Factors Affecting Climate

Factors Affecting Climate There are many different factors that affect climate around the world. The most important factors are:- †¢Distance From The Sea †¢Ocean Currents †¢Direction of Prevailing Winds †¢Relief †¢Proximity To The Equator †¢The El Nino Phenomenon †¢Recently, it has been accepted that human activity is also affecting climate. Distance From The Sea (Continentality) The sea affects the climate of a place. Coastal areas are cooler and wetter than inland areas. Clouds form when warm air from inland areas meets cool air from the sea. The centre of continents are subject to a large range of temperatures.In the summer, temperatures can bevery hot and dry as moisture from the sea evaporates before it reaches the centre of the continent. Ocean Currents The Ocean Currents of the World http://www. itl. net cean currents can increase or reduce temperatures. The diagram to the left shows the ocean currents of the world. The main ocean current tha t affects the UK is the Gulf Stream. Can you see where the gulf stream is? The Gulf Stream is a warm ocean current in the North Atlantic flowing from the Gulf of Mexico, northeast along the U. S coast, and from there to the British Isles.The Gulf of Mexico has higher air temperatures than Britain as it's closer to the equator. This means that the air coming from the Gulf of Mexico to Britain is also warm. However, the air is also quite moist as it travels over the Atlantic ocean. This is one reason why Britain often receives wet weather. The Gulf Stream keeps the west coast of Europe free from ice in the winter and, in the summer warmer than other places of a similar latitude. The chart below was the first chart drawn of the Gulf Stream. It was drawn by Benjamin Franklin in 1770.The Gulf Stream – As Drawn By Benjamin Franklin http://www. cnmoc. navy. mil. educate Direction of Prevailing Winds Winds that blow from the sea often bring rain to the coast and dry weather to inland areas. Winds that blow to Britain from warm inland areas such as Africa will be warm and dry. Winds that blow to Britain from inland areas such as the Netherlands will be cold and dry in winter. Britains prevailing winds come from a south westerly direction over the Atlantic. The winds are cool in the summer and mild in the winter. Relief Climate can be affected by mountains.Mountains receive more rainfall than low lying areas because the temperature on top of mountains is lower than the temperature at sea level. That is why you often see snow on the top of mountains all year round. The higher the place is above sea level the colder it will be. This happens because as altitude increases, air becomes thinner and is less able to absorb and retain heat. Proximity To The Equator The proximity to the equator affects the climate of a place. The equator receives the more sunlight than anywhere else on earth. This is due to its position in relation to the sun (see right).The diagram shows that the equator is hotter because the sun has less area to heat. It is cooler at the north and south poles as the sun has more area to heat up. It is cooler as the heat is spread over a wider area. The Earth's Position in Relation to the Sun http://www. itl. net El Nino El Nino, which affects wind and rainfall patterns, has been blamed for droughts and floods in countries around the Pacific Rim. El Nino refers to the irregular warming of surface water in the Pacific. The warmer water pumps energy and moisture into the atmosphere, altering global wind and rainfall patterns.The phenomenon has caused tornadoes in Florida, smog in Indonesia, and forest fires in Brazil (see below) Devastation Caused by a El Nino-generated tornado in Florida http://news. bbc. co. uk Smog In Indonesia http://news. bbc. co. uk El Nino Causes Forest Fires in Brazil http://news. bbc. co. uk Human Influence The factors above affect the climate naturally. However, we cannot forget the influence of humans on ou r climate. We have been affecting the climate since we appeared on this earth millions of years ago. In those times, the affect on the climate was small.Trees were cut down to provide wood for fires. Trees take in carbon dioxide and produce oxygen. A reduction in trees will therefore have increased the amount of carbon dioxide in the atmosphere. The Industrial Revolution, starting at the end of the 19th Century, has had a huge effect on climate. The invention of the motor engine and the increased burning of fossil fuels have increased the amount of carbon dioxide in the atmosphere. The number of trees being cut down has also increased, meaning that the extra carbon dioxide produced cannot be changed into oxygen.

Individual, State and Society

This essay shall critically comment on two quotations. The first quote is by Margaret Thatcher who said: â€Å"There is no such thing as society, only individuals and their families† and the second quote is by David Cameron who said: â€Å"There is such thing as society: it’s just not the same as the state† To critically comment on these quotes that were stated in a political setting, references shall be made to the political ideologies the subjects held and the context they appeared in will be analyzed.Additionally different political basic ideologies will be named and outlined to give a broader understanding and contrast in the analysis. Furthermore, Plato’s The Republic (360BC) and existentialist Jose Ortega’s Man and People, (1957), shall attempt to lend their wisdom from their philosophical works, to shed some light and give meaning on the complexity of these two quotes. For clarity British conservatism’s history will be looked at closel y. Terms Individual, Society and State are briefly defined now. An individual is generally speaking a person separate from others, with his/her own needs, values and desires.The word originates from Latin in-dividuus, meaning indivisible, referring to a single human being, separate from a group. A society is made up by a collection of individuals. The etymology of the word originates in Latin societas, derived from socius which translates as comrade, friend or ally, indicating relations. It can for instance be such as a group of people, subject to law and political authority, or a group of like-minded people, sharing the same norms and values. Often, therefore, societies are formed, such as medical-, esoteric- or literary- for example.The word society always refers to relations between people – they may share a certain culture, territory, economic, political or social structure. The state can be called an organized, a political community under government: a sovereign state is a public, political entity, recognized in national law. Other words associated with state are machinery, a system, imposition/obligation and polity. Named and outlined below are various different political and social philosophies and ideologies: Communism Is a Latin word derived from communis and means -shared or -belonging to all.The terms communism and socialism are somewhat inter-changeable. These political ideologies followed communist philosopher Karl Marx’s 10-point communist Manifesto from 1845, he was quoted in saying; â€Å"Workers of the world, unite, you have nothing to loose, but your chains. † Marx was interested in building a free society without division or alienation. He believed this could only be achieved by a revolution seeking to overthrow capitalism and to have state ownership by the means of production –this in short meant the dictatorship of the proletariat.The aim in mind was for the working class to replace the exploiter class and to cr eate equality, a no-class system, abolishing privatization, with re-distribution of land and production. A good example of the workings of Communism, as efforts in co-operation, would be a Kibbutz, mirroring a microcosm of this ideology. Well known communist leaders and dictators of a serious nature and totalitarians, were Mao Zedong and Stalin for instance. Socialism Latin in origin, sociare translates as -to share.The older view of communism and socialism was built on 5 tenets: Stress on community, cooperation, equality, social class and common ownership. Marx had ideas about balancing the material and the moral and also said: â€Å"From each according to his ability to each according to his need. † Socialists are reformers and believe if the structure of society changes, things will change, similar to the beliefs held by Marxist Terry Eaglton. Socialism is about the group, having a collective, a solidarity and brotherhood, with no individual advantage.An evil in society to a socialist goes back to the structure of the society, rather than an individual. Socialists’ ideologies are concerned with outcome and what we can become, a somewhat utopian idea. Socialism and communism collapsed between 1989 and 1991. Nowadays socialism is democratic labourism; often associated with trade unions – seen defending workers’ rights. Liberalism Etymologically speaking the term derives from Latin liber- translating as -free. Liberals, next to favoring free market trade, also believe in government action to achieve equal opportunity and equality for all.As an enlightenment movement it started in Europe with Gladstone in 1868 (first lib. PM) leading the revolution, seeking to reform and change, arguing we can all get to the top, by basing your conviction on your own reason. Liberals challenged the Monarchy holding all powers and money and this time became known as the age of reason, associated with the slogan â€Å" Don’t behold to class. â €  On the political ideology’s spectrum liberalism is somewhere in the middle between left, communism, and right, fascism.This ideology grew out of the collapse of communism and socialism, belonging to the post-modern (industrialist) era and is also known as Anarcho–Capitalism, marking middle ground between authority and liberty. Thereafter the middle-class was born. Democratic liberals stand for government action to achieve equal opportunity and support democracy. They maintain it is the government’s duty to alleviate social dysfunction and to protect civil liberties including individual and human rights.The liberal government’s policy should ideally ensure that no individual is in need and also if problems arise theirs is the duty to solve problems. Somewhat opposing this concept is their own policy that the state should not interfere in personal lives, as it needs to be a policy of individualism. Justice for a liberal means equal opportunity, like h ealth-care for instance. Additionally liberals are also committed to pluralism and multi-culturalism. Ideally tolerant, a liberal’s motto is; â€Å" I detest what you’re saying, but I will defend to the death your right to say it. Liberals prime motivator is the pleasure of profit and the gathering of one’s own self-interest. Unlike Socialist, liberals see themselves separate from the state and are not primarily concerned with the common good or society. F. F. Y. said: â€Å"You can’t be a liberalist without being a capitalist. † John Locke defined 3 fundamental rights of Liberalism which are: Life, liberty and property and Stuart Mill remarked that this idea can become a license and that it can only be restrained if someone’s liberty is threatened.Hence Liberalism can easily dissolve into Egoism and severe greed, on a positive note, it may encourage the flourishing of an individual, though. Negative liberty, as reflected in European auster ity measures presently or Ireland’s Budget 2012 for example, would be freedom from the constraints of freedom. Here a list close to the values of a liberalism’s vision: Capitalism, no intervention/regulation in economy, anti-racism, anti-capital punishment, anti-weapon bearing, pro-environment, pro-euthanasia, pro- abortion, pro-immigration, pro U.N. , pro-War on Terror, pro-welfare. Fascism (is here listed before Conservatism, but follows Conservatism on the political spectrum from extreme left to extreme right) facses derives from Latin and means -bundle of rods, and symbolically speaking it depicts strengths of unity. Fascism is an anti-democratic, political system with a supreme leader exercising dictatorship. Hitler and Mussolini are examples of fascist leadership. Their ideologies are radical, authoritarian and nationalist in nature.The community is viewed as an organic entity and bonded by nationality, ancestry, culture and blood. As a state it is totalitarian, with only one party ruling. The leader holds sole power and oversees the fascist movement, government and other state institutions. Opposition is not tolerated and always suppressed. Fascists, in order to keep their ideologies running, anything out of their norm, such as ideas, people and systems undermining the norm or become, as they view it, the cause of decadence or degeneration, are purged and gotten rid off.Fascism promotes violence and war to overthrow other political systems, thus is militarism in nature. It’s almost anti everything, it opposes class based identity and society, is anti-bourgeois, anti-proletarian and anti- individualist based identity and society. In Nazi Germany, for instance, this system became known as â€Å"The Third Way†. Economically speaking, it therefore contests capitalism and socialism and is in policy a state directed-regulated economy against the power of money. Social welfare is not tolerated, as it would support â€Å" the weakâ € , as Hitler believed.Generally fascism holds dark, radical ideas on culture, sex and sexuality, also concerning abortion, eugenics and euthanasia. Virtues valued by fascists are action, discipline, hierarchy, spirit and will. It claims to seek positive transformation in society believes in education, spiritual renovation (anti-clerical) and fosters the will to dominate in a united national identity. (*Although a general outline of fascism was given, fascism’s ideology can be hard to define, as it mixes doctrines of left and right) Conservatism The term originates from the Latin word conservare, meaning -to preserve.Conservatism is a political and social philosophy with a belief that it is generally considered best practice in keeping traditional institutions and advocates changes in society in a gradual and slow manner. As Conservatives value stability and continuity by preserving things as they are, they tend to oppose modernism. Conservatism, though, can differ in poli cies depending which country or continent it is practiced in or on. Largely speaking, Conservatives support personal responsibility, limited government, free markets, and empowerment of the individual to solve problems to pursue their own goals.A list of their general policies looks like this: Anti-abortion, education according to ability, anti-racism, pro capital punishment, free market economy, privatization, school vouchers, support nuclear power and oil-drilling, prohibit euthanasia, non-belief in climate changes, pro-arm bearers, private healthcare, pro-homeland security screening, anti-immigration (only legal), pro-private property rights, oppose long-term welfare. For simplicity and relevance this essay shall stick with, and outline British Conservatism, as our quoted subjects in this essay, Margaret Thatcher and David Cameron, both belong to this party.Development of British Conservatism was as follows: Irishman Edmund Burke, a Wig at source (opposed to Monarchism) became kn own as the father of Conservatism (Tory Party – a hierarchal society/ ruling by divine right). The British Conservatives of the early 19th century were rural landowners of Anglican confession; they were royals by association, possessed property and adhered to their beliefs that were to follow an established social order and the existing conventions.However, a little time later the aristocracy’s belief-system was challenged, as the industrial elite, consisting of rich businessmen, called for revolution, sought power and thereby threatened the established social order. Negotiations followed and Robert Peel reconciled the two opposing parties in 1846 with the â€Å"Corn-law† repeal. The aristocrats, longing to return to their medieval ideas and the business class, favoring laissez-faire capitalism, managed to form a coalition, meaning the prior kept their status quo and the latter got their free trade policies.Now the Conservative party was made up of Royals, tradi tional landowners and industrialists. Prime, Benjamin Disraeli, a medieval romantic at heart, foresaw an alienated industrial proletariat with this new coalition and formed a new political ideology in form of the â€Å"One Nation† policy, which is still in practice today and supported numerous social reforms since. The idea behind the new policy was to return to an organic society whereby each and everyone should have duties towards other people or groups.Remarkably, Disraeli, who was a conservative, not a Marxist, aimed to unite the aristocracy, the middle and the working class, the latter he tried to shield from being exploited. The 1920’s saw the liberal movement collapse, as labour ascended. During WW2 the conservatives aligned with labour, however, it was more a pragmatic move to fight the war, than a love affair. From the 1950s to the mid 1970s in usage were progressive broadly pro-labour and semi- socialistic policies by successive British governments, including conservative ones.Margaret Thatcher became Prime Minister of the Conservative Party in 1979 and remained in office until 1990. With her leading the party, a dramatic shift occurred in British conservatism with a big movement towards free market economic policies. Privatization of state owned industries became commonplace during her time. She was described as a classical- radical- liberalist, inconsistent with the concept of conservatism in the U. K. – it is often believed her policies challenged and confronted traditional institutions and rocked philosophies of the elite and the old British, established social order in general.Her politics became known as Thatcherism, termed by Stuart Mill. Thatcher’s policies largely remained as they are until today and anti-trade union legalization is still in place. After various Prime Minister’s in the U. K. , David Cameron, known to be a neo-liberalist, heading the Conservative Party, is now Prime Minister and his party is in coalition with liberal-democrat’s Nick Clegg. Looking back, in terms of supply-side economics and many countries copying Thatcher’s then successful model of free market policies, Margaret Thatcher’s Thatcherism has its critics.On another note, some disagree strongly with the idea that she was a radical neo-liberalist, opposing the established, for they argued that she didn’t challenge the monarchy, but only recent additions to British politics instead, which were the trade unions. The mentioning of her name nowadays still remains in people’s minds with strong associations of this bit, â€Å"standing up to the trade unions. † Her opponents would comment she was a monetarist, controlling inflation, not unemployment – the latter doubled during her first 2 years in office.A possibly strong argument, as, during her term as prime minister, she ran a stern government/state, restraining labour movement, local authorities and trade unions. Thatcher also joined the House of Lords and was rather conservative regarding morality, as an anti-gay supporter, she was also known to have defended capitalism and free market policies by saying that we all had a choice and was once heard to have given a rather unsympathetic theological address at a religious ceremony where she cited St Paul by saying, ‘if a man will not work, he shall not eat’.At the end of her term, 30% of children were regarded as living below the poverty line. As prime Minister of Britain, Margaret Thatcher received many labels during her time but of all, she was never labeled something as sweet as â€Å"Queen of Hearts†, the title people loving, tragic Diana received for instance, and this following quote may explain why, as Mrs. Thatcher said: â€Å"There is no such thing as society, only individuals and their families† Unemployment in the U. K. post Thatcher had minimized for a while and more han 20 years later with David Cameron leading the conservatives as their Prime Minister nothing much has changed in political ideologies of the conservative party. While it was trade-union issues then, it’s become the middle-class issues now. Britain presently faces various issues it tries to tackle, such as stronger tax increases on the middle-class, over-dependency on the public sector, mass-unemployment and welfare concerns, budget deficits and the European crisis.However their likeable, observant new leader David Cameron, a Tory, is reputed to be much more of a people’s person than Thatcher was, delivering rhetorically fine and caring speeches for all. During the recent riots in London, Mr. Cameron commented in a news report that society was in trouble, by saying there were pockets of society not only broken, but sick and he further elaborated and explained that causes for the riots, as he saw it, were a complete lack of responsibility in our society and that he felt, people felt they are owed somethin g.Some are impressed by and praise Mr. Cameron’s passionate and determined involvement, despite being a Tory leader, on social issues, such as his recent project Big Society bank and others feel his recent proposal to privatize and save the NHS, by opening it up for private scientific investors to carry out patient research within, doesn’t add up, regarding his general display of sensitivity, warmth and care for pressing societal issues.This apparent division in policy and inconsistency in his actions, is also reflected in his speech when he said: â€Å"There is such thing as society: it’s just not the same as the state. † 20th century liberalist, existentialist philosopher and journalist Ortega might have had a minute of sympathy for Margaret Thatcher’s somewhat heartless, â€Å"-individuals-† remark and also for receiving such public criticism regarding the trade union issues, as he said in his Man and People, (1957): ‘There is striv e and struggle at the heart of all social relationships. Aristotle would have argued this and would have accused Mrs. Thatcher of acting unjust and unfairly regarding her single-minded political ideology, by trying to reason and appeal to her higher, contemplative nature, he might have attempted to convince her that man is a social animal and needs others. Ortega partly agreeing on contemplation, would have possibly come to Mrs. Thatcher’s defense by saying: â€Å"Man is naturally unsociable, man wants to leave, flee from it. † Plato would have grilled Mr. Cameron on the danger of having charitable Big Society ideas.Plato might have attempted to curb big-hearted, spirited Mr. Cameron a little, by indicating that heroism and self-sacrifice are dual and could lead to tyranny and anger at the sight of injustice. Ortega, regarding the incident with the rioters, which had upset Mr. Cameron in terms of lack of responsibility people nowadays have, would have maybe offered ano ther existentialist interpretation concerning irresponsible rioters, by suggesting that we all lived in our own world and wanted freedom from responsibility.Plato, the philosopher king and Socrates’s friend and pupil, wrote his own intellectual autobiography The Republic 2025 years ago. The booklet, written by Plato in disillusionment, after Athenian democracy failed, was to be the ideal blueprint for society, in the text Plato holds dialogues in form of Socrates with the sophists. The aim of Plato’s dialogues was to harmonize individual and city. The main themes occupying the dialogues are the questions: What is justice and how can we achieve happiness (eudaimonia) in the city.Plato was the first person in history to set up an academy in 386BC, as he was passionate teaching philosophy to statesmen, educating them. Surely Plato would not have been happy with Mrs. Thatcher’s and Mr. Cameron’s quotes. Had he been around, he might have helped them descend fr om their Toryian thrones and lead them down, down, down to the the low, low, low and mean streets of East London, to face their own daemons, in order to order their souls!As Plato in his dialogues argued that in order to give a transcendent vision, and he gave an analogy for this in The Republic symbolically speaking -from the Acropolis (heaven) to Piraeus (seedy harbor district of Athens’s), one needs to go down and descend into their dark, murky waters of the psyche to face and confront their own inner hell first and remove shackles of the past, as it is only then that one can ascend with a transcended vision to lead a polis (society). According to Plato, and psychoanalyst Freud (descend) and Franklin (ascend) would have agreed with him, only souls (individuals) that had gone through this particular ransformation process first, would make up a well functioning society – based on good mental health, consisting of truth, goodness and beauty. Regarding Mr. Cameron and M rs. Thatcher’s quotes then, instead of rhetoric (sophistry) Plato would have expected wisdom (sophia) and an ability to articulate a transcendent vision from the rulers of Britain’s Conservative party, as he may have otherwise suspected their political system to fail, just like the sophists Athenian democracy did, 2025 years ago.In The Republic, which he wrote in homage to Socrates, who died for truth and justice, Plato maintained that there is no justice to be expected, unless rulers become philosophers and philosophers become statesman. This essay attempted to critically comment on two quotes made by two of Britain’s Prime Ministers. An analysis of British conservatism’s ideology and their party’s history was drawn up and explained, and possible views to the meaning and interpretations of these two quotes, in the light of philosophy and politics, were offered. Terms and different political ideologies in general were also outlined. .

Best friends Essay Example for Free

Best friends Essay Essay Topic: Clothing , Best friend Sometimes I wonder how my life would be without my best friend Tonya, after thirteen years of putting up with each other we are still as inseparable as ever. We know everything about one another, share everything, and spend hours talking to each other developing a relationship that cannot compare any other friendship. Many times when we are together we are mistaken for sisters and it’s easy to understand why; we both stand little over five foot tall, have blonde hair, blue eyes, and wear the same size clothing. It always seems that my closet has more of her clothes in it than mine and vice-versa. Our mothers can never stop comparing notes as to how many clothes they have bought us that they’ve never seen on their actual child wear. When we are together people swears that we speak a different language and between finishing each others sentences, the jumps in topics, and the giggles it’s amazing that we even understand each other. After spending all day together we always end up talking on the phone for hours and many times repeating the same conversations without ever realizing it. For some people it’s hard to imagine being friends with someone for so long, but if I were to choose one person outside of my family that I could not do without. I would pick my best friend Tonya. We’ve helped each other through the good times and bad and held each other when some guy has broken our hearts and even yelled at each others parents. She is as much a part of my family as anyone else, no matter what anyone says. We are best friends and so much more, everyday I am thankful that we found each other so many years ago because neither of our lives have ever been the same. Best friends. (2016, Jun 19). We have essays on the following topics that may be of interest to you

Enterprise Essay Example | Topics and Well Written Essays - 1000 words

Enterprise - Essay Example The success results from competitive advantage resulting from Enterprise 2.0 usage. The marketplace imperative to access the right information and people at the exact time has resulted in an enhanced interest in building a next-generation enterprise place of work setting where users carry out daily trade activities. Such a workplace necessitates for Enterprise 2.0 technologies and usage pattern to transition the workplace to an internet powered, which is user centered, as well as community centered. Web technologies have sites that form collective fabric tying people, processes and systems together. As such, Enterprise 2.0 technology can be used both as a resource and as a capability by an organization to give rise to competitive advantage (Taprial & Kanwar, 2012). Organizations can use social media platform to their advantage through what is referred to as the resource based view of the firm (RBVF). The resource-based view of the firm holds that firms possess resources that enable t hem achieve a competitive merit. In turn, the attained competitive merit results in excellent long term performance. Resources that are precious and rare may result in the creation of competitive merit, which can be continued for longer times periods if the business will be able to safeguard against resource imitation. Firms may use web 2.0 resources to make their resources and capabilities valuable, rare, imperfectly imitable and non substitutable (Westner, 2009). Web technologies will be valuable if they help a firm to put in place strategies than enhance efficiency and effectiveness. Priceless organizational resources owned by many rival firms cannot be sources of a competitive merit. Therefore, a firm should adopt web technology in an agile manner to ensure that its capabilities and resources will be rare, eventually resulting in a sustainable competitive advantage. In addition, the resources and capabilities should not be imitable and substitutable. Modern businesses face a wor ld of changing technologies, increased global competition and dealing with enlightened customers. Customers precisely know what they want, and use the web to look for every detail of their product of choice. This calls for businesses to use the fresh wave of enterprise 2.0 technology to act swiftly to optimize reaction to market opportunities to gain a competitive edge (Qualman, 2012). Web technologies in social media can be utilized as a resource for increased interaction between a corporation’s different stakeholders. The use of web 2.0 technologies can be used as a resource for driving revenue. Companies are looking for ways to enhance their efficacy in their innovation programs in a bid to gain essential competitive differentiation. This has come about as a result of a worldwide marketplace pattern of increasing rivalry and adding new competitive elements and means of conducting business online. It is worth noting that contemporary businesses will not succeed only by cutt ing costs and doing usual business activities day in day out. For instance, South West Airlines use social media to give information of flights, and notify customers on any flight changes. South West Airlines uses social sites like Facebook to build relations with the public, and this presents a potential to gain new

Argue against texting and driving Essay Example | Topics and Well Written Essays - 250 words

Argue against texting and driving - Essay Example According to research, texting while driving is considered as being more dangerous than drunk driving. This is especially due to the fact that this activity diverts the attention of a driver at a minimum period of 5 seconds, which is equivalent to a blind person driving for a distance of approximately 100 meters (Kiesbye 41). According to 2008 statistics, distracted driving caused the death of more than 5000 people and more than 500000 injuries in the US alone (Regan 39). Clearly, this is a significant loss, which could have been avoided were there a national ban on some of the distractions such as texting while driving. Drivers should be aware of the fact that life is precious, therefore, should be protected by all means as it cannot be compared to a text message no matter how urgent it might be. They are in control of their vehicles and as such, they have the liberty and the right to stop at convenient places to text after which they can continue driving. Indeed, a disciplined driver should always switch off his mobile phone, while driving, especially if the phone is not connected to a Bluetooth headset. Most of the phones in the market have the capability to record voicemails and also to hold incoming messages until the user switches on his handset, therefore, there is no justified reason as to why a person should end up in hospital or dead as a result of accidents caused by careless utilization of mobile

On the basis of the facts as contained in this summary, in your view Essay

On the basis of the facts as contained in this summary, in your view does Palestine meet the criteria for statehood at public in - Essay Example The case of Palestine’s inability to attain statehood in the eye of international law so far is touted to be due to political reasons rather than legally justified reasons. In the light of this scenario and the BBC News report iii, this paper examines whether Palestine meets the criteria for statehood at public international law. The Montevideo Convention’s article of statehood is a restatement or codification of ideas prevalent at the time of its inception iv. Emergence of a State Vattel defines state as a â€Å"political body, or society of men, united together†v for â€Å"promotion of their mutual safety and advantage† viwith the use of â€Å"their common force† viiwhich Wheaton adds to his definition saying that members of any political society subjecting themselves by voluntary obedience to a leadership gave rise to emergence of a sovereign state in the past. Power to control was key to emergence of a state. According to Lorimerviii, a putative state that deserves statehood should be recognized as such by other states and in turn it should have the power and the will to recognize others. Lorimer’s idea of mutual recognition proposed in 1883 has been followed by many states. The modern thinking therefore suggests that legal existence of a state depends upon its ability to control a land and its population. This view came to be well know by the early 20th century which Hall, a publicist described as â€Å"the marks of an independent State are , that the community constituting it is permanently established for a political end, that it possesses a defined territory, and that it is independent of external control†ix. The publicist emphasized on territory and permanent control over the territory. Thus, he dismissed â€Å"a fugacious†x people as not qualified to be a state. Thus Montevideo’s ideas of a state draw heavily from the Hall’s ideas of a state. These aspects of declaratory model of a state held recognition merely as an acknowledgement of an existing state opposed to a constitutive model which held recognition as an essential requirement to make a state.xi Recognition As stated elsewhere, recognition is central to statehood. Thus, an entity aspiring to become a state must be recognized as such by those who are already regarded as states. If an entity must function as a state, it must enjoy acceptance of other states. Yet, some entities manage to function as states with skeleton contacts with other states. Rhodesia functioned as a state on its own from 1965 to 1980 which major states did not approve of holding that it was in violation of international standards. It has been argued that if an entity is endowed with all the attributes of a state, it is still a state even if the rest of the world or other states refuse to accept the entity as a state.xii Treatment of recognition as a precondition for statehood has been still evolving as James Crawford has observed th at recognition is not strictly a

Choices of Hybrid Cars Research Paper Example | Topics and Well Written Essays - 1000 words

Choices of Hybrid Cars - Research Paper Example The price of this car is approximately $ 46,350.00. This hybrid car has several advantages. One of its advantages is the engine to its suspension through steering and differential. The 2014 Chevrolet Corvette Stingray car has enhanced performance. It has a very appealing exterior design that makes it extremely streamline. In addition, the car has LCD instrumentation inside it that make easy for the driver to customize information. Interestingly, the Base audio system pumps the bass, which produces a clean sound effect. It has a few disadvantages. One of the disadvantages is the cabin tech interface is confusing with wide spectrum way of accessing music libraries, the audio sources and map features. The stingray also is not well suited for the presence of heavy traffic. The advantages by far outweigh the disadvantages and its star rating is outstanding. The price of this hybrid car is at $51,000.00. Mercedes-Benz S550 is another hybrid car. It has several advantages, to start with is its mammoth cabin space, which is also smooth making it adorable. The LED lights on the dashboard panels keep the tech to be ahead of the game. Its steering is an assisting feature that eases driving in heavy traffic. The main disadvantages of this hybrid car are its application integration that is very slow when it comes to loading for general use. The virtual instrument gauges look a little bit flat which need a graphic fuel gauge. The bottom line Mercedes- Benz is a good car and rated as excellent. Its prize is ranged between $28,000- $ 104,000.

Analysis of Hamlet Research Paper Example | Topics and Well Written Essays - 750 words

Analysis of Hamlet - Research Paper Example The characters in the story experience a loss and due to this burden of loss, the characters behave in ways they might not have behaved without the occurrence of loss (Rogers 164). The writings inform the audience that these characters are ready to choose any path to obtain vengeance and the creed for vengeance stops them from thinking in a rationale manner and this negatively impacts the moral standings of these characters (Krader 280). For example: when Claudius asked Laertes whether he will only talk about taking revenge or will he actually take revenge, in response Laertes states that he aims at chopping of the throat of his enemy and he wants to conduct that action inside the church. This incident clearly represents the fact that Laertes is very much passionate about seeking revenge that he already has a plan in mind for how to kill and where to kill his enemy. Laertes is so passionate that he is not able to learn the real reason why Claudius is pumping him to take revenge. The main reason due to which Claudius is pumping Laertes to seek revenge is Claudius’ personal interest and not because Hamlet has taken the life of the father of Laertes. This even shows that when an individual is dedicated towards seeking revenge, he fails to take rationale decisions and decisions under the light of ethics and morality. The story even informs the readers that once characters and individuals decide to seek revenge, they continue to destroy the path of ethical and moral behavior. For example: In the literature, Hamlet clearly shows that once the announcement and the decision of seeking revenge are taken, the desire to conduct the act increases. For example: In Act 2, Scene 2 of Hamlet, Hamlet promises on his father’s dead soul that he wants to murder Claudius to attain revenge and he is being pumped by revenge to conduct this act as soon as possible (Shakespeare, 2008). The text even reveals that Hamlet is conducting changes to his mentality for the sake o f attaining revenge; this even reflects the determination within Hamlet to seek revenge. The literature even shows that the desire to attain revenge has diverted him from his ability to think in a moral manner and the literature even reveals that the desire to seek revenge is caused due to ones pride (Anderson 41). The literature even informs its reader that pride is the front seat driver of the behavior to seek revenge and those individuals who are proud are strongly motivated to seek vengeance. The text states that pride precedes moral reasoning and incentives attained from seeking revenge are far greater than the benefits that might be attained through moral reasoning and moral behavior. The text even shows that individuals give greater importance to honor rather than moral reasoning while taking any action. For example: the text states that Fortinbras has to seek revenge from Hamlet because Hamlet killed his father and took over his father’s property and in order to regai n the honor of the family and the property, he has to murder Hamlet and take back the property from Hamlet. Throughout the text one point is clear; the point is that when a loved one is murdered, revenge is obligatory. The text even informs its audience that the feeling of loss is countered through revenge and when individuals have

Environmental Planning Coursework Example | Topics and Well Written Essays - 250 words

Environmental Planning - Coursework Example Difficulties in the enforcement of planning conditions due to lack of resourceful expertise. The federal government sets policies for environmental planning that help to improve climate adaptation and ecological development strategies within policies set by the government. The local government works hand in hand with the people regarding social issues affecting them as to enable them develop strategies for planning (Rydin & Pennington, 2000). The U.S government has ensured that the necessary tools for planning are available to enhance the smooth flow of this process, such tools include centralized databases and providing an excellent coverage of environmental knowledge. The government has set up policies that favor the environmental planning process; such as discouraging industrial pollution. Politics does not closely handle environmental problems on long term basis as they look at only the short term effects associated with social and economic influence as per their election term. Should an environmental problem arise such as floods that need immediate attention, the government policies to handle it are difficult to come by hence delaying the strategic decision process (Meadowcroft, 2002). The environment is a source of income and ecological factors affecting it affect incomes of the people and the fiscal plan of the government. Environmental planning has an effect on economic activity through things such as infrastructure that play a major role in production (Muthoo,

Implementation of Balanced Scorecard by Citibank Essay

Implementation of Balanced Scorecard by Citibank - Essay Example Economics-based agency models underscore the significance of performance measure in align the goals of the agent with those of the principal. Economic-based models harness the use of traditional financial measures to evaluate whether the company’s strategy contributes to the bottom-line progress of the company. These models therefore attempt to examine the outcome from the strategy, and to translate the success of the strategy in financial terms. Citibank should select performance measures while reflecting on their real purposes and overall effect. In addition, they should indicate that the selection of the performance metric in incentive contracts should be a feature of the incremental information content for each measure with regard to an employee’s action choices. Citibank should exploit the full potential of the balancing score card in tracking the short-term financial results while at the same time tracking its progress in developing capacities and acquisition of the intangible assets that promote the growth of future financial performance. At this stage, Citibank should consider the three possible stages in which to consider the financial measures to evaluate, namely rapid growth phase, sustain phase and harvest phase. In the growth stage, I expect Citibank to evaluate increase in customer base, revenue surge or increase in sales. At the sustain stage, the bank should come up with measures that can effectively evaluate its overall performance, in which case it should consider financial measures like return on capital employed or return on investments (ROI). In the harvest phase, Citibank should probably come up with effective cash flow analysis to appraise its success in harvesting profits from established services or products(Christensen & Demski 2003). In brief, economics-based agency models concentrate on the significance placed on encouraging congruence between the agent and the principal’s goal (Pfeffer 1998). Psychology Psychology-based models study how the type of information applied in assessing performa nce is influenced by decision strategies and human-information processing capacities. Usually, they tend to deviate from the balanced choice models in economics and inquire much into how limitations of human-information processing and decision-making strategy affect the use of performance measures. Citibank should examine how its employee’s information processing abilities and their strategies for making decision affect the types of information

Factors Affecting the Efficiency of Ball Mill Essay Example for Free

Factors Affecting the Efficiency of Ball Mill Essay Ball mill is the key equipment for grinding after the crush process, and it is widely used in the manufacture industries, such as cement, silicate, new building material, refractory material, fertilizer, ferrous metal, nonferrous metal and glass ceramics, and ball mill also can be used for the dry and wet grinding for all kinds of ores and other grind-able materials. 1, The impact of media materialThe generally used crushing media mateial include: various mine materials (manganese, copper, tungsten ore, chrome ore, etc. ), various types of stone (limestone, granite, gneiss, basalt, gray rock, etc. and industry coal used in power. The hardness of the media is the main basis that determines the liner plate wear, the higher hardness of the media, the shorter service life of the liner, on the contrary, if the media is with a lower hardness, the service life of the liner will be prolonged. 2, The impact of operating conditions1) Eliminate defects not timely. 2) Adjusting undeservedly makes the ball mill running at a short positions. 3, The impact of liner materialThe main parameters affecting the anti-wear effect is matching of the two index of hardness and impacting toughness of liner material. If the liner plate has a higher hardness, which means it has a good wear resistance, and the two factor basically is a proportional relationship. The impacting energy depends on the size of the diameter of steel ball and grinding tube. 4, the impact of the ball mills designing and manufacturing and the installing quality. The performance of the lining plate generally include the following two: one is to protect the cylinder; another is that the liner plate rotates at a specific speed to raise the ball to the required height to achieve the desired effect. The quality of the liner plate is also direct factor affecting the normal operation of the mill. Those above are the main factors affecting ball mill liners, we recommend that you should firstly consult the expert before you buy a ball mill. And youd better go to the manufacturers with strength production and reputable brand purchase. The structure is divided into integral type and freestanding type. Advantages of the machine are lower investment, energy saving, structure novelty, easy and safe to operate, stable and reliable performance, etc. It is suitable for mixing and milling of general and special materials.

Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e

Becoming Successful: A Good Business Strategy

Becoming Successful: A Good Business Strategy Becoming a successful entrepreneur doesnt happen by accident or by chance. It is a long process that involves various strategies, characteristics and quality of person who wants to become a successful entrepreneur. Madan Paliwal who is a successful entrepreneur in his state, says Becoming a successful entrepreneur is not an easy task! There are certain qualities and strategies that are absolutely necessary if you would like to become successful in your business ventures. Madan Paliwals example shows that how some characteristics, qualities and strategies support to becoming a successful entrepreneur. He strongly believes in quality rather than quantities. According to Sharma (2009), It is essential to follow some strategies for the growth and strongly development of business. An entrepreneur organizes different types of industries right from inception has different approaches and call for an in-depth knowledge base. The importance is the entrepreneur starts and operates his own new b usiness. characteristic of An Entrepreneur Kant (2000), All the entrepreneur were men of discipline, high integrity and with strong need for achievement. In India Mr. Madan Paliwal CMD of Miraj Group of Industries has following characteristics and qualities which is important: Initiative: Mr. Madan Paliwal used resources and plan for his business. He started his business with Rs. 200 (Â £3) capital. Now Miraj Group of Companies capital cross Rs. 1000 Crore (Â £15000000). The following companies in Miraj Group of Companies: Miraj Products Pvt. Ltd., Miraj multicolor, Miraj pipe fittings, Miraj Hotels, Miraj Engineering, Eye view motion pictures, Miraj developers, Miraj realcon, Asia packs. (Group profile of miraj group) Miraj groups consumer products are tobacco, tea, soap, matches, plastic, stationary, pipes etc. Therefore we can say the entrepreneur should be initiative to use the available resources and plan for all those who are involved in an enterprise. Goal: An entrepreneur should be able to set realistic but challenging goals for himself as well as for others in the organization. At the time of beginning Madan Paliwal had clear goal and he has achieved maximum goal. Involvement for long time: Madan Paliwal started his business on 18th August 1987. He continues involve in his business. Hence commitment from the entrepreneur for longer period may be 5 to 15 years is necessary for conceptualization, building and running an enterprise. Capacity for problem solving: In the initial phases of an enterprise many teething problems may happen and an entrepreneur should be a creative problem solver to turn difficulties into advantages. Madan Paliwals life is full of struggle. He solved many problems in his business. Good team leader and motivator: An entrepreneur builds up his team; he should educate them, keep them on high level of motivation and also provide an environment for creativity and good work culture. Madan Paliwal started his business as a single person but now a days 1000 employees in his companies. Energetic: Managing resources and running an enterprise calls for long hours of work for longer period of time and hence an entrepreneur is a man of high energy level. Madan Paliwal works 15-16 Hrs. daily. According to him -A labour is also do hard work daily in his life but he earns only 100-200 Rs. per day, hence entrepreneur do work hard in right way. ( Paliwal, 2008) Good communication skills: As a leader an entrepreneur communicates effectively with all concerned such as financiers, employees, customers, suppliers and all who are concerned with the new enterprise. Madan Paliwal is also good communicator. Mental ability: Madan Paliwal born at Nathdwara, A small town in Rajasthan (India). He started small scale industries (Miraj industries), now it is converted into Miraj Products Pvt. Ltd. Sharma (2009) An entrepreneur will be a man of high level intelligence, creative, positive thinking and decision maker with clear objectives in mind. Good Human relation: Tactful and warm human relation is an important factor which brings success to an entrepreneur. Emotional stability and keeping himself as a model to others. Motivates the employees to put their best performance at all levels in the organization. Madan Paliwal also follows good human relations. Strategies: Kant (2000) Strategies are the way of performing the target i.e. how to do a particular work for the achievement of predetermined objectives. 2.0 Business Strategies: There are various strategies which are prepared in the business enterprise like- 2.1. Market Strategies Market Strategies includes the companys relationship with existing and potential customers, its knowledge of changing needs and opportunities in the market, the way it identifies and reaches its customers. Madan Paliwal started Real-estate business at Jaipur. He launched affordable homes, Villas, commercial complex etc. His marketing strategies were very good. After getting success in Jaipur he started new projects in Ajmer, Udaipur, Bhilwara, Mumbai other cities in India. He says that the main strategies that are necessary for getting success in market is attract the market to us, Examine managements assumptions, perceptions, predispositions about the market, and determine to what extent they are valid. And finally evaluate new opportunities in the market, new products, collaboration with others etc. (paliwal, 2008) 2.2. Organization Strategies Organization consists of the structures, systems, policies, procedures and activities of a business, the manner in which it exercises authority, takes decisions, communicates, coordinates and integrates its activities. Madan Paliwal is good organizer. He manages more than 1000 employees in his group of companies. He says the main strategies that are necessary for success in organization strategies are: Analyze the jobs of executives, managers, and supervisors to identify tasks that can be delegated to lower levels and the conditions necessary to make that delegation effective. Next establish clear job descriptions for every position, and create a system whereby the responsibilities and authority of each position are clear to other people in the company. Furthermore determine whether we can innovate any new systems that will further improve our performance. Determine if there are systems successfully employed by other companies that could be used by our company. Finally Assess the eff ectiveness of important systems in the company (e.g. Accounting , Budgeting , Personnel information, Planning etc.) in terms of their speed, their personnel requirements, quality of work, cost of operations, and whether fully being utilized.(paliwal 2008) 2.3. Products, sells and services strategies It means the capacity of the company to deliver products and services. It includes the range and quality of products and services it markets, the technical knowledge and skill of sales and service staff, and the level of technology incorporated in its products and services and utilized to carry on business. Madan Paliwal launched affordable homes for middle lower class people in every project because affordable homes selling easily. After selling homes villas he launches commercial complex in project, hence commercial complex (very costly) become successful (interview with paliwal, 2010). He says that main strategies that are necessary for success in Products, sells and services strategies are: Improve the technology of our products and services by adding new dimension into it and Examine every technology in our company employs. And identify ways to reduce cost. Then Match our products and services as closely as possible with the needs of the market. Next Identify and adapt new and recent technologies to better meet the needs of our customers. Furthermore Introduce new or improved technologies internally that will improve the functioning of our own organization. Besides this Make improvement in our organization (structure, activities, systems, job positions, procedure, rules, regulations etc.) that will improve the development and operation of our technology. Finally continuously expand and upgrade the product and services knowledge and technical expertise of our people. 2.4. Finance Strategies This component defines the way in which the company manages monitors and utilizes capital resources for its growth. It includes the quality of systems and skills for accounting, budgeting and financial management, cash and credit management, control over purchasing and inventory, access to capital. Madan Paliwal started his business with only Rs. 200 capital. He follows following financial strategies to manage financial activities in his companies: A. Determine that our company is exploring and taking advantage of every conceivable source of finance to make our business grow. B. Determine how our company can utilize financial information as a positive instrument for tracking and monitoring performance on key activities. C. Determine what can be done to improve accuracy and timeliness of accounting so that information on performance is available as soon as possible after the day, week, the month, or the job is over. D. Determine what type of indicators we can develop as positive motivating tools to help managers and employees evaluate their own performance. E. Determine what are the keys areas in which the company can save money by improving performance. 2.5. Personnel strategies This component covers the energies, abilities, skills, and attitudes of employees that can be harnessed for growth. People and companies grow together. Miraj Group of companies provides maximum opportunities for their people to grow, find maximum opportunities for their own growth (interview with paliwal, 2010). His Group follows the following personal strategies: A. Recruit people with a high level of energy, good health, highest possible level of education and experience and write type of personality to work well in our company and implement its values. B. Review wage and salary scale, and ensure that the compensation for every position is not only fair, but perceived as fair. Whenever necessary, educate people to understand the true value of the companys benefits package. C. Introduce profit-sharing or equity programs to make our people owners of company and develop the physical and technical skills of our people through formal training programs. D. Develop the managerial and psychological skills of our people through formal training, regular and ongoing training, personal guidance and attention. E. Give greater personal attention to the people you work with (not to their work) and encourage them to do likewise with their people. F. Recognize and reward individual efforts to improve the functioning of our organization. G. Maintain clear and effective two-way communication with all employees H. Implement psychological values such as respect for the individual, personal growth, freedom, and harmony to the highest level. I. Give regular feedback to individuals on their performance and what they can do to improve. 3.0. Other strategies Other strategies have been followed by Miraj Group of Companies are: 3.1 Stability strategy Miraj Group has a stable environment, limited number of products, customers, suppliers and competitors, minimum need for skills and so on may follow what is called the Stability Strategy such an organization is satisfied with its existing level of activities and wants the same to continue. 3.2 Growth strategy An organization that wants to raise its level of performance may adopt what is called the Growth Strategy. The following measures adopted by Miraj Group of companies: Development of new products for the existing markets. Creation of new uses for the existing products. Development of new products for new markets. 3.3 Vertical Integration strategy A business enterprise itself may decide to produce the raw materials needed for production to ensure continuous supply. On the other hand, it may also decide to start its own sales outlets to serve its customers better. In either case, the strategy is known as the Vertical Integration Strategy. 3.4 Product Elimination Strategy A business unit may also eliminate products that have become unpopular with the buyers and bring only losses. Such unsuccessful products also damage the image of the business. Thus, the Product Elimination Strategy may be adopted by a firm to avoid loss of profits as well as reputation. 3.5 Merger Strategy It is also possible that identical business units may combine to rationalize production and sales and thereby derive the benefits of economics of large-scale operations. This is what is known as the Merger Strategy. 4.0 Conclusion In the 21st century the concept of entrepreneurship is essentially related to innovative endeavors. It is through to be concerned with introducing something new in the environment of tough competition. Entrepreneur types of individuals who are highly determined, confident, creative and innovative, sales oriented personalities well in tune with trends and who are able to translate a vision into a real small business. They are encouraging young individual to form new business enterprises and providing such government supports as infrastructural facilities (like water, power, Transpiration, Industrial sheds or developed plots, Communication system and tax incentives, to facilitate this formation process. Madan paliwal successfully followed all above mention strategies in his business since many years. All these strategies are very efficiently and effectively followed by an enterprise for the success of his own as well as for the growth of business enterprise As good as the business strategies; the well is the position of the business. It is impossible to become a successful entrepreneur without business strategy. All the strategies which are mention above should be followed by the person who wants to become a successful entrepreneur. Word Count (2183)