrator of the story, the speaker of a poem, or a character in a play. Instead of naming the author, you can refer to the narrator or speaker—or to the work itself. NAMES IN PARENTHETICAL CITATION You need to use the author’s last name in the parenthetical citation to make it clear which work each quote came from. The first time you quote from a work, use the author’s last name. If your next quote is from the same work, you do not need to use the author’s last name in parentheses, just the page number. But then when you quote from another work, you need to put that author’s last name in parentheses to make it clear that this quote came from a different work. Recommended Resources 1. Books from our library. I put the following selection of books on Reserve at the Sims Memorial Library; the reserve room is on the first floor of the library: Lies My Teacher Told Me : Everything Your American History Textbook Got Wrong Native Universe : Voices Of Indian America Understanding Sherman Alexie ? When Brer Rabbit Meets Coyote : African-Native American literature 2. The online database Literature Resource Center. To access, log onto Southeastern’s web site and click on Library. Then click â€Å"Find Articles. † Under Databases by Title, click on L-M and then Literature Resource Center. ? Search by author’s last name. Type in Achebe or Alexie. ? Look under the â€Å"Topic and Work Overview† for general information on the works. ? Look at the list on the left for specific topics. 3. Sherman Alexie’s website http://www. fallsapart. com/index. html. (Hey, look. Alexie’s website is titled â€Å"falls apart. †) If you click on academic center, you will find a long list of analysis and criticism available online. 4. Interview with Achebe on Youtube: Part 1 http://www. youtube. com/watch? v=iCic_RoPhoM Part 2 http://www. youtube. com/watch? v=fl9lE5yN1qY Part 3 http://www. youtube. com/watch? v=QFvPK5Txxd4

APA Style Made Easy

APA Style Made Easy So, youre getting ready to write a scholarly research paper, dissertation or journal article and have been told that APA style must be used. Who is this APA and why must you suddenly follow their rules?APA stands for the American Psychological Association and the groups type of publication style began in the 1920s as a writing style used in scientific and psychological journals. Over the years, the style expanded from there and has quickly become the most commonly used style for dissertation writing in a wide array of scientific disciplines.If youre readying to write a paper of any advanced length in APA style, my first advice is to get the most recent APA Style Guide. Its an investment well worth the price for the mere ability to look up any minutia you need to while typing away at your computer at 3 a.m. And in the meantime, Ive compiled a list below of some of the most common basics of APA style that I find myself editing for regularly.One space between sentencesFirst and foremost , APA style requires that only one space appears between the end of one sentence and the beginning of another. This may or may not be a style you have used in previously written work – if not, the easiest way to remedy this is to do a find in Word at the end of writing and replace every two spaces with one.Spacing, margins and font preferencesDouble spacing is the preferred choice for APA, with (of course) exceptions for longer quotations that require special formatting and/or indentations. Preferred APA style margins are one inch for the top, bottom, left and right of the paper (and sometimes are altered by college departments or publications to leave one and a quarter inches on the left for additional space for binding purposes). Font choice for APA style leans toward the standard Times New Roman or Arial that most word processing programs are defaulted to, or that professors typically request their students write papers in. Font size is also the standard 12 point.Commas in listWhile most basic English writing styles require that in lists of three or more a comma not be used after the second item and the word and or or, APA style is an exception to that rule. In fact, APA requires that commas do appear between a second item in a list and the and or or at all times. Proper APA style would be, for instance, She likes tomatoes, cucumbers, and carrots.Punctuation with quotation useAnother APA style quirk is its contradicting use of punctuation outside of quotation marks. While typical English style directs all punctuation be contained inside quotation marks, APA style calls for punctuation to be left outside of quotation marks for incomplete thoughts or sentences. An example would be, for instance:He said hed never seen monkeys eat so many bananas.If a sentence or thought is completed within quotation marks in an APA style writing, however, the punctuation does stay within the quotation marks then, however. An example would be:Studies identified two types of bananas as most commonly eaten by monkeys.In-text citations versus naming authors within the textThe format of an in-text citation within parentheses versus naming authors within the text is one that I see commonly confused when editing APA style writing. In particular, there is a distinction between when you should use an sign and when the word and should be used between author last names. For instance, naming authors within the text should use and, such as:Johnson and Smith (1999) studied the tendency of monkeys to like bananas.Conversely, an in-text citation should use the sign between last names of authors, such as:It was found that many monkeys preferred unripe bananas overripe ones (Johnson Smith, 1999).Numbers and percentagesLike many other writing styles, APA style dictates that numbers 10 or above be written in Arabic numerals. Numbers below that, such as one through nine, should be written out. However, when percentages come into play, regardless of the number, it s hould be written as an Arabic numeral and directly followed by the percent sign, like so: 8%.Also, as with so many writing rules, there is an exception. If more than one number is being listed and one of those is below 10, the numbers should all be written as Arabic when presented together in a group or list. An example would be, She said 5 to 15 monkeys came to the tree each day.Heading systemsAnd finally, one of the least embraced rules of APA style is perhaps one of the easiest to learn (or bookmark at the very least). It appears on page 113 of the APA Publication Manual, Fifth Edition. The five levels of APA headings are detailed there, but most writers typically use only the first three, and sometimes the fourth. The fifth heading is used mainly for scholarly paper title pages and rarely, if at all, in journal articles.In sum, APA style has lots of little ins and outs, but these basics above should help you get on your way to getting the big differences taken care of. As with e verything, of course, its always good to check your own college, department or journals style handbook as well, which can even further deviate from typical APA style with its own set of writing rules.

High Score on the Old SAT Should I Take the New SAT

High Score on the Old SAT Should I Take the New SAT SAT / ACT Prep Online Guides and Tips If you’re a current high school student, then you’re caught in a big transition between the old SAT and the new SAT. You may have thought you were all set with a high SAT score, but now you’re wondering, â€Å"Should I take the new SAT?† Not to worry, help is here! You can easily resolve this concern by asking yourself two key questions. First, find out whether your colleges require the new SAT. If they don’t, feel free to scroll down to the next important question: is your score on the old SAT really high enough to achieve your goals? Read on to consider one or both of these questions, and determine once and for all whether or not you need to take the redesigned SAT. Question 1: Do You Need the New SAT for Colleges? Before you start evaluating your SAT scores, you should make sure that your scores will fulfill application requirements. Do your prospective colleges accept old SAT scores, or do they only want new SAT scores? If you can’t find this information online, call up the admissions offices to clarify their stance. Interested parties need to know. So far, it looks like just about every college will still accept old SAT scores from students in the Class of 2017. As for students in the Class of 2018, several colleges haven’t declared an official policy yet. The trend seems to be that most colleges will still accept the old SAT, but not all of them have confirmed this yet. There’s just one college so far that will only accept the new SAT from Class of 2018 applicants, Northwestern. On its admissions site, Northwestern states, â€Å"Beginning with those seeking to enroll as first-year students in fall 2018, we will only accept the new SAT.† Ifyou're a junior or younger andaiming to be a future Wildcat, then you know what you need to do. In addition to figuring out which test your colleges require, you should also take note of your colleges’ super-scoring policies. Most colleges won’t â€Å"cross super-score† between the old SAT and new SAT. Since they’re two different tests with two different scoring systems, most colleges won’t take your highest sections scores on either test to combine them into the highest possible total score. If you’re relying on superscoring as part of your testing strategy, then this fact may be another deciding factor in whether or not you should take the new SAT. Once you answer this question for all the schools on your college list, you’ll be one step closer to answering the question of whether youshould take the new SAT. Let’s consider both scenarios, the first being that your colleges take the old SAT and the second being that they do not. I'm only applying to super chill colleges where I can play ultimate frisbee and take glass-blowing classes. They're totally cool with myold SAT scores. Answer 1: My Colleges Take the Old SAT If your colleges take the old SAT, then you might not have to take the new SAT! You've already met the SAT score requirement of your college applications. Rather than prepping for the new SAT, your energies will likely be more productive in other areas, like your academics, extracurricular activities, and producing the rest of your application. Before completing writing off the new SAT, though, you should scroll down to question #2 and make sure that your old SAT score really is high enough to make you a competitive applicant. My fashion forward colleges say out with the old and in with the new. They think the old SAT is so last season. Answer 2: My Colleges Only Take the New SAT If you’re a younger student graduating after 2018, then it’s possible that your prospective colleges will only take the new SAT. As you saw above, you’ll also have to take it if Northwestern’s on your college list. You may have been hoping that you were all finished with the SAT, but unfortunately, you got caught in the switchbetween the old and new SAT. The good news is that you’ve already done a lot of preparation and know that you can achieve a strong score if you put your mind to it. You’ll need to readjust your test prep to the redesigned test, or you could even consider switching over to the ACT instead. We’ll discuss how to choose between the SAT and ACT in more detail below, but first, let’s look at the second important question, which has to do with evaluating your SAT scores. Is your glass really as full as you thought, you were you usingan absurdly tiny measuring tape? Question 2: Is Your Score Really High Enough? Maybe your colleges take your old SAT scores, but that doesn’t mean that you’re necessarily all finished with this part of your application. Before nixing the idea of taking the new SAT, you should make sure your score really is high enough to accomplish your goals. So what criteria can you use to make this determination? First, you can consider your personal goals. Were you able to meet your target scores? Do you feel that your scores are an accurate reflection of your academic abilities? If you feel satisfied with your scores, then they may be high enough to meet your personal goals. Second, and more importantly, you should consider your prospective colleges’ expectations. While colleges typically don’t advertise an SAT minimum, they do publicize the average scores of accepted students. You might be able to find this information on your colleges’ admissions website. You can also easily find it using PrepScholar’s database, which gives you the average SAT scores, ranging from the 25th to the 75th percentile, of each college’s accepted students. For instance, a score of 2100 on the SAT is a great score and may very well exceed your personal goals. However, if you’re looking to apply to a highly selective school like Duke, MIT, Stanford, or any school in the Ivy League, then a 2100 isn’t actually all that competitive. You might go through your college list and write down the range of average SAT scores for accepted students. For example, this chart shows the range of average SAT scores for six colleges: College 25th Percentile 75th Percentile Penn State 1600 1910 University of Wisconsin 1760 2090 Northeastern 1940 2200 Villanova 1810 2090 UCLA 1750 2160 Harvard 2120 2400 To be a competitive candidate, you should have an SAT score in the 75th percentile of average scores or higher. For instance, you’d want to possess an SAT score of 2090 or above if you’re applying to the University of Wisconsin. If your scores fall in the lower part of the range or even below the average SAT score, then you might consider taking it again. It may be frustrating to have to study for a completely redesigned test, but you shouldn’t let this challenge deter you. In the end, gaining higher scores to send to your colleges would be well worth it. To discover the average SAT scores for each college on your list, you can use PrepScholar’s database of schools. Read on to learn more about this process, step by step. Step 1: go to your college's admissions page or PrepScholar's database. Step 2: throw your hands up and wail, "What more do you want from me?!" How to Research Your Colleges’ SAT Score Expectations Most colleges don’t explicitly state their SAT score expectations, but they still have a certain hidden requirement. Admissions officers sometimes won’t look at the rest of a student’s application unless he/she hits a certain score level. PrepScholar has collected this data on colleges across the country to help you with your college research. Just search for â€Å"[name of college] + PrepScholar† to find the average SAT scores of accepted students, ranging from the 25th to 75th percentile of accepted scores. For instance, the following offers a glimpse of PrepScholar’s data on NYU: As you can see, a score of 2190 on the old SAT would make you a competitive candidate for NYU. You can also enter your SAT scores and GPA on PrepScholar’s admissions calculator to estimate your chances of getting in. An SAT score of 2190paired with a GPA of 3.7gives you over a 50%chance of getting into NYU, meaning you could apply to NYU as one of your â€Å"on target† schools. Check out all your prospective schools on PrepScholar’s database to figure out whether your old SAT scores really are high enough to get you into college. What you do next depends on your answer to this original question of, â€Å"Is my score really high enough?† Like I said, my old SAT scores are high enough! I'm going shopping for winter clothes now so I can survive on a New England college campus. Answer 1: Yes, My Scores are High Enough If your scores meet your personal goals and fall near the 75th percentile of average scores, then you don’t have to take the new SAT! This is assuming, of course, that you already answered question 1 and your colleges take scores from the old SAT. Since you’re all done with this part of your application, you can focus on the other parts. Make sure you’ve requested recommendations and given your teachers and counselor a detailed brag sheet. Brainstorm topics for your personal essay and work through several revisions. Maintain your GPA and take an active role in your extracurricular activities. Continue to strive for success in school for your personal growth and to send off the strongest application you can! On the flip side, let’s say you researched your colleges’ average SAT scores and found that your old SAT scores didn’t quite match up. Then what? If you find your scores need to be higher, you have every right to look as disgruntledas this deer. Answer 2: No, My Scores Should Be Higher So you’ve done your research and found that your old SAT scores aren’t up to scratch. They fall closer to the 25th percentile end of the range or lower. If you’re serious about getting into a school and have time to retake the SAT, then you should probably take it again. Luckily, all of the prep you’ve already done will help you on the new SAT. At the same time, much of the test has changed, so the new SAT requires its own unique preparation. While your studying will help to some extent, you also don’t have to stick with the SAT out of loyalty. You could choose to take the ACT instead. If you do need to retake an admissions test because your colleges either don’t accept or expect higher SAT scores, which one should you choose, the SAT or the ACT? Should YouTake the New SAT or the ACT? Let’s say you asked yourself the two key questions described above and concluded that your old SAT scores won’t do. You need to take another exam, but you have the option of the new SAT or the ACT. How can you determine which test is better for you? First, you should take the time to learn about both tests. You’ll notice that the redesigned SAT is actually very similar in structure and question type to the ACT. After learning about both tests, you could sit down and take a timed practice test in each. Compare your performance to see which test would ultimately grant you the higher score for your college applications. To give you a preliminary comparison, let’s briefly review the structure and content of the SAT and ACT. After learning about their key features, read on to find practice tests and some tips for prepping for both tests. Don't worry about buying a bunch of heavy books to learn about the SAT and ACT. We have tons of comprehensive articles to teach you all about both tests. Step 1: Learn About the SAT and ACT Below are some key features of the SAT and ACT. You can also check out our various guides for a full breakdown of both tests, as well as detailed charts that compare them. As you read about the new SAT and ACT, consider which features seem like pros for you as a student and which ones feel like cons. Key Features of the SAT Since you already took the old SAT, you’ll immediately notice that the new SAT looks very different. Instead of ten shorter sections that are mostly random in order, the new SAT has just four longer sections in a predictable order. You’ll always get Reading first, following by Writing and Language, Math No Calculator, and Math with Calculator. The SAT essay is now optional; if you choose to take it, you’ll get it as a fifth section. You’ll want to check with your prospective colleges to see whether they expect you to take the essay section, which will no longer factor into your total scores. Much of the content coincides with the old test. You’ll still need to demonstrate your reading comprehension skills, a strong grasp of grammar and usage, and the ability to solve algebra and geometry problems. There are a few key differences from the old SAT, though. First, the Reading section no longer has sentence completions. You won’t need to fill in the blanks of questions with obscure vocabulary words. Instead, vocabulary questions will be passage-based and ask about a more common word that may shift meaning depending on context. You’ll also get some evidence-based questions in the Reading section that ask about your reason behind your answers. For instance, if you identified the main point of a paragraph, then a follow-up question may ask what specific lines prompted your previous response. In the Writing and Language section, you’ll answer questions on grammar, structure, word choice, and organization of ideas that are based on passages. The questions in both Reading and Writing are all passage-based, so context clues now play a much bigger role on the SAT. Ultimately, your performance on Reading and Writing will be combined into one Evidence-based Reading and Writing score. The other half of your score will be SAT Math, which, as you read above, is divided into a calculator prohibited and a calculator permitted section for the first time. Most of the questions will involve algebra, but you’ll also get a few geometry and, also for the first time, trigonometry questions. Finally, the SAT math will feature more word problems with â€Å"real world scenarios,† at least, according to College Board. Some of these so-called real world scenarios may ask about gas mileage, converting currency from one country to another, or profits from online music. Some of these word problems may include graphics; in fact, you’ll now find graphics, like tables and charts, that are paired with data interpretation questions on all four sections of the SAT. These changes are largely in line with those outlined by the Common Core. If your school’s curriculum has incorporated Common Core benchmarks, then it may give you a leg up on the new SAT. If you have to retake an admissions test, consider whether these changes appeal to you and your academic strengths. Below are a few of the key features of the ACT so you can compare the two tests. One big difference between the two admissions testsis the presence of a Science section on the ACT. It primarily asks about robots. Only one of those statements is true (I'm helping you sharpenyour critical reading skills!). Key Features of the ACT The new SAT actually looks very similar to the ACT. The ACT has always had a more predictable and straightforward format. Its four sections are English, Math, Reading, and Science, in that order, followed by an optional essay section. While the SAT features a long Reading section and a short Writing section, the ACT is the reverse; its English section (equivalent to SAT Writing and Language) is longer than its Reading section. Similar to the SAT, the ACT also asks questions that are passage-based and avoids particularly obscure vocab words. ACT Math is also comparable to SAT Math, but it tests more advanced concepts. Like the SAT, it has a large emphasis on algebra. Unlike the SAT, the ACT Math section asks more geometry and trigonometry questions. On the ACT, you can use a calculator throughout the math section. The biggest departure from the SAT can be found in the ACT Science section. This 35-minute section tests your reasoning and problem-solving skills and asks you to interpret, analyze, and evaluate data. It doesn’t necessarily require you to have a lot of scientific knowledge. Instead, it has to do with evaluating experimental design and understanding graphics. Students who are well-versed in the scientific method may appreciate the inclusion of a science section on the SAT. As you read through these features, you may have developed an inkling of which test you’d prefer. Let’s summarize the reasons why one test might be better than the other. Which Test Features AreBetter for You? Now that you’re familiar with some of the main differences between the tests, you should figure out which one seems better suited to your academic strengths. One big difference is the Science section on the ACT. You may know automatically whether this section, mainly based on data interpretation and evaluation, plays to your strengths or is one you’d rather avoid. Keep in mind, of course, that the SAT now also features graphics throughout all its sections, but they’re not all related to science. If you’re a more advanced math student, then you might be drawn to the ACT. It features more geometry than the SAT and doesn’t have as many complex word problems. If you’re stronger in algebra, then the SAT may be for you. As mentioned above, the ACT has a longer English section than a Reading section. The SAT has the reverse. Students who are stronger in reading comprehension, specifically answering questions about main points, details, and vocabulary in context, may prefer the SAT. Students who prefer to edit paragraphs for word choice, grammar, and organization of ideas may be drawn to the ACT. If you’re not sure where your academic strengths or simply want to see how the tests include the above-described content, you could take a practice test in each. Taking practice tests may feel tedious,but if you arrange everything in an Instagram-worthy way, then you can at leastmake it look cool. #nofilter Step 2: Take an SAT and ACT Practice Test After you’ve completed step one and learned all about the SAT and ACT, you might take a practice test in each. In the end, choosing between the two is simple. You should choose the one on which you can gain a higher score. Taking and scoring a practice test will help you figure out which test is better for you. There are lots of old ACT practice tests available, and College Board has offered four free official SAT practice tests. Time yourself in a quiet environment and when you’re finished, take the time to score both tests. While the two use a different scoring scale, you could compare the scores using concordance tables released by College Board and ACT, Inc. Since the redesigned SAT is so new, these comparisons are still somewhat rough. However, they should work to give you an idea of how your scores stack up. Besides, if you’re scoring very closely on the SAT and ACT, then you canjust choose based on your personal preference for one test over the over. You might feel like sticking with the SAT since you already got a high score on the old SAT. However, as you read above, the redesigned test features some significant differences in both structure and content. It’s totally up to you whether you want to stick with the SAT or switch over to the ACT to gain new scores. Once you make up your mind, how should you prep for each test? How to Prepare for the New SAT Since you gained a high score on the old SAT, you’ve probably already done a good deal of preparation for the test. To get ready to retake it, you should start by familiarizing yourself in-depth with all the changes. Learn about what’s changed on Reading, Writing, Math, and the essay, as well as what’s stayed the same. For instance, the reading comprehension strategies and grammar rules you studied for the old test should still help you on the new one. Some of the major changes, though, include a â€Å"no calculator† math section, an entirely passage-based Writing section, and a new emphasis on data interpretation. Make sure your materials accurately reflect the changes and will help you get ready for new question types. You can find official practice questions at College Board, as well as a useful and free online program at Khan Academy. While you’ve already done some prep, you should still start at least three months before your test date to give yourself sufficient time to adjust to the new test and improve your scores. Brief pause for some words of encouragement. You can do it, you superhero! OK, now back to reading. How to Prepare for the ACT As with the new SAT, some of the prep you did for the old SAT will also help you on the ACT. The two tests ask some similar questions, especially when it comes to reading comprehension, grammar, algebra, and geometry. However, you may need to brush up on more advanced math skills, as well as renew your focus on editing structure and organization of ideas in passages. You’ll also have to study entirely new material for the Science section, focusing on data interpretation and the ACT’s unique experimental design questions. As with the new SAT, you should start by familiarizing yourself with each section of the ACT, the English, Math, Reading, Science, and, if applicable, Writing. Gather official practice tests and other high-quality practice materials. You might begin with a diagnostic test and use your results to figure out how long you need to study to achieve your target score improvement. As you read above, you can research your colleges’ expectations and aim for the 75th percentile or higher in the range of average ACT scores of accepted students. Let your college goals guide your prep as you work toward your target scores. Hopefully, at this point, you have a clear sense of whether or not your old SAT scores are sufficient to apply to college. Let’s review the main points to keep in mind as you work your way through the college process. To Sum Up†¦ If you’re graduating in 2018 or earlier, then most colleges should take your old SAT scores. Unless you decide you need higher scores, then you can forget about these tests and devote your time and energy to other pursuits. On the other hand, if you’re a younger student or discover that your old SAT scores aren’t quite high enough, then you should spend some time prepping for and retaking an admissions test. You could take the new SAT, or you could switch things up and try the ACT. Ultimately, you should choose whichever test will help you get higher scores for your college applications. Once you decide between the two tests, focus on preparing with high-quality practice materials and a thoughtful, customized study plan. In the end, all of your hard work will pay off when you get that acceptance letter to your dream school. What’s Next? Once you’ve learned about each section of the new SAT, it’s time to think about study strategy. Check out our ultimate study guides, full of tips to help you master skills, question types, and time, for SAT Math, SAT Reading, and SAT Writing and Language. Are you taking the Essay section on the SAT? This comprehensive guide will guide you through the process of writing a new SAT essay, step by step. Are you unclear on how long you need to study for the SAT, especially since you already took the old version? Check out this 6-step guide for figuring out exactly how long you need to study for the SAT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Can Failure Lead to Success

A transient feeling of doubt may come across after or during the breakdown, but learning to be optimistic in such situations will abet one to learn from the wrong-doing and make better of themself. Any obstacle to stand in someone’s way of acquiring success is simply just a nudge in a different direction. Failure gives you the opportunity to come back stronger and braver. You are given a chance to work even harder than you did in the past. Assiduity and confidence is the key to picking up from any debacle that may influence you to give up. Imagine interviewing for a job that seemed like the best out there for you, but you didn’t get it. However, another job comes up that pays more and fits more comfortably for your schedule. A frustration of decline suddenly becomes something gained. Everything will soon be put into its’ right place, which is something pivotal to remember when you are in a struggle. Now that you have undergone such a negative time period of failure, you have been given a learning experience. Your stream of thought has been influenced and enriched. It is easier to develop new and different ideas, being that you must erase previous concepts. Make a new approach, take a risk, or test out something new to see a change in what you have done. All you have room left for is improvement, so doubting yourself will lead you nowhere. Learn from the mistakes that you have made in order to never run into them again on your road to success. Think of your downfalls as different plans that didn’t work out, rather than complete failures with no advantage. There are always things to learn, ways to grow, and new opportunities waiting for you. Failure can very well lead to success, but it all depends on you. Don’t be pessimistic when you must make new attempts in different situations. Be the best you can be so that your efforts can shine through in your work. Desire to succeed is much greater at this point, meaning you can truly stay focused on your goals. Viewing failure as the end of your road is the biggest mistake of all. Simply consider it the beginning of something potentially better. Can Failure Lead to Success A transient feeling of doubt may come across after or during the breakdown, but learning to be optimistic in such situations will abet one to learn from the wrong-doing and make better of themself. Any obstacle to stand in someone’s way of acquiring success is simply just a nudge in a different direction. Failure gives you the opportunity to come back stronger and braver. You are given a chance to work even harder than you did in the past. Assiduity and confidence is the key to picking up from any debacle that may influence you to give up. Imagine interviewing for a job that seemed like the best out there for you, but you didn’t get it. However, another job comes up that pays more and fits more comfortably for your schedule. A frustration of decline suddenly becomes something gained. Everything will soon be put into its’ right place, which is something pivotal to remember when you are in a struggle. Now that you have undergone such a negative time period of failure, you have been given a learning experience. Your stream of thought has been influenced and enriched. It is easier to develop new and different ideas, being that you must erase previous concepts. Make a new approach, take a risk, or test out something new to see a change in what you have done. All you have room left for is improvement, so doubting yourself will lead you nowhere. Learn from the mistakes that you have made in order to never run into them again on your road to success. Think of your downfalls as different plans that didn’t work out, rather than complete failures with no advantage. There are always things to learn, ways to grow, and new opportunities waiting for you. Failure can very well lead to success, but it all depends on you. Don’t be pessimistic when you must make new attempts in different situations. Be the best you can be so that your efforts can shine through in your work. Desire to succeed is much greater at this point, meaning you can truly stay focused on your goals. Viewing failure as the end of your road is the biggest mistake of all. Simply consider it the beginning of something potentially better.

Business Ethics and Deontology SLP Essay Example | Topics and Well Written Essays - 750 words

Business Ethics and Deontology SLP - Essay Example I am the chief accountant of the company and so responsible for payments of these tenders. My work involves processing of payments and writing of cheques for these suppliers. In the process of doing my work, I realized that some of the tenders were awarded against the company rules, and this is considered to be unethical (Barry, 2000). The ethical problem here is that a supplier was given a tender for supplying computers in our company. When you look at the price quoted, you realize that it is much higher than other suppliers. The question is how did it happen? Why did it happen? Who were responsible for the process of awarding the tender? What was the objective of awarding the tender? As an accountant, I demanded to get all the answers for the above questions (Barry, 2000). This made me stop the payment process and start making inquiries. Management meeting was called very first and the main agenda was computer supply allocation. As a business entity, our main objective is to reduce cost and maximize profit. We realized that of all applicants, the person who supplied computers were the most expensive. One of the senior managers of the company gave an explanation that the person was given the tender because of the quality goods he assured the company. When you compare what the company had previously with the new computers, no difference was realized. That is when I realized that there was some vested interest by some of the managers to award tenders to their friends so that the suppliers can inflate the prices. Deontology refers to moral obligation and undertaking of duties with the right motives (Darwall, 2003). In this case, the deontological implication of this problem is poor management relations. This is because as a company, we have managers responsible for each department within the organization. It is the managers’ duty to give directions on what is expected. For our case, a group of managers decided to go against the company rules