Teachers Speech Essay Example for Free

Teachers Speech Essay Mr. Chairman, Honorable Proprietor and Headmaster, Mr. Commissioner distinguished staff members, co-aspirants, fellow students, ladies and gentlemen, I greet you all It has been observed by me in recent times, that there are many problems, which arise day in day out. I do not wish to make this entire problem known, because they give me an ill-feeling when I mention them. Nevertheless, for the sake of my manifesto, I am going to give an instance of a situation as an example. Comfortably seated lady and gentlemen, Imagine yourself being a teacher, you have just given an exercise which you were marking, or you are busily compiling your examination results. As you continue your task, one boy runs up to you and says â€Å"Sir, this boy has hit me with a ball† The lad is expecting you to leave your work and go and administer justice to his said trouble maker. If you were to be that teacher,what will your reaction towards the issue be? I do not suppose you would leave your work to attend to that issue; such problems should be left into the hands of the prefects. One of such prefects who play a major role in the school is the boys’ prefect. This is the reason why I want to take up this responsibility demanding position. Ladies and gentlemen, the voting is in your hands and it is your own decision. I am appealing to you all to vote for ..as your boys’ prefect, so that when this school gets a change of a lifetime, with the blare of a trumpet, we can all say that something has happened out of the blues. Once again, listen to the cry of your humble servant , vying for the post of the high office of the senior prefect of this humble institution. Now to my dear juniors who have been in a state of melancholy for so long a time due to ill-treatments and injustice meted out to them

Copious Imagery within the Tragedy Othello :: Othello essays

Copious Imagery within the Tragedy Othello  Ã‚        Ã‚   In the Bard of Avon’s tragic drama Othello there resides imagery of all types, sizes and shapes. Let us look at the playwright’s offering in this area.    In the essay â€Å"Wit and Witchcraft: an Approach to Othello† Robert B. Heilman discusses the significance of imagery within this play:    Reiterative language is particularly prone to acquire a continuity of its own and to become â€Å"an independent part of the plot† whose effect we can attempt to gauge. It may create â€Å"mood† or â€Å"atmosphere†: the pervasiveness of images of injury, pain, and torture in Othello has a very strong impact that is not wholly determined by who uses the images. But most of all the â€Å"system of imagery† introduces thoughts, ideas, themes – elements of the meaning that is the author’s final organization of all his materials. (333)    The vulgar imagery of the ancient dominate the opening of the play. Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes the types of imagery used by the antagonist when he â€Å"slips his mask aside† while awakening Brabantio:    Iago is letting loose the wicked passion inside him, as he does from time to time throughout the play, when he slips his mask aside. At such moments he always resorts to this imagery of money-bags, treachery, and animal lust and violence. So he expresses his own faithless, envious spirit, and, by the same token, his vision of the populous city of Venice – Iago’s â€Å"world,† as it has been called. . . .(132)    Standing outside the senator’s home late at night, Iago uses imagery within a lie to arouse the occupant: â€Å" Awake! what, ho, Brabantio! thieves! thieves! thieves! / Look to your house, your daughter and your bags!† When the senator appears at the window, the ancient continues with coarse imagery of animal lust: â€Å"Even now, now, very now, an old black ram / Is topping your white ewe,† and â€Å"you'll have your daughter covered with a Barbary horse; you'll have your nephews neigh to you; you'll have coursers for cousins and gennets for germans.† Brabantio, judging from Iago’s language, rightfully concludes that the latter is a â€Å"profane wretch† and a â€Å"villain.†    When Iago returns to the Moor, he resorts to violence in his description of the senator, saying that â€Å"nine or ten times / I had thought to have yerk'd him here under the ribs.

Discuss The Factors That Influence Our Judgement, Thinking And Decision-Making

?Discuss some the factors which influence our thinking, judgement and decision-making Our everyday lives are filled with many choices and decisions which will impact on our lives both in the short and long-term. Our perception of the impact of these decisions on our own lives and those around us will affect how much time and effort is given to arriving at these decisions.There are several factors which impact on thinking, judgement and decision-making and it is important to note that often these occur simultaneously rather than as individual areas but in order fully understand the entire process we must analyse the factors in each individual area. While it is neither practicable or possible to consider all the factors in every decision, knowledge of the factors, process and how they interact can be of critical importance.By understanding the factors, we can ascertain how we make decisions and by gaining knowledge on the entire process, we can ultimately arrive at better decisions by being conscious of our thought and application process. How we think and apply our thought process to the decisions often determine the paths we choose to take. There are two systems, or modes, which determine how we think (Kahneman, 2011). The first system is fast, automatic, emotional and frequent and the second system is slow, logical, infrequent and conscious.The title of the Kahneman’s book, Thinking, Fast and Slow, gives us an indication of the two systems. The first system, thinking fast, is associated with quick response taking into consideration the environment in which we are in which then allows us to respond immediately. This can be important especially in times of danger and the system relies heavily on general rules and guidelines, known as heuristics. These heuristics are primarily geared towards helping us in the moment and protecting us from immediate danger and are very useful in this regard.However, the heuristics are designed to work in the environment fro m which we have evolved and outside of this environment can lead to errors. The second system, slow thinking, is the one we would normally associate with the thought process in the strictest sense. The process is a slow one which is both deliberate and conscious and we would feel that we are in control. The slow system may be used to determine what clothes we will wear today or which shares we should invest in to gain a higher return of investment. While both these systems operate in different ways, they too are interconnected and rely on each other.Any impressions that are formed through system one will be fed into system two. In situations where system one encounters an environment to which it is unfamiliar, it will automatically mobilise system two to give assistance. The information and thought process in system one is crucial in protecting us from day to day; it is nevertheless much less effective for any long term planning. Any short –comings of one system is made up fo r by the ability of the other system and combined can ensure better outcomes whether in the immediate or longer term.While the way in which we think, using either of the systems or modes of thinking described by Kahneman, is important, so too will logic play an important role in our thought process and how we reach decisions. Deductive reasoning, also known as deductive logic or logical deduction is the process of reasoning from one or more general premises or statements to reach a logical conclusion which is certain. Deductive reasoning makes a clear link between premises and conclusions and it recognises that if all premises are true and the terms are clear and the principles of deductive logic are followed then the conclusion that is reached is true.For example, if all students eat in the canteen, and Martin is a student, then Martin must eat in the canteen. Inductive reasoning, on the other hand, is reasoning whereby the premises would seek to supply strong evidence for the trut h of the conclusion. While a deductive argument is supposed to give certainty, inductive will giveprobable certainty. Using the example above, more evidence would need to be sought in order to determine of Martin does indeed eat in the canteen and it would not be taken as given until further evidence is provided.The application of either deductive or inductive reasoning will be a vital factor in our decision-making. In certain circumstances it may be suitable to apply either, depending on the importance and certainty required in decision and the impact of making assumptions. However, there are also some factors which can distort the outcome of any decision and the logic may not be true where a fallacy exists. A fallacy is â€Å"a mistaken belief, especially one based on unsound arguments† (www. oxforddicionaries. com). An argument can be fallacious, irrespective whether or not the conclusion is true.There are two types of fallacy, formal and informal. A formal fallacy is an e rror that stems from a poor logical form whereas an informal fallacy is an error in reasoning that does not originate in improper logical form. A formal fallacy results in a pattern of reasoning that will always be wrong due to a flaw in the logical structure of the argument which will render the argument invalid. A fallacy can be of presumption which fails to prove the conclusion by simply assuming that the conclusion in itself is proof. A fallacy of weak inference would fail to prove the conclusion without sufficient evidence.Fallacies of distraction are those that fail to prove the conclusion with irrelevant information such as emotion while a fallacy of ambiguity would fail to prove the conclusion due to the impreciseness of the words or grammar. Some fallacies may be committed intentionally in order to either manipulate or persuade by deception or unintentionally due to a lack of understanding or carelessness. Either way, such situations can result in an alternative action than that which may have being taken if complete or accurate information was supplied.As with all information supplied for the basis of decisions, it should be checked to ensure greater accuracy throughout the decision-making process and to reduce the likelihood of judgemental biases. â€Å"Decision makers are susceptible to a number of judgemental biases that systematically lead to predictable inconsistencies and decisional errors† (Nisbett & Ross, 1980). We often use our judgement to quicken the decision-making process and we will use of judgement to assist us during this process. However, as Nisbett and Ross have identified, this process can often lead to errors.Selective perception, impression effects including primacy, regency and halo as well as framing and presentation effects and hindsight are all examples of judgemental biases with can distort our analysis and ultimately impact on our decision-making. Selective perception is whereby an individual perceives what they want from a message, in any form of communication including a picture or an advertisement, and ignoring everything else. People tend to see things from within their own frame of reference and as a result the message they receive may be distorted or inaccurate.This may occur due to the amount of information we receive and our inability to accurately process all the information our brain receives. We subconsciously scan the information that we receive and as a result we often not only see what we want to see but also what we expect to see (Plous, 1993). An example of this bias is the Hostile Media Effect, which refers to the finding that people who have strong biases towards a certain issue perceive media coverage as being biased against their opinions, irrespective of the reality. The results of a study carried outin Stanford University (Valone, Ross & Lepper, 1985), which showed news clips from the Sabra and Shatila massacre in Beirut to both pro-Palestinian and pro-Israeli students, fo und thatboth sides considered the clips to be slanted in favour of the other side. The strength of our emotional attachment can have a significant influence on how we can perceive situations and can therefore distort our perception and influence our decisions. We have often heard that first impressions last so we are advised from childhood right through to preparing for interviews to make a good first impression.The basis for this is the primacy effect which â€Å"occurs when initial impressions are believed to be more relevant and important in rendering a decision than later impressions† (Williams, 2002). While this instinctive reaction is often correct, it can also be misleading and allowing us to form the wrong opinion. In such cases, because our opinion is already formed, it can be difficult to change this as we are unlikely to allow ourselves time to develop the relationship further.As well as the primacy effect occurring in instances such as the interview, it can also o ccur in situations when, for example a presentation that is presented first will leave a greater impressions, irrespective of the value of the content. In certain situations, it is, however the most recent incident which will be perceived to be most relevant and this is referred to the regency effect. This is often the case when recalling words or number or even items such as when contestants on TV shows such as The Generation Game would recall the items that had previously passed before them on a conveyor belt.Research showed that in most cases, contestants recalled the last item first in most instances (www. bbc. co. uk). The timing of when a decision will be made is a crucial factor and if a decision is to be delayed by as much as a week, then the primacy effect will take precedence whereas if the second or final argument isn’t delivered until a later date then the regency effect will carry more weight. Another factor which may influence our judgement and decision making i s the so-called ‘halo effect’, a cognitive bias whereby the judgement of a person’s character is influenced by one’s overall impression.The manner in which this can manifest itself it best illustrated with an example: you are at a party and meet a friendly person. Later that week you have asked to become involved in a charity event and are seeking sponsorship. You contact the person you met at the party as you suspect they will make a donation. In reality, there is no link between the pleasant nature of the person you met at the party and generosity. Yet, the halo effect is leading you towards the assumption that the two are connected.Many people use the halo effect to sway peoples judgement and it very often exploited by politicians. A local GP may seek election to local or national government having made numerous promises in their bid for election. The electorate may determine that because they are educated and medically qualified they will make good pol iticians. In reality, there is no correlation between the two but the halo effect in many cases convinces the electorate. The opposite of the halo effect is known as the devils horns effect and is essentially the reverse.If a negative characteristic is identified in an individual, then further negative attributes may be associated with them without sufficient evidence. In order to try and form a balanced and more objective opinion, it is important to be aware of the existence of the halo or devil’s horns effect and begin to ascertain what the actual characteristics or traits rather than simply forming an opinion without sufficient evidence. How information is both presented and framed to the decision maker can impact on their final judgement.The manner in which the information is received can impact on how the information is processed. For example, if we are asked how if we consider if someone is tall or small, or if the question of weight is presented as how large or small i s someone, we may give different opinions. Similarly, anchoring may occur when the questions is presented with data which may influence the decision-maker. Anchoring is the â€Å"act of basing a judgement on a familiar reference point that is incomplete or irrelevant to the problem that is being solved† (www.businessdictionary). Again, the manner in which the information is presented may influence the decision-maker. In the event of a company deciding on a projected return-on-investment, the CFO may ask the general manger if a 15% return would be acceptable. The general manger may anchor to the figure of 15%, whereas this should not be a reference point at all and if the information was presented with a certain tone, the general manager’s opinion may be swayed by this too.â€Å"When information becomes an anchor, we adjust insufficiently form that amount when making decisions† (Williams, 2002). Our decisions are also influenced how a problem is framed. This effe ct can occur when decisions makers are more inclined to avoid risk and problems are famed as gains and when they may seek risk problems are viewed as losses. Framing can also influence the decision maker when the information is presented in a positive rather than a negative manner. For example, there is a 90% chance of a positive return of investment rather than a 10% chance of a loss.In order to minimise presentation and framing effects and reduce the tendency to anchor, it can be beneficial to review the number of items under consideration in order to get a better picture of the situation in question. This can remove any bias by ensuring a greater range and reduces the focus from the presented information to increases the overall assessment and reduce and judgement bias. Hindsight, or the ‘knew it all along effect', can also have an impact on our judgement. It refers to the inclination to recall past events as being more predictable than they were prior to the event taking p lace.Hindsight bias may lead to memory distortion whereby those recalling the past events can reconstruct the event in such a manner that it leads to false or misleading theoretical outcomes. Studies carried out by Kahneman and Tversky show that the effect can cause problems when trying to analyse, interpret and understand results. One of the basic problems with hindsight it that the person may consider that they â€Å"knew it all along†, and examples have been cited in historians accounts of battles and in judicial systems when responsibility is being attributed.In business, hindsight may influence a decision and may cause an element of overconfidence in the decision when the decision maker sees themselves who remember correctly when in fact they are forgetting they made the wrong decision the first time. â€Å"The illusion that we understand the past fosters overconfidence in our ability to predict the future† (Kahneman, 2012). When faced with new information, hindsi ght can cause the distortion in the original analysis and can lead impact on future similar decisions In making any decisions, as outlined above, how we think and the factors that influence our judgement are critical.However, the factors that influence our decision making process is not limited to those. Groupthink, the levels of risk associated with the decisions, the rationality of the decision-maker as well as cultural and political influences all play an important role in influencing our decision making. Understanding the role of all these factors and how they ultimately influence to decision-making process us can assist us in making better informed decisions. Groupthink can occur within a group of people when a desire for conformity within the group results in an incorrect outcome in the decision-making process.The members of the group, in an effort to avoid conflict and reach a general consensus, do not critically review or evaluate the ideas sufficiently as doing so may resul t in isolation. As a result of groupthink, there is a loss of creativity and there is little or no encourage for independent thinking, which can lead to a dysfunctional group. The group is likely to encounter an illusion of invulnerability, an inflated certainty that they have made the right decisions and â€Å"to deterioration in mental efficiency, reality testing and moral judgments as a result of group pressures†, (Janis, 1972).Janis has extensively researched ways to avoid groupthink including the examination of all alternatives, an independent leader and the appointment of a ‘devil’s advocate’. He also advocated the â€Å"vigilant appraisal â€Å", (Janis, 1982), as used by President Kennedy during the Cuban Missile Crisis when the President invited experts in to give their opinion and allowed those experts to be questioned. The level of uncertainty and risk is an important factor influencing the decision-maker. The entire process is an attempt to t ry to reduce, or, if possible remove risks and uncertainties.The decision makers risk preference will also impact on the level of risk and uncertainty which will remain. In the face of uncertainty, key decisions may be put on hold until such time as the level of uncertainty is eliminated or, at least, reduced. It is important to note that there is a distinction between risk and uncertainty. Uncertainty is the situation whereby multiple outcomes are possible but are not yet known whereas risk is a situation of uncertainty whereby the possible outcomes will involve some degree of losses dependent on the actual outcome of the situation.The decision maker’s perception of risk, the framing of the risk and the level of personal involvement will also be a factor in the final decision and these will assist to determine the level of control the decisions maker has over the situation. The level of control the decision maker will play an important role because while a particular action may be riskier it may be taken if greater control can be exerted on the possible outcomes.In most situations the level of risk will never be completely eliminated, however it is important that all actions are taken to reduce its impact and in this regard a good understanding of our perception of risk and risk preference is a key consideration. In making any decision, it is usually assumed the person or persons making the decision will act in a rational manner. A rational decision maker will use â€Å"a method for systematically selecting among possible choices that is based on reason and facts† (www.businessdictionary. com). During the process those tasked with making the decision will often use a number of analytical steps to review the facts and possible outcomes before they decide on what course of action to pursue. A rational decision is one that is not only reasoned but one that is the optimal one for solving a problem or for achieving a goal. Determining the optimum cou rse of action will require collating and quantifying information and making several key assumptions.These assumptions must be clearly identified, otherwise, the decision maker may be seen to be acting in their own self-interest, and thus in an irrational manner. â€Å"Good decision making involves sufficient search for possibilities, evidence and goals, and fairness in the search for evidence and in inference†, (Baron,1991). However, the decision-maker may also be limited bounded rationality by the amount of information available to them, the time constraints imposed upon them, the cognitive limitation of their minds or the amount of resources, financial and non-financial at their disposal.This notion of bounded rationality was proposed by Herbert Simon whereby â€Å"the decision-makers lack the ability and resources to arrive at the optimal solution, they instead apply their rationality only after having greatly simplified the choices available† (www. princton. edu). Thus, it can be argued that the decision maker’s choice will be limited given the information available to them and the ability of those to act in rational manner, and they will often become satisfiers, seeking a satisfactory outcome rather than an optimal one.We constantly strive to make the best possible decisions and to make the most rational decisions can. However, as outlined above, we are subject to bounded rationality and therefore must, in reality try to determine the best possible outcome. The decisions we make are also affected by our nature, our chemical make-up, our environment and importantly, the role our emotions play. Our emotions can often overrule our reasoning and affect our logical approach to decisions, and it is important that we take time to consider options and alternatives before making unnecessary impulsive decisions.The desire to make quick and compulsive decisions can result in good decisions on occasions but finding an ability to restrict our incl ination to make compulsive decisions, which can be strongly influence by our emotions, can often result in improved decision making. Decision making is part of everyday life both personally and professionally. As outlined above there are many factors which influence our thinking, judgement and decision-making.However, the factors and process is not limited to those mentioned but also involves consideration of a cost/benefit analysis, which will impact of the rationality of the decision, as well as the emotional condition and level of involvement of those making the decisions and there may even be an element of luck, however â€Å"the idea that large historical events are determined by luck is profoundly shocking, although it is demonstrably true† (Kahneman, 2012). The time horizon and the effects of any decision should, where possible, be considered in the context of both the short and long-term to fully understand its implications.It is evident that the entire process does n ot involve one, or even several of the factors mentioned, but is rather a combination of both conscious and subconscious actions which, when combined, will impact on the decision. It is also clear that the correct or most favourable decision will not always be reached but recognition of the processes and the factors which influence our thinking, judgement and decision making will ensure that the choices we make will be better informed and therefore result in greater probability that the decisions we make are the optimal ones.

Canadian Film Industry

In the Canadian Film industry there are numerous major players, some of which are supported by the Canadian and Provincial governments and others are independent companies. In this paper, we will take a look at the structures in which these firms function as well as their roles within it. The government of Canada has a strong support and purpose for the film industry and we will take a closer look at some of the motivators for these actions and how they seek to do so. The objectives of the government, politicians and bureaucrats involved and how this came to be a strategic industry will also be examined. The performance of each of these players will present burdens and benefits to the policy community and the industrial policy for the Canadian film industry itself. For the purposes of this paper we will define the Canadian film industry as, the filmmaking industry in Canada. Canada is home to several film studios centres, primarily located in its three largest cities: Vancouver, Toronto, and Montreal. Most of these industries and communities tend to be regional and niche in nature, therefore a typical film in Canada is made through a complex array of government funding and incentives and from distributors. We may include television as apart of film productions definition but broadcast will not be included because of the variety different types of distribution, coverage and funding it adds to the topic at hand. The Government of Canada has set up film advisory boards, started major corporations and spent billions of dollars in support of this industry, in this paper we seek to answer the question, why? (Government of Canada, 2010) There are a few different hypothesis, but as we will see it is a more complex of a situation than meets the eye. The political and economic motivators for attracting film and television production activities are to capture economic multiplier effects, which are believed to exceed the cost of foregone tax income by a factor of two or three. (Davis, 2009) Other positive views include the large employment that the industry provides for Canadians, for foreign outsourced productions 31,650 jobs were created in one year, with an average employment income of $36,000. (Canadian Government, 2010) Another main factor is the indigenous productions are on the rise Canadian content accounted for 13. % of total revenues, up from 4. 9% in 2005. (Government of Canada, 2008) This shows that the main objectives, as stated by the Canadian Government themselves, are to foster the quality and diversity of Canadian film by restructuring support programs to reward ongoing performance and by encouraging an increase in average production budgets. (Government of Canada, 2010) These are only some of the reasons why this has become a strategic industry. Close substitutes including, sporting events, concerts all affect the consumers consumption of movies. The recession is said to have had a positive affect on the consumers desire to go out to the movies, this could be based on the relatively low financial commitment of a movie versus the price of a ticket to a concert or sporting event. Of interest is the issue of the 2010 Olympics, were staged in Vancouver, one of the Canadian hot spots for film making especially co-productions with Hollywood. Revenues dipped more than 22 percent based on the fact that not many producers wanted to shoot during the Winter games. Oddly though, due to the recession production numbers were able to increase. Post Media News, 2011) Some of the main keys to success of the industry are, in fact, the support from the government, the ability of the industry to produce a decent profit margin and to create jobs for Canadians. Also, indigenous film making is on the rise mainly due to the support and the active goal making that the government had put into motion. Distribution and marketing of these films need growth, there are some festivals and award shows that are strategic variability to the marketing of films such as, Toronto film festival, Genie awards Victoria film festival. Even though there are two firms that recently switched their focus entirely to distribution, Alliance Atlantis and Lions Gate Entertainment no longer produces films at all. Distribution continues to be a problem for Canadian filmmakers, though this established network of film festivals provides important marketing and audience exposure for Canadian films. In addition, international co-productions are increasingly important for Canadian producers and smaller films are often funded by arts councils (at all levels of government) and film collectives. Another recent but very real burden for the Canadian film industry is the ack of attention and funds paid to it in the 2010 budget. Some have argued that the government has not made necessary budget allocation for the industry to continue its growth, especially for indigenous projects. (Government of Canada , 2010) Structure: The top four firms in the Canadian film industry will be the main focus, as they play the largest role in Canada, although there are many arts councils and film collectives especially at the provincial level. The four firms are the National Film Board of Canada, Telefilm Canada, the Canadian Television Fund, and the Canada Council for the Arts. These companies accounted for about 73% of total national revenues, up from 71% in 2005. (Government of Canada, 2008) The National Film Board of Canada and the Canada Council for the Arts are both agents of the federal crown. Notable is the recent closure of the Canadian Television Fund in March 2010. In addition, Telefilm is an agent of the federal crown and is the main distributor of Canada Media Fund, which has now taken over some of the projects and duties of the CTF. These crown corporations report to Parliament through the Minister of Canadian Heritage. (Government of Canada, 2010). Some other forms of support are incentives that these companies disseminate or create; Canadian Audio-Visual Certification Office (CAVCO), Canadian Film or Video Production Tax Credit (CPTC), Film or Video Production Services Tax Credit (PSTC), Film or Video Production Services Tax Credit (PSTC), Canadian Film or Video Production Tax Credit (CPTC), Canada Arts Presentation Fund (formerly Arts Presentation Canada), Canada Arts Presentation Fund (formerly Arts Presentation Canada), Canada Cultural Investment Fund (formerly Canadian Arts and Heritage Sustainability Program) and Audiovisual Coproduction. This is only a small representation of programs and incentives that are offered by the federal government, most often each province has it’s own incentives, scholarships and funds for regional talent. These opportunities are there to encourage Canadian filmmakers so that Canadian content is available and accessible to Canadians by reflecting Canada's rich linguistic, ethno-cultural diversity. Filmmakers, employees, and pretty much any one on the Canadian film labour force would be considered interest groups. They have been fighting for years for the benefits and labour relations that some other industries have had for 50 years. The film industry has had a long history with issues within the industrial labour relations. There have been many fair policies created in protection of the productions crews, now the industry is seeking policies and opportunities affecting the accumulation of capabilities and the level of the production firm. As previously stated the distribution of indigenous films is limited in Canada and this poses one of its biggest challenges. The customers (moviegoers) need to be informed about the release dates and when and where they can see such films. Reviews need to readily be available, with the strong financial backing the that Hollywood has to market and distribute films, Canadian films must have a stronger presence in the industry in the form of television, internet and print advertisements. Indigenous production capabilities benefit directly for providing services to Hollywood, while indigenous business and creative capabilities are much less likely to benefit. (Davis, 2009) By broadening the Canadian knowledge base, by helping in the production of blockbusters, it not only inspires us to make blockbusters but we can learn from the mistakes of our southern neighbours. Not only that, but the American celebrities increase the fascination with the film culture and get movie goers excited about going to see films. Business and creative capabilities pay be limited by this co-production relationship, in that the policies and tax incentives in place encourage the American film industry to take advantage of these opportunities but have sometimes nearing quadruple the budget as a Canadian film. This quintessential competitiveness is said to be undermined by the tax incentives and interferes with international trade agreements. If this is so, this also undermines the co-production relationship Canadians have with the American industry. It seems to be a give and take relationship, where they provide us with jobs and knowhow, where we offer up business capabilities. As for the creative capabilities of Canadians in film, this is something that cannot be undermined. It is possible to get sucked into the hype of Hollywood and become all too focused on making that next blockbuster, but many of Canadian filmmakers know that their product represent a Canadian perspective and are proud of that. So this dichotomy of benefit versus burden, does have a large opportunity to become balanced, if we can accept the balance of exchange of know-how and business value. Behaviour: The markets strategies of government, firms, cooperative and independent, interest groups determines the significance of the non market actions to the firms involved in the Canadian film industry. The non-market strategies: of government, firms, cooperative and independent, interest groups shapes the business opportunities and co-productions possibilities in the marketplace. (Baron, 2010) First we will begin with the market strategies that are applied by the different parties involved in the film industry. The labour force (crews) in the production industry had a hard time getting respect on a policy level. The collective bargaining was nearly non-existent. Now that policies have been set in place to protect workers on set and in production there is more of a focus on policies on the level of the firms themselves. What rights do the firms posses? How can they counter any milestones that may occur? How do we help them become more competitive with the American markets? The answers are funding for distribution. The two companies who are currently focusing on distribution, are underfunded and it seems they lack the knowledge base to promote a film from start to finish. With all the media avenues today, marketing a film needs to touch on television, internet and print promotions, but without reliable financial commitment from the Canadian government we can hardly support our Canadian productions. For non-market strategies, we can see clear evidence that the top four firms do in fact work together, largely based on the fact that they are all government funded and owned, subsidiaries of the crown. Some arguments are made that service production is said to risk inhibiting development by deflecting of eclipsing indigenous production or by absorbing resources that might otherwise devoted to it. (Davis, 2009) Many of the firms have the same goal because they share similar beginnings. Independent production firms lack a team ethic with the bigger crown firms. An underlying policy assumption of promoting and independent production is that an increasingly capable domestic production should get some degree of economic viability through the conquest of international markets. Observations: The reason there is a lack of perspective in the industry is because all the firms have a different focus but with many of the same goals and funding. We can see that in the past 50 years the industry has overcome many market issues, but does need to ban together and demand some support for distribution. If no one will see the films that reflect our culture and perspective, what is the point? This is the main problem with the film industry today, as well as the disconnect with independently run firms. Filmmakers need a voice and should be more involved in non-market strategies.

Vocab In Context Questions and Strategies for SAT Reading

Vocab In Context Questions and Strategies for SAT Reading SAT / ACT Prep Online Guides and Tips What are "vocab in context questions" and what are the best ways to approach answering them? In this article, I'll go over the basics of what vocab in context questions are, then transition into more in-depth discussions of each of the two types (complete with examples, both official and homemade). Finally, I'll end with suggesting strategies to use when tackling these types of questions. feature image credit: Sopa de letras by srgpicker, used under CC BY 2.0/Cropped from original. Note: This article is about the Vocabulary in Context questions on the old, out-of-2400 SAT, which had five answer choices (instead of four) and were worded slightly differently. If you're looking for advice on these kinds of questions for the new SAT Reading and Writing and Language sections, we recommend reading our article on Words in Context questions instead! What Are Vocab In Context Questions? Vocabulary in context questions are the questions on SAT Reading passages that question you directly about vocabulary in the context of a paragraph. While having vocab knowledge can help you with other types of questions, for the purposes of this article, I've focused on the types of questions where knowing vocabulary is essential to being able to get the right answer. (Note: This article is not about sentence completion questions, which are no longer part of SAT Reading with the new 2016 SAT.) From my reviewing ofofficial SAT practice tests, I've come to the conclusion that there are two types of ways the SAT Reading passages will question you on vocabulary: #1: Based on how the word is used in the passage, what does that word mean? #2: How would you sum up the meaning of a few lines or a paragraph, using one word as your answer? Read on for a more detailed look at each of these types of vocab in context questions. Question Type 1: What’s The Meaning Of The Word In Context? These questions are probably among the most straightforward of all the SAT Reading questions. I like to think of them as asking â€Å"Here’s the word- what’s the definition?† Of course, just because the questions are straightforward doesn’t mean that they can't be tricky, but the way the questions are phrased themselves are pretty simple. In fact, they are almost always asked in one of the following ways: As used in line 42, â€Å"stake† most nearly means†¦ In the context of line 42, the phrase â€Å"dark husband to the midnight† means†¦ (I've altered the actual words asked by official SAT questions here, but you get the picture). Why does the SAT use the phrase "most nearly," rather than always just straight up asking "what does this word mean?" I believe there are two reasons: #1: The phrase is designed to trick you into picking an answer that kind of works (after all, stake only has to nearly mean the answer choice, right? #2: It's the SAT’s way of covering its butt (nope, you can't just pick an answer that works, you have to pick the best answer out of the available choices). Most often, these "Here's the word, what's the definition?" questions are about words that have multiple meanings. Since the SAT wants to trick you into rushing into thinking you know the answer, the test often will include an answer choice that is accurate for SOME definition of the word, just not the way it’s used in the passage. Here’s an example, taken verbatim from an official SAT practice test. Just going off the top of my head, the word â€Å"follow† can probably be used to mean any of the answers, depending on context. In order to figure out what it means in line 34, you're going to have to go back to the passage. The source sentence for this question reads as follows: â€Å"I came to realize that if I were able to record part of the dance- that is, the spoken part- and reenact it, the rest of the body would follow.† (lines 31-34; underline mine) How would you solve this question? First, replace the word with your own definition so that you have a preconception of what you're looking for: "I realized that if I could record the spoken part of the dance and reenact it, the rest of my body would be able to do it, too." As you can see, the rephrasing does not have to be super elegant, just accurate. Next,substitute answers into your rephrased sentence. The answer should look something like what you rephrased in the first step. For this question, only â€Å"join in† works ("I realized that if I could record the spoken part of the dance and reenact it, the rest of my body would join in"). Want to see another example? No problem! Here’s a trickier example I’ve based on an actual SAT question (although I took some liberties with the topic). Example A: â€Å"The relationship of the vampire and his assistant seemed to have been reversed, and Igor, now in his early twenties, was the authoritative one; since boyhood he had been taking on one responsibility after another, until he had left the vampire with nothing to perplex him but how to while away the hours when the servants were busy and Igor was out searching for brains.† In this sentence, â€Å"perplex† most nearly means†¦ (A) trouble (B) bewilder (C) astonish (D) entangle (E) embarrass If you replaced the word â€Å"perplex† with any of the answer choices, with any of the answer choices, it would make thematic sense. After all, since Igor’s taking over all the responsibilities there it’s possible there could be nothing to bewilder, astonish, entangle, or embarrass the vampire. In addition, doesn’t â€Å"perplex† sometimes have something to do with bewilder or astonish? Danger! Danger! This is all part of the SAT’s Cunning Planâ„ ¢ (not actually trademarked) to trap you! It’s a trap by Mike Knell, used under CC BY-SA 2.0/Cropped from original. Do not answer the question based on things that â€Å"could be right,† depending on information you do not know. Imagine you're a cranky English teacher, grading student interpretations of a book read for class. You're not a generous teacher who’s looking for reason to give a student points any way you can because she argued the point. No, you're looking for reasons to mark answers as wrong. Take that mindset into the SAT Reading with you: Only the answer that is directly supported by the context of the passage is acceptable.In this case, the answer is (A) trouble: the vampire has no responsibilities to worry about and so has nothing to bother, or trouble, him. Even though all the other answer choicestechnically mean "perplex," no other answer choice fits in the context of this sentence. This is the key point of this class of question. Sometimes, instead of asking about individual words, the SAT Reading will question you about multiple words, making the question more like "Here's the phrase, what's the meaning?" See example B: In these cases, you're being asked to define a phrase with another phrase. Either way, however, both word in context and phrase in context questions should be approached in the same way: always, always go back to the line in which the word or phrase appears- don’t let the SAT fool you into answering without checking! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Question Type 2: What Word Is Defined By The Passage? These questions ask you to recognize the definition in the passage and relate it to the answer choice that matches it. In contrast to the previous question type of vocab-in-context questions, I think of these as asking â€Å"Here’s the definition, what’s the word?† The SAT has more varied ways of asking these questions than the â€Å"here’s the word, what’s the meaning?† questions. I've written up below a short list of examples that I've come across in my reviewing of SAT practice tests. Disclaimer: I have edited the questions so that they all refer to the same subject matter; these are not questions that appeared on the actual SAT (yet). The public’s response described in line 42 most strongly suggest that Dracula’s acts were†¦ Based on the description in the last sentence, Dracula could best be characterized as†¦ In line 42, Dracula is portrayed as†¦ The author uses the word â€Å"monster† (line 42) to convey the narrator’s sense of†¦ The author characterizes a â€Å"vampire† (line 42) as something†¦ In line 42, the author describes vampires as†¦ The information in the second paragraph indicates that the vampire’s â€Å"modern reputation† is†¦ The second paragraph indicates that Dracula believes the â€Å"proper state† would be one of†¦Ã¢â‚¬  "What word is defined by the passage?" questions can actually be easier than the "here's the word, what's the definition?" questions. Why? Because since the definitions are in paragraph form, you may be able to gather more information to help answer the question. Here's another actual SAT example (this time unmodified): If you know the definition of the word â€Å"elitist,† that can be an easy shortcut to the answer: Plato was an elitist, which probably means he was characterized by (E) snobbishness. If you don’t know what elitist means, however, the author goes on to explain further in the rest of the paragraph: Plato wanted to ban things for being free, accessible, and popular†¦that sounds snobby. Okay, (E) snobbishness it is. Plato by Tilemahos Efthimiadis, used under CC BY-SA 2.0/Cropped from original. Plato†¦the first hipster? Strategies To Master Vocabulary In Context Questions So what strategies can you use to master these two types of SAT Reading questions? I've put together a three-step strategy guide below. Strategy 1: Rephrase the information given. For questions that ask about words in context, define the word first in your head (or on scrap paper, whichever is easier) in the context of the sentence or paragraph, without looking at the answer choices. Remember, your rephrasing does not have to be elegant as long as it conveys the meaning. For instance, take a look at example C: "This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has suffered since his death." In this line, "suffered" most nearly means†¦ My thought process: Let me replace the word with one that keeps the meaning of the sentence. â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has had to deal with (in a negative and painful sense) since his death.†Yeah, that works (aside: well, I can see why the author used just one word). For questions that ask you to take a paragraph and choose the best answer that describes it, answer the question in your own words before looking at the answer choices. See example D: My thought process: Question is asking about the education described in these lines. Okay, what does the paragraph say? In college there’s assigned reading, but the important thing is when students discover books on their own and jump back and forth across history, languages, and cultures. That sounds like a diverse education to me. Okay, I’ve got that, now I can look at the answer choices. Strategy 2: Cross out answers that clearly don’t fit. Sometimes, you can get to the right answer just by knowing what the wrong answers are. This is an especially useful strategy if there's an answer choice with a word that you don't know the meaning of. If you know that the other three answers are definitely wrong, it doesn't matter that you don't know what the meaning of the fourth answer is; by process of elimination, it must the correct choice. Let's take a look at this strategy in the context of example C, from before: My thought process: Okay, the choices are endured, felt, prolonged, tolerated, and lamented. Which of these are close to â€Å"had to deal with (in a negative and painful sense)?† Endured: yes. Felt: no. Prolonged: not really. Tolerated: not really negative. Lamented: no. The answer is probably (A) endured. This strategy still works if you are trying to sum up the meaning of a paragraph in one word. I'll copy and paste example D again, so you don't have to scroll back up: My thought process: The choices are elitist, philanthropic, eclectic, methodical, or rudimentary. Which of these are close to meaning diverse? Elitist: I don’t think so. Philanthropic: doesn’t that have something to do with giving money to people? Maybe? Eclectic: someone with eclectic interests has a lot of different interests. Hmm. Seems more likely! Methodical: no. Rudimentary: looks like rude, but who knows [note: I know].The right answer is probably (C) eclectic [Second note: Even with process of elimination, this question would be pretty tricky if you didn’t know the meaning of eclectic, philanthropic, or rudimentary. For more on how to study vocab effectively, click here]. Strategy 3: (Optional) Plug the definition back in. This strategy works best for the "here's the word, what's the meaning?" questions, because word-for-word substitutions are a lot simpler than word-to-sum-up-entire-paragraphs-of-information substitutions. Let's take one more look at example C, a "here's the word, what's the meaning?" question: "This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has suffered since his death." In this line, "suffered" most nearly means†¦ My thought process: Substitution time! â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has endured since his death.† Yep, that’s right. Just to double check with the maybes: â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has prolonged since his death.† haha what that doesn’t make any sense â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has tolerated since his death.† I mean, sort of? But why bother with "sort of" when I have a definite yes? (answer: do not bother with "sort of" if you have a definite yes) Get Plugged In by Rennett Stowe, used under CC BY 2.0. Whew. Where Do I Go From Here? Are these strategies fine in theory, but hard to put into practice because you always run out of time before finishing? Discover how to avoid that terrible time crush with our article on time management on SAT Reading. Want more in depth guides like this? Use our ultimate guide to SAT reading for links to more articles on the other types of SAT Reading questions. What are the other types of questions you’ll find on the SAT, and what’s the best way to read the passage to answer them? We have strategies for reading passages effectively here. What are the skills you’ll need to excel on the SAT Critical Reading? Read our overview of what's actually tested on SAT Reading for the answer. Want to improve your SAT score by 160 points? Check out our best-in-class online SATprep program. We guarantee your money back if you don't improve your SATscore by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Effective Speech Writing, Inspirational Public Speaking

Effective Speech Writing, Inspirational Public Speaking Writing speeches for graduation, class assignments, or other purposes consists of a lot more than finding a few inspirational quotes and possibly a funny story or two. The key to writing good speeches lies in using a theme. If you always refer back to this theme, the audience will respond positively and remember your words. This does not mean that inspirational quotes are not important, but they should be integrated into your speech in a way that makes sense. Choosing a Theme The first task that a public speaker needs to focus on before they do any actual writing is the message they are trying to convey. My inspiration for this idea came from the speeches of John F. Kennedy. In his Inaugural Speech, he chose to focus on freedom. He addressed many different topics, but always came back to this idea of liberty. When asked to be the guest speaker at a National Honor Society induction recently, I decided to focus on how an individuals daily decisions add up to reveal that persons true character. We can not cheat in the small things and expect these blemishes to never surface. When the real tests in life occur, our character will not be able to withstand the pressure because we have not chosen the harder path all along. Why did I choose this as my theme? My audience consisted of Juniors and Seniors at the top of their respective classes. They had to meet stringent requirements in the areas of scholarship, community service, leadership, and character in order to be accepted into the organization. I wanted to leave them with one idea that might make them think twice. How does this relate to you? First, you must decide who will make up your audience. In a graduation speech, you are addressing your fellow classmates. However, parents, grandparents, teachers and administrators will also be present. While you will be focusing on people your age, what you say must be in line with the dignity of the ceremony itself. Remembering that, think of the ONE thought with which you want to leave your audience. Why only one idea? Mainly because if you reinforce a single point instead of focusing on a number of different ideas, your audience will have a greater tendency to remember it. A speech does not lend itself to having many themes. Stick with one really good theme, and use each point you make, your theme reinforcers, to bring that idea home. If you would like some ideas for possible themes, look at the world around you. What are people concerned about? If you are speaking about the state of education, find one central idea that you feel strongly about. Then return to that idea with each point you make. Write your individual points to reinforce your idea. To return to the graduation speech, check out these top ten themes to use when writing your speech. Utilizing Theme Reinforcers Theme reinforcers are simply the points that a speechwriter uses throughout his or her speech to reinforce the central idea they are trying to get across. In Winston Churchills famous commencement address to Westminster College in 1946, we find him emphasizing over and over again the need for cooperation against tyranny and war. His speech covered serious problems with which the post-war world was faced, including what he termed as the iron curtain that had descended across the European continent. Many say that this speech was the beginning of the cold war.  What we can learn from his address is the importance of continually reiterating one idea. The effect that this speech had on the world is almost incalculable. On a more local note, I used the four requirements necessary to become a member of NHS as my four points. When I discussed scholarship, I returned to my idea of daily decisions and said that a students attitude towards learning is increased positively with each personal decision to focus on the task at hand. If a student enters a class with the attitude that they want to learn what is being taught, then their efforts will shine forth in true learning. I continued in this vein for each of the other three requirements. Of course, this does not mean that throughout the speech the same words are repeated over and over. The hardest part of writing any speech is to approach the main theme from many different angles. Wrapping it All Together Once youve picked your theme and chosen the points you want to emphasize, putting the speech together is fairly simple. You can organize it first in outline form, remembering to return at the end of each point to the theme you are trying to get across. Numbering your points sometimes helps the audience remember where you are and how far you have left to travel before the climax of your speech. This climax is the most important part. It should be the last paragraph, and leave everyone with something to think about. One great way to bring your ideas home is to find a quote which aptly embodies your theme. As Jean Rostand said, Certain brief sentences are peerless in their ability to give one the feeling that nothing remains to be said. Quotes, Resources and an Unconventional Idea Find great quotations and other speech writing resources. The tips found on many of these pages are awesome, especially the strategies for giving the speeches themselves. There are also many unconventional ideas that can be incorporated into speeches. A great example of this occurred during a graduation speech by a Valedictorian which incorporated music throughout. She picked three different songs to represent the students elementary, middle, and high school years and played them softly while she went through memories for the class. Her theme was a celebration of life as it was, is, and will be. She ended with a song of hope and left students with the idea that there was a lot to look forward to in the future. Speech writing is all about knowing your audience and addressing their concerns. Leave your audience with something about which to think. Include humor and inspirational quotes. But make sure that each of these are integrated into the whole. Study the great speeches of the past to find inspiration. The joy that you will feel when you have given a speech that has inspired people is amazing and worth the effort. Good luck! Inspiring Speech Example The following speech was delivered during an induction to the National Honor Society.   Good Evening. I am both honored and flattered to have been asked to speak for this wonderful occasion. I congratulate each of you and your parents. Your achievements in the realms of Scholarship, Leadership, Community Service, and Character are being honored here tonight by your induction into this prestigious society. An honor such as this is a wonderful way for the school and community to recognize and celebrate the choices, and sometimes the sacrifices, you have made. But I believe that what should make you and your parents the most proud is not the actual honor itself, but what you had to do to get it. As Ralph Waldo Emerson said, The reward of a thing well done is to have done it. Any recognition is just the icing on the cake, not to be expected but definitely to be enjoyed. However, I challenge you not to rest on your laurels but to continue to strive towards even loftier goals. The four requirements for membership in which you have excelled: scholarship, leadership, community service, and character were not chosen at random. They are the core of a fulfilled and fulfilling life. The most important thing to remember is that each of these characteristics are the sum of many individual decisions. They embody a positive attitude backed by purpose. The only way to achieve your purpose is to take small actions everyday. In the end, they all add up. My hope for you is that you will cultivate this attitude backed by purpose in your own life. PAUSE Scholarship is much more than just getting straight As. It is a life-long love of learning. In the end it is a sum of small choices. Each time you decide you WANT to learn something, the experience will be so rewarding that the next time becomes easier. Soon learning becomes a habit. At that point, your desire to learn makes getting As easier while taking the focus off of grades. The knowledge can still be hard to gain, but knowing youve mastered a difficult subject is an awesome reward. Suddenly the world around you becomes richer, full of learning opportunities. PAUSE Leadership is not about being elected or appointed to an office. The office does not teach someone how to be a leader. Leadership is an attitude cultivated over time. Are you one to stand up for what you believe in and face the music even when that music happens to be unpleasant? Do you have a purpose and follow that purpose to get the ends you desire? Do you have a vision? These are all questions that true leaders answer in the affirmative.But how do you become a leader? Each small decision you make takes you one step closer. Remember the goal is not to get power, but to get your vision and your purpose across. Leaders without visions can be likened to driving in a strange town without a road map: you are going to wind up somewhere, it just might not be in the best part of town. PAUSE Many see community service as a means to an end. Some might see it as a way to get service points while socializing, while others may view it as an unfortunate (and often inconvenient) necessity of high school life. But is that true community service? Once again true community service is an attitude. Are you doing it for the right reasons? Im not saying there wont be Saturday mornings when you would rather sleep your heart out than paint your heart out. What Im talking about is that in the end, when it is all done, and you are once again well-rested, you can look back and realize that you did something worthwhile. That you helped your fellow man in some way. Remember as John Donne said, No man is an island entire of himself. PAUSE Finally, character. If there is any one thing that is evidenced by your daily choices it is your character. I truly believe what Thomas Macaulay said, The measure of a mans real character is what he would do if he knew he would never be found out. What do you do when no ones around? The teacher steps out of the room for a moment while you are taking a test after school. You know exactly where in your notes the answer to question 23 is. Do you look? Minimal chance of being caught! The answer to this question is the key to your true character. For while being honest and honorable when others are watching is important, being true to yourself is tantamount. And in the end, these private day-to-day decisions will eventually reveal your true character to the world. PAUSE All in all, are making the tough choices worth it? Yes. While it would be easier to slide through life without a purpose, without a code, it would not be fulfilling. Only by setting difficult goals and achieving them can we find true self-worth. One final thing, each persons goals are different, and what comes easy to one may be difficult for another. Therefore, do not squash others dreams. This is a surefire way to know that you arent working towards fulfilling your own. In conclusion, I congratulate you for this honor. You are truly the best of the best. Enjoy yourself, and remember as Mother Teresa said, Life is a promise; fulfill it.

Non-Employment Conflict Management Essay Example | Topics and Well Written Essays - 2500 words

Non-Employment Conflict Management - Essay Example Constructing a dam entails the preliminary flooding for the formation of the reservoir and additional structures for instance: floodgates check dams and spillway, in the proximity of the original dam (Bartle, 2004). These constructions negatively influence the hydrology of the rivers and the movement pattern of fish by generating obstacles to their normal movement. This leads to decline in biodiversity and stocks of the fish population due to the modification of downstream and upstream of the aquatic environment. It also affects the fish species and a raise in the catch endeavour due to huge areas of arid periodical open water. In addition, the building of the dam may cause the crumple of fisheries owing to the loss of the floodplain habitation (Guariso and Werthner, 1989).Secondly, building of dams affects the livelihood of the communities found in the area where they are being constructed. Most of the indigenous communities’ practice farming and flooding reduce the land unde r agriculture. It also leads to the loss of wood gathering and fishing as a source of livelihood. In addition, it amplifies pressure on communal resources shared by pastoralists and farmers. For pastoralists, it leads to reduction in riverbank pasture while for fish farmers and fishermen; it leads to reduction in fish stocks and fisheries. This causes the decline in the economic value in the wetland that is higher compared to after the dam is put in place.Thirdly, there is loss of natural resources present in the ecosystem.