Efficient Market Hypothesis Of Thai Stock Market Dissertation

Efficient Market Hypothesis Of Thai Stock Market - Dissertation Example Value of Durbin-Watson statistics ranged from 0 to 4. A value of zero or near to zero indicated negative autocorrelation, while the value of 2 or near to 2 indicated a positive correlation. Findings as reported in chapter 4 demonstrate that values of Durbin-Watson test for SET 100 Index within series of daily data, monthly data and quarterly data were 1.014, .607, and 1.129 respectively. Therefore, in the individual cases of SET100 for daily and quarterly data, the Durbin-Watson test values were closer to value two that meant no autocorrelation within the finance sector for SET100 daily and quarterly data for the period of 1st January 2010 to December 2013. However, Durbin-Watson test reported for SET100 on monthly data revealed the autocorrelation within the finance sector of Thailand during 1st January 2010 and December 2013. When looked at the overall results of Durbin-Watson for SET100 Index, It was found that stock exchange market of Thailand was not fully efficient and demonstr ated the weak form of efficiency during the concerned period of four years. Findings of Durbin-Watson test for SET50 Index within series of daily data, monthly data and quarterly data were 1.129, 1.377. Results of SET50 Index within series of data from daily and monthly demonstrated that values nearer to the value of two. On other hands, the result of Durbin-Watson test for SET50 Index within series of data on quarterly showed the value of .706 that indicated autocorrelation in the Finance sector of Thailand during four years period.

Psychology of Adolescence Essay Example for Free

Psychology of Adolescence Essay BoysTown is a registered charity and a national organization for youth welfare in Australia. It focuses on helping disadvantaged youths who are at risk of social exclusion to enhance their quality of life (â€Å"Youth social†). It recognizes several causes of social exclusion among disadvantaged youths that need to be addressed, which include single parenthood, low self-esteem, physical and mental health problems, substance abuse, lack of work experience, functional illiteracy, and underdeveloped personal and vocational skills (â€Å"Youth social†). BoysTown also recognizes that most of the disadvantage youths came from families who have a history of intergenerational unemployment and welfare dependency and from Indigenous backgrounds (â€Å"Youth social†). BoysTown offers several social inclusion programs to help disadvantage youths to improve their life. The programs include Kids Helpline, Youth Programs, Indigenous community development, Family programs, and Intermediate labor markets. The key attribute of these programs is that they emphasized sustainable outcomes while they rely on safe strategies for working with youths who are at risk of social exclusion (â€Å"Youth social†). BoysTown’s Kids Helpline is a national telephone and web-based counseling program that provides services for more than 60,000 children and youths across the country. The Youth programs offer personal development, training and employment assistance to more than 3,500 youths in communities. BoysTown is collaborating with key stakeholders to work on a social inclusion project with four remote Indigenous communities in the East Kimberleys (â€Å"Youth social†). It also provides parenting programs and family refuges such as home-based support and training to make way for the transition of disadvantaged youths to the wider world (â€Å"Youth social†). The organization also operates various social enterprises and transitional employment programs in order to provide 400 youths per year with paid work and on-the-job training. There are various indicators that demonstrate the degree of social exclusion suffered by families and children, which include low-birth-weight babies, permanent exclusion from school, the number of children living in unemployed households, teenage pregnancy, low academic achievement, and the number of children aged 10-16 who are in young offender institutions (Pierson, 2002). The indicators of social exclusion at the level of community include overcrowded housing, a high percentage of households without a bank account, poor community participation, and high levels of burglaries (Pierson, 2002). The key forces that increases the likelihood of social exclusion are poverty and low income, lack of social supports and networks, lack of access to the labor market, the impact of the local neighborhood, and exclusion from services (Pierson, 2002). Pierson (2002) suggests ways to address social exclusion, which include maximizing income and securing basic resources; improving social networks and supports; collaborating in partnership with local organizations and agencies; developing channels of effective participation for users, local residents, and their organizations; and concentrating on whole neighborhoods. Socially excluded youths have a significant cost impact on society in terms of publicly-funded health services, justice system and social security costs, and the impact of decreased individual earning capacity, lost productivity, and decreased tax revenue (â€Å"Youth social†). The Australian government is investing in developing the capability of the not-for-profit organization to provide more holistic, community-based strategies to respond to social exclusion, especially among young people (â€Å"Youth social†). Models of intervention must be multi-dimensional and aimed at providing young people with a comprehensive range of support over an extended period of time (â€Å"Youth social†). They should also be based on a holistic approach in order for young people to overpower personal barriers; improve their strengths, health, well-being, life and interpersonal skills; develop their self-esteem and the ability to learn; and succeed in shifting to independent living, training or work, and further education (â€Å"Youth social†). BoysTown’s Youth programs are effective in helping youths who are at risk of social exclusion because they incorporate individual assessment, counseling, and support, life skills training, personal development and mentoring; vocational skills training, employment assistance; and post-placement support (â€Å"Youth social†). Young people must be provided assistance into paid employment by giving advice, training and other help that they need to make them more employable (Kemp, 2005). Focusing on individual agency such as young people’s attributes, qualifications, decision-making, and behavior allows young people to successfully transition from welfare to work (Kemp, 2005). The Kids Helpline at BoysTown is similar to a mentoring program that helps disadvantaged young people to tackle social exclusion. Mentoring consists of an informal educative role and personal support and encouragement (Pierson, 2002). Mentor acts as a trusted counselor or guide (Pierson, 2002). The goal of a mentoring or counseling program is to connect two individuals in a one to one voluntary relationship, with one individual being more experienced than the other and with the hope that their knowledge and skills will be transferred (Pierson, 2002). The key features of a mentoring relationship include a voluntary arrangement as required by the individual being mentored and can be ended by either party at any time, interpersonal skills of mentors to manage and monitor the relationship, and the understanding of both mentored and mentors about the boundaries and objective of the relationship (Pierson, 2002). Colley (2003) mentions the popularity of mentoring with policy-makers because it addresses their concerns such as the moralization of social exclusion. The author adds that the solution to social exclusion of young people depends on their re-engagement with the labor market and/or formal learning routes. The key role of mentoring is to provide a way for the re-engagement by changing young people’s values, beliefs, attitudes, and behavior to engage their personal commitment to become employable (Colley, 2003). Mentoring helps young people in terms of empowering them, discussing aspirations, and making them more realistic about their view of work (Colley, 2003). It is also important to assist young people to attain skills in areas such as confidence building, problem solving, improvement of interpersonal skills, punctuality, and team working in order to enhance their personal effectiveness in the workplace (Colley, 2003). Moreover, mentoring is also important to help disadvantaged young people develop social networks and capital (Colley, 2003). It is necessary to create initiatives that involve young people not only in making decisions that affect them individually or on particular services but also in making decisions that influence their communities collectively (Pierson, 2002). Organizations led by young people play an important role in defining services and provide practical support for young persons (Pierson, 2002). The aim of the Indigenous community development at BoysTown is to help young people to re-engage in learning; increase community involvement in formal education and training; enhance access to sustainable mainstream employment opportunities; and develop training and work opportunities through community-based social business enterprises (â€Å"Youth social†). According to Pierson (2002), adolescent support teams have emerged rapidly during the early 1990s. The author adds that the aim of adolescent support teams is to divert youths from the care system and offer short-term preventive service that assists families prevent problems in relationships that might result to homelessness. The approach used by the adolescent support teams is preventive and based on time-limited, task-focused work (Pierson, 2002). Most of the work of the adolescent support teams involves negotiation and mediation between young people and parents (Pierson, 2002). BoysTown enterprises are involved in several community infrastructure development, asset maintenance, and urban renewal projects in disadvantaged areas (â€Å"Youth social†). Enterprise-based intermediate labor markets are effective in minimizing crime and anti-social behavior and in helping young people who are socially excluded to engage again with the labor market (â€Å"Youth social†). According to Aiken (2007), social enterprises are considered mission-driven organizations with a commitment to a specific disadvantaged group. The author adds that placement agencies function as intermediaries in searching and training people to move into work in the mainstream labor market. Social enterprises have often focused on the needs of socially excluded client groups (Aiken, 2007). Aiken (2007) mentions that the origin of social and community enterprises can be found in the mutual and cooperative sector in Great Britain. The author adds that the emergence of this movement has resulted to an important pattern which has focused on the economic development of poorer communities, including the importance of maintaining paid work. Intermediate Labor Market organizations focus on short-term training and employment with the goal of trainees transitioning into paid work in other organizations (Aiken, 2007). They may be working with disadvantaged people and will have a tendency to be reliant on some degree of public sector contracting. References Aiken, M. (2007). What is the role of social enterprise in finding, creating and maintaining employment? for disadvantaged groups? Retrieved June 14, 2009, from http://www. parracity. nsw. gov. au/__data/assets/pdf_file/0003/22575/Cabinet_Office Colley, Helen (2003). Mentoring for social inclusion: A critical approach to nurturing mentor relationships. New York, NY: Routledge. Kemp, P. A. (2005) Young people and unemployment: From welfare to workfare. In M. Barry (Ed. ), Youth policy and social inclusion: critical debates with young people (pp. 139-156). New York, NY: Routledge. Pierson, J. (2002). Tackling social exclusion. New York, NY: Routledge. Youth social exclusion: A global concern. Retrieved June 14, 2009, from http://www. boystown. com. au/downloads/rep/BT-Youth-Social-Exclusion. pdf

Marketing Disney Consumer Products in the Middle East Essay -- Busines

Marketing Disney Consumer Products in the Middle East 1. Disney Consumer Products Middle East was interested in Lebanon, which has only one million children and teenagers and not Egypt, which has a much larger population, due to the following reasons; a. The literacy rate in Lebanon was much higher than the literacy rate of the populations of other Arab states in the Middle East at that time. b. The population of Lebanon was more familiar with western products, which included the Disney products. In reference to (Exhibit 6) in the case study, one could see that both awareness of the brand and awareness of the various product categories of the brand were already established. c. Many of the Lebanese distributors occupied important positions throughout the Middle East, which in turn might help DCPEME in penetrating other Arab markets. d. The Lebanese society was comparatively liberal when compared to other neighboring Arab states, thus all Disney products would be accepted and readily sold in such a market 2. In 1993, Disney products were distributed in Lebanon through one of the following three channels; a. Worldwide licenses that legitimately distributed Disney products through their Lebanese distributors. b. Non-worldwide licenses that distributed Disney products through Lebanese distributors. c. Non worldwide licenses unaware that several that several of their wholesalers were selling Disney ... Marketing Disney Consumer Products in the Middle East Essay -- Busines Marketing Disney Consumer Products in the Middle East 1. Disney Consumer Products Middle East was interested in Lebanon, which has only one million children and teenagers and not Egypt, which has a much larger population, due to the following reasons; a. The literacy rate in Lebanon was much higher than the literacy rate of the populations of other Arab states in the Middle East at that time. b. The population of Lebanon was more familiar with western products, which included the Disney products. In reference to (Exhibit 6) in the case study, one could see that both awareness of the brand and awareness of the various product categories of the brand were already established. c. Many of the Lebanese distributors occupied important positions throughout the Middle East, which in turn might help DCPEME in penetrating other Arab markets. d. The Lebanese society was comparatively liberal when compared to other neighboring Arab states, thus all Disney products would be accepted and readily sold in such a market 2. In 1993, Disney products were distributed in Lebanon through one of the following three channels; a. Worldwide licenses that legitimately distributed Disney products through their Lebanese distributors. b. Non-worldwide licenses that distributed Disney products through Lebanese distributors. c. Non worldwide licenses unaware that several that several of their wholesalers were selling Disney ...

The Self in the World: the Social Context of Sylvia Plath’s Late Poems

The Self in the World: The Social Context of Sylvia Plath's Late Poems, [(essay date 1980) In the following essay, Annas offers analysis of depersonalization in Plath's poetry which, according to Annas, embodies Plath's response to oppressive modern society and her â€Å"dual consciousness of self as both subject and object. â€Å"] For surely it is time that the effect of disencouragement upon the mind of the artist should be measured, as I have seen a dairy company measure the effect of ordinary milk and Grade A milk upon the body of the rat.They set two rats in cages side by side, and of the two one was furtive, timid and small, and the other was glossy, bold and big. Now what food do we feed women as artists upon? –Virginia Woolf, A Room of One's Own The dialectical tension between self and world is the location of meaning in Sylvia Plath's late poems. Characterized by a conflict between stasis and movement, isolation and engagement, these poems are largely about what st ands in the way of the possibility of rebirth for the self.In â€Å"Totem,† she writes: â€Å"There is no terminus, only suitcases / Out of which the same self unfolds like a suit / Bald and shiny, with pockets of wishes / Notions and tickets, short circuits and folding mirrors. † While in the early poems the self was often imaged in terms of its own possibilities for transformation, in the post-Colossus poems the self is more often seen as trapped within a closed cycle. One moves–but only in a circle and continuously back to the same starting point. Rather than the self and the world, the Ariel poems record the self in the world.The self can change and develop, transform and be reborn, only if the world in which it exists does; the possibilities of the self are intimately and inextricably bound up with those of the world. Sylvia Plath's sense of entrapment, her sense that her choices are profoundly limited, is directly connected to the particular time and place in which she wrote her poetry. Betty Friedan describes the late fifties and early sixties for American women as a â€Å"comfortable concentration camp†Ã¢â‚¬â€œphysically luxurious, mentally oppressive and impoverished.The recurring metaphors of fragmentation and reification–the abstraction of the individual–in Plath's late poetry are socially and historically based. They are images of Nazi concentration camps, of â€Å"fire and bombs through the roof† (â€Å"The Applicant†), of cannons, of trains, of â€Å"wars, wars, wars† (â€Å"Daddy†). And they are images of kitchens, iceboxes, adding machines, typewriters, and the depersonalization of hospitals. The sea and the moon are still important images for Plath, but in the Ariel poems they have taken on a harsher quality. The moon, also, is merciless,† she writes in â€Å"Elm. † While a painfully acute sense of the depersonalization and fragmentation of 1950's America is cha racteristic of Ariel, three poems describe particularly well the social landscape within which the â€Å"I† of Sylvia Plath's poems is trapped: â€Å"The Applicant,† â€Å"Cut,† and â€Å"The Munich Mannequins. † â€Å"The Applicant† is explicitly a portrait of marriage in contemporary Western culture. However, the â€Å"courtship† and â€Å"wedding† in the poem represent not only male/female relations but human relations in general.That job seeking is the central metaphor in â€Å"The Applicant† suggests a close connection between the capitalist economic system, the patriarchal family structure, and the general depersonalization of human relations. Somehow all interaction between people, and especially that between men and women, given the history of the use of women as items of barter, seems here to be conditioned by the ideology of a bureaucratized market place. However this system got started, both men and women are implica ted in its perpetuation.As in many of Plath's poems, one feels in reading â€Å"The Applicant† that Plath sees herself and her imaged personae as not merely caught in–victims of–this situation, but in some sense culpable as well. In â€Å"The Applicant,† the poet is speaking directly to the reader, addressed as â€Å"you† throughout. We too are implicated, for we too are potential â€Å"applicants. † People are described as crippled and as dismembered pieces of bodies in the first stanza of â€Å"The Applicant. † Thus imagery of dehumanization begins the poem.Moreover, the pieces described here are not even flesh, but â€Å"a glass eye, false teeth or a crutch, / A brace or a hook, / Rubber breasts or a rubber crotch. † We are already so involved in a sterile and machine-dominated culture that we are likely part artifact and sterile ourselves. One is reminded not only of the imagery of other Plath poems, but also of the control ling metaphor of Ken Kesey's One Flew Over the Cuckoo's Nest, written at about the same time as â€Å"TheApplicant†Ã¢â‚¬â€œin 1962–, and Chief Bromden's conviction that those people who are integrated into society are just collections of wheels and cogs, smaller replicas of a smoothly functioning larger social machine. â€Å"The ward is a factory for the Combine,† Bromden thinks. â€Å"Something that came all twisted different is now a functioning, adjusted component, a credit to the whole outfit and a marvel to behold. Watch him sliding across the land with a welded grin . . . In stanza two of â€Å"The Applicant,† Plath describes the emptiness which characterizes the applicant and which is a variant on the roboticized activity of Kesey's Adjusted Man. Are there â€Å"stitches to show something's missing? † she asks. The applicant's hand is empty, so she provides â€Å"a hand† To fill it and willing To bring teacups and roll away headaches And do whatever you tell it Will you marry it? Throughout the poem, people are talked about as parts and surfaces. The suit introduced in stanza three is at least as alive as the hollow man and mechanical doll woman of the poem.In fact, the suit, an artifact, has more substance and certainly more durability than the person to whom it is offered â€Å"in marriage. † Ultimately, it is the suit which gives shape to the applicant where before he was shapeless, a junk heap of fragmented parts. I notice you are stark naked. How about this suit– Black and stiff, but not a bad fit. Will you marry it? It is waterproof, shatterproof, proof Against fire and bombs through the roof. Believe me, they'll bury you in it.The man in the poem is finally defined by the black suit he puts on, but the definition of the woman shows her to be even more alienated and dehumanized. While the man is a junk heap of miscellaneous parts given shape by a suit of clothes, the woman is a wind-up toy, a puppet of that black suit. She doesn't even exist unless the black suit needs and wills her to. Will you marry it? It is guaranteed To thumb shut your eyes at the end And dissolve of sorrow. We make new stock from the salt. The woman in the poem is referred to as â€Å"it. Like the man, she has no individuality, but where his suit gives him form, standing for the role he plays in a bureaucratic society, for the work he does, the only thing that gives the woman form is the institution of marriage. She does not exist before it and dissolves back into nothingness after it. In â€Å"The Applicant† there is at least an implication that something exists underneath the man's black suit; that however fragmented he is, he at least marries the suit and he at least has a choice. In contrast, the woman is the role she plays; she does not exist apart from it. Naked as paper to start,† Plath writes, But in twenty-five years she'll be silver, In fifty, gold. A living doll, everywhe re you look. It can sew, it can cook. It can talk, talk, talk. The man, the type of a standard issue corporation junior executive, is also alienated. He has freedom of choice only in comparison to the much more limited situation of the woman. That is to say, he has relative freedom of choice in direct proportion to his role as recognized worker in the economic structure of his society. This should not imply, however, that this man is in any kind of satisfying and meaningful relation to his work.The emphasis in â€Å"The Applicant† upon the man's surface–his black suit–together with the opening question of the poem (â€Å"First, are you our sort of person? â€Å") suggests that even his relationship to his work is not going to be in any sense direct or satisfying. It will be filtered first through the suit of clothes, then through the glass eye and rubber crotch before it can reach the real human being, assuming there is anything left of him. The woman in the p oem is seen as an appendage; she works, but she works in a realm outside socially recognized labor.She works for the man in the black suit. She is seen as making contact with the world only through the medium of the man, who is already twice removed. This buffering effect is exacerbated by the fact that the man is probably not engaged in work that would allow him to feel a relationship to the product of his labor. He is probably a bureaucrat of some kind, and therefore his relationship is to pieces of paper, successive and fragmented paradigms of the product (whatever it is, chamberpots or wooden tables) rather than to the product itself.And of course, the more buffered the man is, the more buffered the woman is, for in a sense her real relationship to the world of labor is that of consumer rather than producer. Therefore, her only relationship to socially acceptable production–as opposed to consumption–is through the man. In another sense, however, the woman is not a consumer, but a commodity. Certainly she is seen as a commodity in this poem, as a reward only slightly less important than his black suit, which the man receives for being â€Å"our sort of person. It can be argued that the man is to some extent also a commodity; yet just as he is in a sense more a laborer and less a consumer than the woman–at least in terms of the social recognition of his position–so in a second sense he is more a consumer and less a commodity than the woman. And when we move out from the particularly flat, paper-like image of the woman in the poem to the consciousness which speaks the poem in a tone of bitter irony, then the situation of the woman as unrecognized worker/recognized commodity becomes clearer.The man in â€Å"The Applicant,† because of the middle class bureaucratic nature of his work (one does not wear a new black suit to work in a steel mill or to handcraft a cabinet) and because of his position vis-a-vis the woman (her socia l existence depends upon his recognition), is more a member of an exploiting class than one which is exploited. There are some parts of his world, specifically those involving the woman, in which he can feel himself relatively in control and therefore able to understand his relationship to this world in a contemplative way.Thus, whatever we may think of the system he has bought into, he himself can see it as comparatively stable, a paradigm with certain static features which nevertheless allows him to move upward in an orderly fashion. Within the context of this poem, then, and within the context of the woman's relationship to the man in the black suit, she is finally both worker and commodity while he is consumer. Her position is close to that of the Marxist conception of the proletariat.Fredric Jameson, in Marxism and Form, defines the perception of external objects and events which arises naturally in the consciousness of an individual who is simultaneously worker and commodity. Even before [the worker] posits elements of the outside world as objects of his thought, he feels himself to be an object, and this initial alienation within himself takes precedence over everything else. Yet precisely in this terrible alienation lies the strength of the worker's position: his first movement is not toward knowledge of the work but toward knowledge of himself as an object, toward self-consciousness.Yet this self-consciousness, because it is initially knowledge of an object (himself, his own labor as a commodity, his life force which he is under obligation to sell), permits him more genuine knowledge of the commodity nature of the outside world than is granted to middle-class â€Å"objectivity. † For [and here Jameson quotes Georg Lukacs in The History of Class Consciousness] â€Å"his consciousness is the self-consciousness of merchandise itself . . . † This dual consciousness of self as both subject and object is characteristic of the literature of min ority and/or oppressed classes.It is characteristic of the proletarian writer in his (admittedly often dogmatic) perception of his relation to a decadent past, a dispossessed present, and a utopian future. It is characteristic of black American writers; W. E. B. Du Bois makes a statement very similar in substance to Jameson's in The Souls of Black Folk, and certainly the basic existential condition of Ellison's invisible man is his dual consciousness which only toward the end of that novel becomes a means to freedom of action rather than paralysis.It is true of contemporary women writers, of novelists like Doris Lessing, Margaret Atwood, and Rita Mae Brown, and of poets like Denise Levertov, Adrienne Rich, and Marge Piercy. In a sense, it is more characteristic of American literature than of any other major world literature, for each immigrant group, however great its desire for assimilation into the American power structure, initially possessed this dual consciousness.Finally, a di alectical perception of self as both subject and object, both worker and commodity, in relation to past and future as well as present, is characteristic of revolutionary literature, whether the revolution is political or cultural. Sylvia Plath has this dialectical awareness of self as both subject and object in particular relation to the society in which she lived. The problem for her, and perhaps the main problem of Cold War America, is in the second aspect of a dialectical consciousness–an awareness of oneself in significant relation to past and future.The first person narrator of what is probably Plath's best short story, â€Å"Johnny Panic and the Bible of Dreams,† is a clerk/typist in a psychiatric clinic, a self-described â€Å"dream connoisseur† who keeps her own personal record of all the dreams which pass through her office, and who longs to look at the oldest record book the Psychoanalytic Institute possesses. â€Å"This dream book was spanking new th e day I was born,† she says, and elsewhere makes the connection even clearer: â€Å"The clinic started thirty-three years ago–the year of my birth, oddly enough. This connection suggests the way in which Plath uses history and views herself in relation to it. The landscape of her late work is a contemporary social landscape. It goes back in time to encompass such significant historical events as the Rosenberg trial and execution–the opening chapter of The Bell Jar alludes dramatically to these events–and of course it encompasses, is perhaps obsessed with, the major historical event of Plath's time, the second world war.But social history seems to stop for Plath where her own life starts, and it is replaced at that point by a mythic timeless past populated by creatures from folk tale and classical mythology. This is not surprising, since as a woman this poet had little part in shaping history. Why should she feel any relation to it? But more crucially, the re is no imagination of the future in Sylvia Plath's work, no utopian or even antiutopian consciousness.In her poetry there is a dialectical consciousness of the self as simultaneously object and subject, but in her particular social context she was unable to develop a consciousness of herself in relation to a past and future beyond her own lifetime. This foreshortening of a historical consciousness affects in turn the dual consciousness of self in relation to itself (as subject) and in relation to the world (as object). It raises the question of how one accounts objectively for oneself. For instance, if I am involved in everything I see, can I still be objective and empirical in my perception, free from myth and language?Finally, this foreshortening of historical consciousness affects the question of whether the subject is a function of the object or vice versa. Since the two seem to have equal possibilities, this last question is never resolved. As a result, the individual feels t rapped; and in Sylvia Plath's poetry one senses a continual struggle to be reborn into some new present which causes the perceiving consciousness, when it opens its eyes, to discover that it has instead (as in â€Å"Lady Lazarus†) made a â€Å"theatrical / Comeback in broad day / To the same place, the same face, the same brute / Amused shout: ‘A miracle! † This difficulty in locating the self and the concomitant suspicion that as a result the self may be unreal are clear in poems like â€Å"Cut,† which describe the self-image of the poet as paper. The ostensible occasion of â€Å"Cut† is slicing one's finger instead of an onion; the first two stanzas of the poem describe the cut finger in minute and almost naturalistic detail. There is a suppressed hysteria here which is only discernible in the poem's curious mixture of surrealism and objectivity.The images of the poem are predominantly images of terrorism and war, immediately suggested to the poet by the sight of her bleeding finger: â€Å"out of a gap / A million soldiers run,† â€Å"Saboteur / Kamikaze man–,† and finally, â€Å"trepanne d veteran. † The metaphors of war are extensive, and, though suggested by the actual experience, they are removed from it. In the one place in the poem where the speaker mentions her own feelings as a complete entity (apart from but including her cut finger) the image is of paper. She says, O my Homunculus, I am ill. I have taken a pill to killThe thin Papery feeling. Paper often stands for the self-image of the poet in the post-Colossus poems. It is used in the title poem of Crossing the Water, where the â€Å"two black cut-paper people† appear less substantial and less real than the solidity and immensity of the natural world surrounding them. In the play Three Women, the Secretary says of the men in her office: â€Å"there was something about them like cardboard, and now I had caught it. † She se es her own infertility as directly related to her complicity in a bureaucratic, impersonal, male-dominated society.Paper is symbolic of our particular socioeconomic condition and its characteristic bureaucratic labor. It stands for insubstantiality; the paper model of something is clearly less real than the thing itself, even though in â€Å"developed† economies the machines, accoutrements, and objects appear to have vitality, purpose, and emotion, while the people are literally colorless, objectified, and atrophied. The paper self is therefore part of Plath's portrait of a depersonalized society, a bureaucracy, a paper world.In â€Å"A Life† (Crossing the Water), she writes: â€Å"A woman is dragging her shadow in a circle / About a bald hospital saucer. / It resembles the moon, or a sheet of blank paper / And appears to have suffered a private blitzkrieg. † In â€Å"Tulips† the speaker of the poem, also a hospital patient, describes herself as â€Å"fl at, ridiculous, a cut-paper shadow / Between the eye of the sun and the eyes of the tulips. † In â€Å"The Applicant,† the woman is again described as paper: â€Å"Naked as paper to start / But in twenty-five years she'll be silver, / In fifty, gold. Here in â€Å"Cut,† the â€Å"thin, / Papery feeling† juxtaposes her emotional dissociation from the wound to the horrific detail of the cut and the bloody images of conflict it suggests. It stands for her sense of depersonalization, for the separation of self from self, and is juxtaposed to that devaluation of human life which is a necessary precondition to war, the separation of society from itself. In this context, it is significant that one would take a pill to kill a feeling of substancelessness and depersonalization. Writing about American women in the 1950's, Betty Friedan asks, â€Å"Just what was the problem that had no name?What were the words women used when they tried to express it? Sometimes a w oman would say, ‘I feel empty somehow . . . incomplete. ‘ Or she would say, ‘I feel as if I don't exist. ‘ Sometimes she blotted out the feeling with a tranquilizer. † A papery world is a sterile world; this equation recurs throughout the Ariel poems. For Sylvia Plath, stasis and perfection are always associated with sterility, while fertility is associated with movement and process. The opening lines of â€Å"The Munich Mannequins† introduce this equation. Perfection is terrible,† Plath writes, â€Å"it cannot have children. / Cold as snow breath, it tamps the womb / Where the yew trees blow like hydras. † The setting of â€Å"The Munich Mannequins† is a city in winter. Often, Plath's poems have imaged winter as a time of rest preceding rebirth (â€Å"Wintering,† â€Å"Frog Autumn†), but only when the reference point is nature. The natural world is characterized in Sylvia Plath's poems by process, by the ebb and flow of months and seasons, by a continual dying and rebirth. The moon is a symbol for the monthly ebb and flow of the tides and of a woman's body.The social world, however, the world of the city, is both male defined and separated from this process. In the city, winter has more sinister connotations; it suggests death rather than hibernation. Here the cold is equated with the perfection and sterility to which the poem's opening lines refer. Perfection stands in â€Å"The Munich Mannequins† for something artificially created and part of the social world. The poem follows the male quest for perfection to its logical end–mannequins in a store window–lifeless and mindless â€Å"in their sulphur loveliness, in their smiles. The mannequins contrast with the real woman in the same way that the city contrasts with the moon. The real woman is not static but complicated: The tree of life and the tree of life Unloosing their moons, month after month, to no purpose. The blood flood is the flood of love, The absolute sacrifice However, in Munich, â€Å"morgue between Paris and Rome,† the artificial has somehow triumphed. Women have become mannequins or have been replaced by mannequins, or at least mannequins seem to have a greater reality because they are more ordered and comprehensible than real women.It is appropriate that Plath should focus on the middle class of a German city, in a country where fascism was a middle class movement and women allowed themselves to be idealized, to be perfected, to be made, essentially, into mannequins. In â€Å"The Munich Mannequins,† as in â€Å"The Applicant,† Plath points out the deadening of human beings, their disappearance and fragmentation and accretion into the objects that surround them. In â€Å"The Applicant† the woman is a paper doll; here she has been replaced by a store window dummy.In â€Å"The Applicant† all that is left of her at the end is a kind of saline solut ion; in â€Å"The Munich Mannequins† the only remaining sign of her presence is â€Å"the domesticity of these windows / The baby lace, the green-leaved confectionery. † And where the man in â€Å"The Applicant† is described in terms of his black suit, here the men are described in terms of their shoes, present in the anonymity of hotel corridors, where Hands will be opening doors and setting Down shoes for a polish of carbon Into which broad toes will go tomorrow. People accrete to their things, are absorbed into their artifacts.Finally, they lose all sense of a whole self and become atomized. Parts of them connect to their shoes, parts to their suits, parts to their lace curtains, parts to their iceboxes, and so on. There is nothing left; people have become reified and dispersed into a cluttered artificial landscape of their own production. Because the world she describes is a place created by men rather than women (since men are in control of the forces of pr oduction), Plath sees men as having ultimate culpability for this state of affairs which affects both men and women.But men have gone further than this in their desire to change and control the world around them. In â€Å"The Munich Mannequins† man has finally transformed woman into a puppet, a mannequin, something that reflects both his disgust with and his fear of women. A mannequin cannot have children, but neither does it have that messy, terrifying, and incomprehensible blood flow each month. Mannequins entirely do away with the problems of female creativity and self-determination.Trapped inside this vision, therefore, the speaker of the Ariel poems sees herself caught between nature and society, biology and intellect, Dionysus and Apollo, her self definition and the expectations of others, as between two mirrors. Discussion of the Ariel poems has often centered around Sylvia Plath's most shocking images. Yet her images of wars and concentration camps, of mass and indivi dual violence, are only the end result of an underlying depersonalization, an abdication of people to their artifacts, and an economic and social structure that equates people and objects.Like the paper doll woman in â€Å"The Applicant,† Sylvia Plath was doubly alienated from such a world, doubly objectified by it, and as a woman artist, doubly isolated within it. Isolated both from a past tradition and a present community, she found it difficult to structure new alternatives for the future. No wonder her individual quest for rebirth failed as it led her continuously in a circle back to the same self in the

ABC, Inc. Case Study Analysis Essay

Carl Robins, a junior recruiter for ABC, Inc, with only a limited amount of experience, commendably retained 15 new employees in April. The newer employees were hired to work for Monica Carrolls, the Operations Supervisor. Carl Robins set up new recruit’s orientation to begin 06- 15 with the objective of having the new employees working by July. On 15 of May. Monica Carrolls called Carl about fixing several issues for the new employees, such as policies, drug tests, and manuals. He stated to Monica that everything would be in place and it would all be completed by the deadline. When Carl started reviewing June, the new employee file, He found numerous of issues. Some applications were unfinished, drug screenings were not done, and orientation manuals were not completed and missing pages, while the room for training had been held in reserve for technology services. Issues When Carl’s had his first recruitment training, he encountered many difficulties that need to be brought to the senior recruiters to resolve these issues. Incomplete employee applications Mandatory drug screening was not arranged Employee transcripts were not on file Inadequate orientation manuals Shortage of orientation manuals, Resource scheduling conflicts. Carl has to address the issues at hand in order to have the new recruit’s working by July, so he must move expeditiously. He must move swiftly in order to inform the new employees and make it stat that they finish their employment applications and confirm his or her transcripts on file. Subsequently, Carl has to arrange appointments through the clinic for all  the new recruits for the obligatory drug screen and have the results sent over right away. At this point, Carl must evaluate the orientation manuals to its entirety and make sure there are a substantial amount of copies for all the recent recruits. Carl has to harmonize with technology services to come up with a solution to share the training room. If that is not feasible, Carl must find another fitting location for the new hire training class. These issues seem like simple problems with quick and easy solutions, but clearly show problems with the current hiring process that need to be addressed to keep similar issues from arising in the future. An entry level recruiter should work directly with more experienced recruiters during the first recruitment process. Skill, putting forth the effort, and practicing will go a long way in overcoming these types of issues. ABC, Inc must develop a helpful to do list or procedure to follow for hiring new employees. It must be explained to the employee and the recruiter exactly what must be completed before and after the hiring process. The checklist should cover not only hiring procedures, but also in-processing and merging into the company. ABC, Inc also needs to develop a training center; with company policies, orientation manuals, and other training materials should be complete and readily available at all times. In the intent of saving money and breathing space, it is suggested that at least one physical copy of each reference should be available, while digital copies are kept on file and can be easily apprehended when necessary. Company management solution should be established to p revent spare reservations for the same resources. This can be a simple database or reservation system that is easily accessible by all employees who will be responsible for scheduling resources. Findings/ Considerations ABC, Inc’s efforts to hire new employees, handling and attempting to solve these problems could raise more problems. Foremost, easy solutions could entail a significant financial investment to get the new employees hired on time. For instance, the clinic may charge extra for last minute drug screens or for expediting the results. If the orientation manuals cannot be reproduced internally or the training cannot be conducted on company  property, the cost of out-sourcing would be much higher than normal. Proper implementation of the long-term solutions may also incur some initial expense; however the increased efficiency will be a great benefit to ABC, Inc in the long run. It is also important to note that an inefficient and complicated hiring process may eventually detract from the company’s image and ability to attract worthy employees Conclusion As stated previously, this was a relatively easy problem to fix, however it exposed deeper issues and could present a significant expense to ABC, Inc to resolve all the problems in time to meet the July goal. It is recommended that Carl Robins and ABC, Inc take the initiative to implement all of the short and long-term goals. In doing so ABC, Inc will insure that this problem will be eliminated in the future. References Case study www.Studymode.com Case study analysis Comm215 www.writework.com Writing a Case study Analysis http://college.cengage.com/business/resources/casestudies/students/writing.ht

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. 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:

Power Of People Essays - Medical Ethics, Euthanasia, Nonviolence

Power Of People Essays - Medical Ethics, Euthanasia, Nonviolence Power of People There are times throughout the history of the United States when it's citizens have felt the need to revolt against the government. One way they might revolt against the government is to disregard the law peacefully. There was such a case during the time of Dr. Martin Luther King Jr., when there was unfair discrimination against the African American community. They used peaceful protests to eventually get legislation passed to stop the injustice brought against them. Another name for this is called civil disobedience. A more recent case of civil disobedience involves Dr. Jack Kevorkian who is an activist for the right to die. Dr. Kevorkian believes that a person should not have to go through the pain of being kept alive by machines. There are times when a person can no longer handle such things as terminal illness. Dr. Kevorkian breaks the law openly for what he believes in knowing fully of the consequences. In an article out of a May 9th, 1996 edition of The Sacramento Bee reads that "Kevorkian attends another suicide", tells about Dr. Jack Kevorkian attending another assisted death during a recess in his current trial. Austin Bastable, a Canadian right-to-die activist who had multiple sclerosis killed himself May 6th with the help of Dr. Kevorkian who reportedly gave Bastable the mask and carbon monoxide canister. Bastable felt that his death was for the fight of freedom to have the right to die under such conditions as his. In the article it tells us that hours early that same day he testified in his assisted-suicide trial in the deaths of two women in 1991. Michael Modelski, a former prosecutor said "It's an in-your-face kind of thing", He also goes on to say "It's par to the course. He's a loose cannon". Modelski feels Dr. Kevorkian shows no respect for the law. This is the 28th assisted-suicide Dr. Kevorkian has attended since 1990. He is currently on trial for the two assisted-suicides of two women in 1991. The article also reads that some assisted-suicide supporters were taken back by his actions. State Senator Jim Berryman said he finds Dr. Kevorkian's methods offensive. He also said "He really continues to flaunt this in the face of the Legislature". Berryman feels that the focus is more on Dr. Kevorkian rather than the cause of death with dignity. The Judge of the case has ordered the jury in Dr. Kevorkian's trial not to read or listen to news accounts of the case. If there are any jurors indicating that they have heard any of the latest new they would be removed because of the influence it might have on them. There are four alternate jurors and the article reads if the count falls below the 12 members there could be a mistrial. If the jurors get a hold of the news it could influence them by giving them the feeling tha! t Dr. Kevorkian has no respect for the law. It also might be seen as a man with strong beliefs who does the right no matter what the law. In Henry David Thoreau's "On the Duty of Civil Disobedience", he tells us that he refused to pay poll taxes and he was once sent to jail for not paying his taxes. He believed strongly that he should not have to pay these taxes and would rather end up in jail then go against his will. A certain passage shows how strong he felt when he said "Your money our you life," why should I haste to give it my money? (Thoreau). Thoreau's strong beliefs are seen in what he did and Dr. Kevorkian's case is very similar to what Thoreau does in breaking the law. Dr. Martin Luther King used peaceful sit-ins and rallies to unite the black community. This was a very effective way of showing that they would not stand for the unjust discrimination. They used methods such as banning the busses and instead walked. The busses could not afford to go without their business and this hurt them enormously. Such protests as these caused the passing of legislation that gave equal rights to all. King protested without breaking the law such as Dr. Kevorkian does. Dr. Kevorkian breaks the

How to Capitalize and Punctuate Quotations

How to Capitalize and Punctuate Quotations How to Capitalize and Punctuate Quotations How to Capitalize and Punctuate Quotations By Mark Nichol The guidelines for quoting a person or a publication are detailed but straightforward. Here is a summary of basic procedures. If a quoted word, phrase, sentence, or longer unit of text is described appositively (that is, if a descriptive word or phrase equivalent to the text it describes is immediately adjacent to that text), as in â€Å"Consider the saying ‘A stitch in time saves nine,’† note that no punctuation intervenes between the description (here, saying) and the saying itself. However, if a simple attribution such as â€Å"Smith said† directly precedes a quotation, separate the attribution from the quotation with a comma: â€Å"Smith said, ‘A stitch in time saves nine.’† But if the attribution is an independent clause that sets the context for the quotation (as in â€Å"Smith had this to say about the issue: ‘A stitch in time saves nine’†), use a colon after the attribution, as shown. When a seamless integration of the attribution and the quotation occurs, omit punctuation between them and do not capitalize the first word of the quotation (unless it is a proper noun), even if it began a sentence in its original spoken or written form: â€Å"The commission asserts that ‘as a general rule, the full board should have primary responsibility for risk oversight.’† Reducing a full quotation to a partial one is also a good strategy when a speaker says something eloquent, pithy, or vivid but does so as part of a bland, convoluted, or ungrammatical statement. If the quotation is an incomplete sentence, or you want to isolate the effective part of the sentence, format the partial sentence as described above: â€Å"Smith said that he hoped to ‘knock some sense into people’ with his new program.† (Note that a paraphrase can follow as well as precede a partial quotation, with no intervening punctuation.) However, if it’s not necessary or desirable to use any of the source’s exact words, paraphrase the entire comment: â€Å"Smith said that he hoped to attract some attention to the issues with his new program.† When the attribution occurs in the midst of a quotation, commas should precede and follow the quotation: â€Å"‘As a general rule,’ the commission asserts, ‘the full board should have primary responsibility for risk oversight.’† Note that- in American English, at least- the first comma always precedes the close quotation mark(s), because it is part of the quotation, but the second comma precedes the open quotation mark(s), because it is part of the attribution. (Exercise caution when inserting an attribution near the beginning of a quotation, however; doing so before any significant information is provided within the quotation is distracting- why prematurely identify the source of what is, so far, nearly devoid of context or meaning?) Attribution often follows a quotation: â€Å"‘As a general rule, the full board should have primary responsibility for risk oversight,’ the commission asserts.† If an attribution divides one full sentence from one or more other sentences, the first sentence should end with a comma (or a question mark, an exclamation point, a dash, or an ellipsis) preceding the close quotation marks, but a period should follow the attribution, and the remaining quoted content should begin with a capital letter: â€Å"‘As a general rule, the full board should have primary responsibility for risk oversight,’ the commission asserts. ‘However, other parties may be involved in monitoring risk.’† (Avoid delaying attribution in a quotation consisting of two or more full sentences beyond one sentence, and even consider inserting the attribution in the midst of a long, convoluted sentence so as not to excessively postpone its appearance.) Use a question mark if the quotation is an interrogative or an exclamation point if the content of the quotation preceding the attribution merits that emphasis, employ a dash to indicate suddenly interrupted dialogue, or insert an ellipsis if the speaker deliberately leaves the statement unfinished. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)The Four Sounds of the Spelling OUThe Difference Between e.g. and i.e.?

Databases and Database Systems Essay Example | Topics and Well Written Essays - 1250 words

Databases and Database Systems - Essay Example A database management system is a collection of programs that enables the user to create and maintain a database. In the Database Management System (DBMS), sharing a database allows multiple users and programs to access the database concurrently. Other important functions provided by the DBMS include protecting the database and maintaining it over a long period of time. Protection includes both system protections against hardware or software malfunction (or Crashes) and security protection against unauthorized or malicious access. A database typically has many uses, each of which may require a different perspective or view of the database. A multi-user DBMS, as its name implies, must allow multiple users to access the database at some time. This is essential if data for multiple applications to be integrated and maintained in a single database. The DBMS must include concurrency control software to ensure that several users trying to update the same data do so in a controlled manner s o that the result of updates is correct. These types of applications are generally called online transaction processing applications. A fundamental role of multi-users DBMS software is to ensure that concurrent transactions operate correctly. The concept of a transaction has become central to many database applications. A transaction is an executing program or process that includes one or more database accesses, such as reading or updating database records. Each transaction is supposed to execute logically correct database access is executed in its entirety without interference from other transaction. The DBMS must enforce several transaction properties. The isolation property ensures that each transaction appears to execute in isolation from other transactions, even though a hundred of the transaction may be executing concurrently. When multiple users share a large database, it is likely that most users with not be authorized to access all the information in the database. In additi on, some users may be permitted only to retrieve data whereas others are allowed both to retrieve and update. Hence, the type of access operation must also be controlled. A DBMS should provide a security and authorization subsystem. As we know, multiple users can access databases and use computer systems simultaneously because of the concept of multiprogramming. In this concurrent process, execution of processes is actually interleaved and most of the theory concerning concurrency control in a database is developed in terms of interleaved concurrency. In a multi-users DBMS, the stored data items are the primary resources that may be accessed concurrently by interactive users or application programs, which are constantly retrieving information and modifying the database. In this process, concurrency control is very much needed to avoid a certain type of problems. Concurrency control and recovery mechanisms are mainly concerned with the database access commands in a transaction. Trans action submitted by the various users may execute concurrently and may access and update the same database items. If this concurrent execution is uncontrolled it may lead to problems such as an inconsistent database, the lost update problem, and temporary update problem. Transaction failure may occur due to integer overflow or division by zero or erroneous parameter  values or logical programming errors.

The Gate to Women's Country Essay Example | Topics and Well Written Essays - 2000 words

The Gate to Women's Country - Essay Example One such regulation is that he men will have to fight with their bare hands their enemies. The enemies, in turn, agree to the gentlemen's agreement to fight with their right hand. Whatever is the reason for blindly following the women's country policies is unclear as of this moment in time. By proceeding with the reading of the next paragraphs, the reasons for the men and women's blind following of the rules and regulations and the company rules and regulations will slowly unfold the reader of this work's very eyes. UTILITRARIANIST or CONSEQUENTIALIST. The women are consequentialists or utilitarianists (Theroux, 2007) because they fall under this description that is espoused by John Stuart Mills. John Stuart Mills had put up a huge framework for what is known as Utilitarian Normative ethics. A consequence, according to John Stuart Mills encompasses the intrinsic good, or good in itself of every action and inaction. The women are consequentialists because they espouse that the morality of their action depends on the context or consequences of such action. A good example is when the child is made to choose, at the deciding age of fifteen years old, to either continue mastering the battle techniques of the warrior or to return back their mother that they left when they were still five years old to serve her. This is because the women in Sherri S Tepper's Gate to Women's Countr... But their war is fought with only their bare hands as is the tradition of our modern day martial arts contests because deadly weapons and weapons of mass destructions are not allowed during inter state wars. The women's country has a decentralized form of government where the women make the critical day to day community decisions for only the women are allowed be engrossed in the study of medicine, history and agriculture. Women live separately from their warrior husbands. The only time allowed for warrior men (the servitor non warrior men are castrated and not allowed to have sex with women) and women to mate is during the once a year festival. The children are allowed to stay with their mothers until the age of five. After this age, the boys will have to go with their fathers to learn the warrior life. The children are then made to chose, after experiencing many years with their warrior father, whether to return through the gate of the women country to their mothers as their mother's servants (which places them at low societal status as compared with choosing to be a warrior) or to remain with their fathers and choose a higher societal status of being warriors. Are always thinking of the consequence of each of their every actions and they make sure that all their actions have a consequence of doing well to everyone and making everybody happy. EMPATHY. Empathy is described as a person's ability to know by using the five senses the emotional situation of a friend, relative, patient, neighbor or warrior. It is a known fact that different persons have different states of mind, beliefs and desires where they are intertwined with his emotional make up. Empathy can increase the

Critique of any qualitative Nursing Reserch Paper Research

Critique of any qualitative Nursing Reserch - Research Paper Example One of the major motivations behind the research conducted by Walker and colleagues (2010) was the absence of predialysis guidelines and educational components that would facilitate and regulate the work and professional development of predialysis nursing in New Zealand. Walker et al (2010) opted in for qualitative method of gathering information and based their study on descriptive exploratory methodology. The sample for the study was comprised of fourteen nurses located in New Zealand, and the main criterion for the sample selection was â€Å"any nurse providing pre-dialysis education and care in New Zealand† (Walker et al, 2010, p.5). According to Walker et al (2010), the data for analysis was gathered via semi-structured interviews, which allowed interviewers to obtain in-depth description and discussion of the problem of nurse’s role in effective predialysis care. According to Marshall & Rossman (2011), the purpose of qualitative research is to gather an in-depth understanding of a problem, and its method aims to investigate the why and how of decision making, thus, the study by Walker et al (2010) corresponds to the criteria of qualitative study. During their semi-structured interviews, authors (Walker et al, 2010) opted in for c ollecting demographic data of the participants. Walker et al (2010) applied inductive approach to retrieve thematic content for the study discussion. Study’s preliminary findings were retrieved from the analysis of transcripts and were later discussed by participants’ group formed of predialysis nurses, which facilitated the formulation of themes and further analysis. As indicated by Marshall & Rossman (2011), in order to build a sold proposal the researchers has to argue that the study has the potential to contribute to theorizing and research, to policy issues and policy making. From the critical perspective, Walker et al (2010) did not

The Working Culture of Big Organizations Case Study

The Working Culture of Big Organizations - Case Study Example When MIGROS thinks of expanding abroad, I would strongly suggest India, not because it is my country, but because of the very favorable economic situation prevailing in this country, notwithstanding the depression that has engulfed most of the global markets. The mention of the name MIGROS kindles many expectations about this organization for its quality products and its philanthropic attitude towards business. MIGROS wish to serve the community. The 15th Parliament Elections have brought about the stunning victory for the Indian National Congress Party that has been pursuing the policy of liberalization in the economic front, under the leadership of Dr. Manmohan Singh, Prime Minister. He is an economist of international repute and former Governor of Reserve Bank of India. During the last five years, this country has attained rapid economic growth. He can feel the pulse of the Indian economy in the global context. Corporate performance has been stunning under his leadership. During his speech in Parliament, while presenting the Budget 1994-95, as the Union Finance Minister, he quoted Victor Hugo: "No power on Earth can stop an idea whose time has come." True to his vision, the productivity in the Indian industry grew like never before†¦now, we have a very different economy as compared what it was 10 years ago. Far from close to defaulting on its international debts, the economy is sizzling and has posted 10.4 percent GDP growth last quarter. More economic reforms, liberalization, and corporate-friendly policies are on the cards. So, I feel this is the right time for an international retail giant like MIGROS to make the entry in the Indian Market in a big way. The city of Faridabad is known all over India. The management of top commercial establishments of any country must know Faridabad. It became the 12th District of Haryana State, an important State of India, from the point of view of both industry and

The Impact of Markets and the Division of Labour on Social Cohesion Essay

The Impact of Markets and the Division of Labour on Social Cohesion - Essay Example This paper seeks to find out if markets and the division of labour encourage or discourage social cohesion. Impacts A market can be described as a destination for goods or services intended for sale. This market is composed of customers who are people that are willing and able to purchase the goods or services that are being sold. Social cohesion refers to the ability of people to articulate or embrace each other and co-exist peacefully (Council of Europe 67). It also refers to the ability of various groups of people to hold firmly together consistently. Scholars have revealed that markets and division of labour have had a substantial impact on social cohesion in the current society. Division of labour has led to the separation of markets and employment through the differentiation and separation of production processes (Furze, Savy, Brym & Lie 55). Instead of producing similar goods and services, the various labourers in the market are sub-divided and allowed to deal with the various specialties of the production processes so as to meet the various market demands. An example of this is a shift from mixed farming to either crop or animal production as separate production lines or dividing the entire work of an organization into different work units, each dealing with a specific task. This shift in the production processes seemingly separates people from coming together and engaging in the production process as a larger group. In a manufacturing industry for example, the work units will be organized around the skill requirements for the various steps of production and marketing like product production, packaging, IT management, sales and marketing, customer relations among others. This gives the impression that division of labour discourages social cohesion. However, a closer look on the mechanisms of division of labour reveals it encourages social cohesion both local and globally through the development of the need to exchange and which in turn brings people tog ether (Council of Europe 117). This is to say that division of labour encourages the need for trade. One country could choose to specialize in producing and supplying a given product basing on their natural and capital, for example oil and gas. On the same note, another country will produce tyres and apparel. Such a situation definitely generates some form of dependency in which case the two countries need each other. The one producing oil and gas needs tyres and apparel and the one producing apparel and tyres needs oil and gas. This gives a picture of the processes of imports and exports that is seen in today’s society. In other words, division of labour defines the lines of production and this means that no person will produce all that they need in life. This creates some deficiencies of the products that a person does not produce and thus the need to obtain it from others. After an examination of division of labour, Smith (25) concluded that unlike the savage or the ancien t man, the modern man/woman is highly dependent on the labour of others to satisfy his/her full range of wants. This structure of satisfying human wants has resulted to the need to focus attention to the importance of exchange and therefore the need for increased human interactions both locally and globally. Through international exchanges like imports and exports, people across the globe have been able to come together, interact and co-exist