Medical anthropology -how political economy relates to the issue of Research Paper

Medical anthropology -how political economy relates to the issue of social suffering - Research Paper Example e an aspect that is influenced and affected by numerous interplays of social control issues, ranging from politics, economy, culture, and many more (Brown and Barrett 28). Of particular interest to this study is political economy as well as how it relates to the issue of social suffering. Numerous anthropological theories exist that postulate the relationship between health and interrelated human social environment. Therefore, this paper is arranged in two parts, which are theoretical development of medical anthropology and how political economy relates to the issue of social suffering. The objective of the paper is to clearly outline how social suffering within the perspective of anthropology can be linked to political economy of society. Numerous studies have been undertaken to investigate what causes human health problems in different societies. As a result, different but related frameworks have been developed over a period, that link human health problem to different aspects of ecology, social, cultural, economy, and many more. Donald Joralemon clearly shows how people understand social suffering brought about by presence of diseases and illness using different anthropological perspectives (307). The author develops and explains three types of anthropological perspective that can be used to explain social suffering that human undergo such as disease. The three perspectives include ecological/evolutionary perspective, political/economic perspective, and interpretive perspective (Ember and Ember 307). It becomes possible for one to explain the presence and persistence of social suffering humans go through in any given society. Of interest to this study is the political/economic perspective, which postulates that soc iety is made up of social classes that exhibit differences in terms of resource accessibility, and this particular situation leads to differential occurrence and recurrence of diseases and illness in the society (Ember and Ember 307). The influence of

Budget 1. Describe the budget process apply appropriate budgeting Essay

Budget 1. Describe the budget process apply appropriate budgeting techniques and explain its significance in the business environment - Essay Example In any organization, budgets are a representation of the future revenues and costs. The main characteristic of budgets is that they are prepared in advance and are derived from long term strategy of a company. The budgets relate to the goals and objectives of the organization and express in quantitative form, the monetary and physical units of activities. The main activities in companies include control and planning, and budgets are the centre of these activities. Budgets are crucial control systems that show estimates of expenses and revenues of a company over a certain period of time. Budgets are usually compiled and evaluated after certain periods. There can be a surplus budget when the company anticipates to get a profit, it can be balanced when the company expects the expenses to equal the revenues, or it can be deficit budgets when the expenses are expected to exceed the revenues. Budgets are usually prepared in companies based on their goals. The process of planning budgets involves preparing detailed, short-term plans for the organizations. Budgets are prepared by starting with an overall budget for the whole organization, which can then be broken down into smaller budget based on departments. The planning process involves consultations with the whole organization in order for the objectives of the company are achieved. The process of developing a master budget starts by preparing the sales budget. This is because the sales budget acts as the limiting factor in this company. This budget also affects other components of the master budget directly or indirectly. This budget shows the sales expected over a period of time. It is simply a product of the expected units of sales and the expected price per unit. This budget needs to be prepared carefully because other components of the master plan rely on it; otherwise the master budget will be ineffective for control and planning purposes. Once the sales budget has been done,

Developing Successful Strategic Alliances

Developing Successful Strategic Alliances The traditional relationship between the client, consultants, main contractor, subcontractors and suppliers within the construction industry using a traditional contract is in most cases but not all very contractual and adversarial one Blame Culture which is not productive in a business as it about relationships, where the client and consultants puts all of the risk on to the main contractor who in turn passes it down the line to their supplier chain i.e. Suppliers Subcontractors, due to the nature of the construction industry i.e. large and complex projects that need to be completed to unrealistic time frames, budget, quality, safety expectations, this is the direct opposite and goes against the grain of Strategic Alliances. Gomes-Casseres 2003 p.1213 combines elements of item 1 2 above Alliances are agreements between two or more separate firms that involve ongoing resource contributions from each to create joint value, are incomplete contracts where the terms of the agreement cannot be completely specified and agreed at the outset and joint decision making to manage the business and share value We will be adopting the characteristics of item 3 above in our business plan. Alliances (large and small) have been around in one form or another since the early 1990s, they are used in all different industries across the world and the construction and engineering industry is no exception some notable projects that have been completed around the world using alliances are: Burj Khalifa, Dubai UAE, the worlds tallest building was built by a Joint Venture (type of strategic alliance) by Samsung Engineering Construction (South Korea), Besix (Belgium) and Arabtec from UAE; The Dubai Mall, Dubai, UAE, the worlds largest retail development was built by a Joint Venture Partnership (type of strategic alliance) by Dutco Balfour Beatty (the author used to work for this company) Al Ghandi and Consolidated Contractors International Company (DBB/AG and CCC); and Gateway Bridge Duplication Upgrade Project, Brisbane, Australia, was built by Leighton Contractors Abigroup Joint Venture at a cost of AUS$1.88b it consisted of the duplication of Gateway Bridge and 20km upgrading of Gateway Motorway, including the Gateway Deviation. This business plan has be developed using the principles of leading alliances academics, experts practitioners in their field in particular Gomes-Casseres work to develop best practices that work, while recognising that each alliance is unique and there is no one size fits all approach. This document is a work in progress and we would be working with the potential partners after the business alliance strategy has been established by MCS Constructions, to jointly develop the alliance operating plan, this will construct a solid foundation for a mutually beneficial relationship. The topic of this report is Defining a Business Plan for a Potential Strategic Alliance, there are many possible interpretations of this topic as strategic alliances have been in existence since the early 90s, are used in across a variety of different industries, companies both large and small, on a domestic and international level which can range from very simple to the complex. Drawing upon my own life/work experiences, knowledge, skills and qualifications in the construction and engineering industry both local and international over the last 10 years plus (refer CV in Appendix ?), and considering I do not have access to relevant information on an existing alliance, I will be looking at the feasibility of developing a potential strategic alliance and defining a business plan which will include but not limited to the following areas as outlined in the elective assignment specification (refer appendix ?): This is drawn on the extensive life/work experiences, knowledge, skills and qualifications gained by the owner/director Mr. Matthew C. Smith in the construction and engineering industry both local and international over the last 10 years plus (refer CV in Appendix ?), which is evident in the business today. We are exploring the feasibility of setting up a Strategic Alliance with other trusted companies within the industry, to provide its clients (Public Private) with single-source of responsibility, a one-stop shop to complete its projects of various sizes and complexity on time, to budget, quality and safety that exceeds the clients expectations and objectives. In order to do this a strategic alliance would provide a vehicle with capital/finance, additional knowledge, skills, experiences, expertise from the potential partner companies (Consultants, Major Preferred Suppliers and Major Preferred Subcontractors) both local international, resources, connections, capabilities and competencies, where the clients projects require a broad range of expertise, some of which we may not have in-house. We would be looking at developing this alliance capability to enter the overseas and remote projects in developing and third world countries in particular Middle East / Africa / Asia etc. We would also welcome alliances closer to home (Australia) when needed and depending on our clients requirements. Is to provide its clients (Public Private) with a single-source of responsibility, a one-stop shop to complete its projects of various sizes and complexity on time, to budget, quality and safety that exceeds the clients expectations and objectives in an economic, efficient, ethical, environmental sustainable way. At this stage of the business plan we have not identified any particular companies as potential partner organisations but MCS Constructions would be looking to undertake a strategic alliance that consists of both local and international firms (large or small) within the construction and engineering industry supply chain both up and down the line. The rationale for MCS Constructions to partner with the supply chain (as outlined above) both up and down the line (forward and backward integration) for it to deliver the alliances clients within the construction and engineering industry, projects that are on time, to budget, quality and safety and exceeds the clients expectations and objectives. We offer our potential partners our core competency of Technological Know-How and Management Know-How within our chosen area of knowledge, skills, experiences and expertise in commercial construction i.e. new build, fit-out, refurbishment and heritage listed work. We would be looking for a potential partner with which would complement us and provide capital/financing, additional resources, capabilities, competences, skills, experiences, knowledge, connections, expertise etc. The anticipated benefits would be that MCS Constructions would be able to grow and expand its business overseas into new markets with the additional capital/financing, resources, capabilities, skills, experiences and expertise in their chosen area i.e. Consultancy, Major Preferred Suppliers and Major Preferred Subcontractors, to share risk/reward (Gain/Pain Share) and am opportunity to learn. Now we have made the decision to enter a strategic alliance, we have many choices to be made that relate to the design of the alliance, scope, goals, management processes including legal, tax, insurances, financing, structure etc. This will be outlined in a formal alliance agreement (refer to appendix ? for a sample copy). In relation to legal, tax and insurances, performance bonds/guarantees, profit etc. (for the purposes of this report is outside its scope) this will depend on the local jurisdiction that the strategic alliance is under i.e. Country that the alliance is operating in for example Dubai, UAE it is a requirement that international companies setup a joint venture to partner with a local company sponsor where 51% will been owned by the local company and 49% by the international company. The author used to work for Dutco Balfour Beatty LLC in Dubai, UAE which was 51% owned by the local company Dutco and 49% owned by Balfour Beatty the international company. On a separate note the author used to work for Balfour Beatty in the UK. There are three major forms of strategic alliances Joint Venture, Equity Strategic Alliance and Non-Equity Strategic Alliances, the final decision on the form will be negotiated between all parties to their mutual benefit, but it is envisaged that we will use a Non-Equity Strategic Alliance (refer to definitions section) which over time may develop into a Joint Venture. Stage 1: Utilise the alliance partners specialty in their chosen area, we will allocate tasks and responsibilities to each partner on the basis of what they do best, we will tender and bid for constructions and engineering projects in various target markets/segments, tendering and bidding for projects requires capital, resources, time, etc., if we are not successful at winning work we will continue to look for other opportunities, if we are successful at winning work then we will move into Stage 2; Stage 2: Once we have successfully won and been awarded the project/contract from the client we will enter the Project Stage where we will utilise the alliance partners specialty in their chosen area, we will allocate tasks and responsibilities to each partner on the basis of what they do best, the project stage will depending on the type, size, complexity of the project be broken down into various stages which will typically following a traditional matrix: Alliances Specific Strategy and Alliances Analysis Selection this will be undertaken be the Senior Management of MCS Constructions championed by the owner / director Mr. Matthew C. Smith but will including other internal resources HRM, Accounting / Finance / Legal and Operational Managers, as well as external consultants when required and needed such as Facilitator, Lawyer, Investment Bank, Strategic Alliance Management Consultants i.e. Vantage Partners to provide their expertise as this is the first strategic alliance for MCS Constructions. Alliance Value-Creating Negotiations, Operational Planning and Structuring this will be continued by the owner / director Mr. Matthew C. Smith and the senior management of the preferred potential partner once a MOUP has been enacted by all parties including a non-disclosure confidentiality agreement, this is to continue to build the relational capital and trust between the parties moving forward. According to (Gomes-Casseres 2003 p. 120 64% of poor or damaged relationships between firms are the foremost cause of alliance failure.

The Complexity of Mother and Daughter Relationships in Amy Tan’s Joy Lu

The Complexity of Mother and Daughter Relationships in Amy Tan’s Joy Luck Club   Ã‚  Ã‚   Since the beginning of time the mother and daughter relationship has been complex.   The book The Joy Luck Club by Amy Tan is a great example of the mother and daughter relationship.   In the book Amy Tan writes about four women who migrate to America from China.   All of the women were in search of a better life since the lives they had in China were not what they wanted for themselves.   Even though all of the women did not know each other until they met in America, they all share the same horrible memories of their past.   The book mainly focuses on the expectations, hopes, and dreams that the women and their daughters have for themselves.   Even though at the beginning the mothers and the daughters do not always see eye to eye at the end the daughters start to realize that their mothers just wanted the best for them and not the worst, "The mothers see themselves in the daughters."(Matthews).   Ã‚  Ã‚  Ã‚   The relationship between Suyuan and Jing-mei is somewhat difficult because they are both coming from two different cultures that are completely opposite of one another.   Suyuan is trying to teach Jing-mei the Chinese culture when all Jing-mei sees is the American culture, that is on television and all around her.   Jing-mei's friends do not even think that she is a true Chinese person.   Suyuan wants her daughter to obey her and make her proud even if it means making Jing-mei do something that she does not want to do.   As a Chinese women Suyuan knew her role to be a good wife and mother and to always stand by her husband's side.   On the other hand Jing-mei does not want this, she wants to be independent, and to be able to make her own decisions because... ... to teach her about her culture and where she was from, "And now I see"(Tan 331).   Jing-mei finally learns the answers to all of the questions that her mother left unanswered when she passed away. Although Jing-mei fought so hard to not do anything Suyuan said, it was not because she did not like her mother.   It was because she did not understand where she was coming from.  Ã‚   It is always hard to understand someone when you do not understand any of the hardships that one has been through.       WORK CITED Matthews, Amanda.   Structural Analysis...Thanks to Amanda Matthews. <http:www.cwrl.utexas.edu/~sbowen/314fall/novels/lit.html>. Tan, Amy.   The Joy Luck Club.   New York, 1989. Tavernise, Peter.   Fasting of the Heart: Mother-Tradition and Sacred Systems in Amy Tan's The Joy Luck Club.   <http://www.mindspring.com/~petert/tan.htm>.   12 March 1992

Microprocessor and Interfacing Essay

Peripherals and Interfacing PIO 8255 The parallel input-output port chip 8255 is also called as programmable peripheral input-output port. The Intel’s 8255 is designed for use with Intel’s 8-bit, 16-bit and higher capability microprocessors. It has 24 input/output lines which may be individually programmed in two groups of twelve lines each, or three groups of eight lines. The two groups of I/O pins are named as Group A and Group B. Each of these two groups contains a subgroup of eight I/O lines called as 8-bit port and another subgroup of four lines or a 4-bit port. Thus Group A contains an 8-bit port A along with a 4-bit port. C upper. PIO 8255 †¢ The port A lines are identified by symbols PA0-PA7 while the port C lines are identified as PC4-PC7. Similarly, GroupB contains an 8-bit port B, containing lines PB0-PB7 and 4-bit port C with lower bits PC0- PC3. The port C upper and port C lower can be used in combination as an 8-bitport C. †¢ Both the port C are assigned the same address. Thus one may have either three 8-bit I/O ports or two 8-bit and two 4-bit ports from 8255. All of these ports can function independently either as input or as output ports. This can be achieved by programming the bits of an internal register of 8255 called as control word register ( CWR ). PIO 8255 †¢ The internal block diagram and the pin configuration of 8255 are shown in fig. †¢ The 8-bit data bus buffer is controlled by the read/write control logic. The read/write control logic manages all of the internal and external transfers of both data and control words. †¢ RD, WR, A1, A0 and RESET are the inputs provided by the microprocessor to the READ/ WRITE control logic of 8255. The 8-bit, 3-state bidirectional buffer is used to interface the 8255 internal data bus with the external system data bus. PIO 8255 †¢ This buffer receives or transmits data upon the execution of input or output instructions by the microprocessor. The control words or status information is also transferred through the buffer. †¢ The signal description of 8255 are briefly presented as follows : †¢ PA7-PA0: These are eight port A lines that acts as either latched output or buffered input lines depending upon the control word loaded into the control word register. †¢ PC7-PC4 : Upper nibble of port C lines. They may act as either output latches or input buffers lines. PIO 8255 This port also can be used for generation of handshake lines in mode 1 or mode 2. †¢ PC3-PC0 : These are the lower port C lines, other details are the same as PC7-PC4 lines. †¢ PB0-PB7 : These are the eight port B lines which are used as latched output lines or buffered input lines in the same way as port A. †¢ RD : This is the input line driven by the microprocessor and should be low to indicate read operation to 8255. †¢ WR : This is an input line driven by the microprocessor. A low on this line indicates write operation. PIO 8255 †¢ CS : This is a chip select line. If this line goes low, it enables the 8255 to respond to RD and WR signals, otherwise RD and WR signal are neglected. †¢ A1-A0 : These are the address input lines and are driven by the microprocessor. These lines A1-A0 with RD, WR and CS from the following operations for 8255. These address lines are used for addressing any one of the four registers, i. e. three ports and a control word register as given in table below. †¢ In case of 8086 systems, if the 8255 is to be interfaced with lower order data bus, the A0 and A1 pins of 8255 are connected with A1 and A2 respectively. RD 0 0 0 0 RD 1 1 1 1 RD X 1 WR 1 1 1 1 WR 0 0 0 0 WR X 1 CS 0 0 0 0 CS 0 0 0 0 CS 1 0 A1 0 0 1 1 A1 0 0 1 1 A1 X X A0 0 1 0 1 A0 0 1 0 1 A0 X X Input (Read) cycle Port A to Data bus Port B to Data bus Port C to Data bus CWR to Data bus Output (Write) cycle Data bus to Port A Data bus to Port B Data bus to Port C Data bus to CWR Function Data bus tristated Data bus tristated Control Word Register PIO 8255. †¢ D0-D7 : These are the data bus lines those carry data or control word to/from the microprocessor. †¢ RESET : A logic high on this line clears the control word register of 8255. All ports are set as input ports by default after reset. Block Diagram of 8255 (Architecture) ( cont.. ) †¢ 1. 2. 3. 4. †¢ It has a 40 pins of 4 groups. Data bus buffer Read Write control logic Group A and Group B controls Port A, B and C Data bus buffer: This is a tristate bidirectional buffer used to interface the 8255 to system databus. Data is transmitted or received by the buffer on execution of input or output instruction by the CPU. Control word and status information are also transferred through this unit. †¢ Block Diagram of 8255 (Architecture) ( cont.. ) Read/Write control logic: This unit accepts control signals ( RD, WR ) and also inputs from address bus and issues commands to individual group of control blocks ( Group A, Group B). †¢ It has the following pins. a) CS – Chipselect : A low on this PIN enables the communication between CPU and 8255. b) RD (Read) – A low on this pin enables the CPU to read the data in the ports or the status word through data bus buffer. †¢ Block Diagram of 8255 (Architecture) ( cont.. ) WR ( Write ) : A low on this pin, the CPU can write data on to the ports or on to the control register through the data bus buffer. ) RESET: A high on this pin clears the control register and all ports are set to the input mode e) A0 and A1 ( Address pins ): These pins in conjunction with RD and WR pins control the selection of one of the 3 ports. †¢ Group A and Group B controls : These block receive control from the CPU and issues commands to their respective ports. c) Block Diagram of 825 5 (Architecture) ( cont.. ) †¢ Group A – PA and PCU ( PC7 -PC4) †¢ Group B – PCL ( PC3 – PC0) †¢ Control word register can only be written into no read operation of the CW register is allowed. a) Port A: This has an 8 bit latched/buffered O/P and 8 bit input latch. It can be programmed in 3 modes – mode 0, mode 1, mode 2. b) Port B: This has an 8 bit latched / buffered O/P and 8 bit input latch. It can be programmed in mode 0, mode1. Block Diagram of 8255 (Architecture). c) Port C : This has an 8 bit latched input buffer and 8 bit out put latched/buffer. This port can be divided into two 4 bit ports and can be used as control signals for port A and port B. it can be programmed in mode 0. Modes of Operation of 8255 (cont.. ) †¢ These are two basic modes of operation of 8255. I/O mode and Bit Set-Reset mode (BSR). †¢ In I/O mode, the 8255 ports work as programmable I/O ports, while in BSR mode only port C (PC0-PC7) can be used to set or reset its individual port bits. †¢ Under the I/O mode of operation, further there are three modes of operation of 8255, so as to support different types of applications, mode 0, mode 1 and mode 2. Modes of Operation of 8255 (cont.. ) †¢ BSR Mode: In this mode any of the 8-bits of port C can be set or reset depending on D0 of the control word. The bit to be set or reset is selected by bit select flags D3, D2 and D 1 of the CWR as given in table. I/O Modes : a) Mode 0 ( Basic I/O mode ): This mode is also called as basic input/output mode. This mode provides simple input and output capabilities using each of the three ports. Data can be simply read from and written to the input and output ports respectively, after appropriate initialisation. D3 0 0 0 0 1 1 1 1 D2 0 0 1 1 0 0 1 1 D1 0 1 0 1 0 1 0 1 Selected bit s of port C D0 D1 D2 D3 D4 D5 D6 D7 BSR Mode : CWR Format PA 8 2 5 5 PCU PCL PA6 – PA7 PC4 – PC7 PC0-PC3 PB PB0 – PB7 8 2 5 5 PA PCU PCL PB PA PC PB0 – PB7 All Output Port A and Port C acting as O/P. Port B acting as I/P Mode 0 Modes of Operation of 8255 (cont.. ) †¢ 1. The salient features of this mode are as listed below: Two 8-bit ports ( port A and port B )and two 4-bit ports (port C upper and lower ) are available. The two 4-bit ports can be combinedly used as a third 8-bit port. Any port can be used as an input or output port. Output ports are latched. Input ports are not latched. A maximum of four ports are available so that overall 16 I/O configuration are possible. All these modes can be selected by programming a register internal to 8255 known as CWR. 2. 3. 4. †¢ Modes of Operation of 8255 (cont.. †¢ The control word register has two formats. The first format is valid for I/O modes of operation, i. e. modes 0, mode 1 and mode 2 while the second format is valid for bit set/reset (BSR) mode of operation. These formats are shown in following fig. D7 1 D6 X D5 X D4 X D3 D2 D1 D0 0- Reset 0-for BSR mode Bit select flags D3, D2, D1 are from 000 to 111 for bits PC0 TO PC71- Set I/O Mode Control Word Register Format and BSR Mode Control Word Register Format PA3 PA2 PA1 PA0 RD CS GND A1 A0 PC7 PC6 PC5 PC4 PC0 PC1 PC2 PC3 PB0 PB1 PB2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 0 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 PA4 PA5 PA6 PA7 WR Reset D0 D1 D2 D3 D4 D5 D6 D7 Vcc PB7 PB6 PB5 PB4 PB3 8255A 8255A Pin Configuration = D0-D7 CS RESET 8255A A0 A1 RD PA0-PA7 PC4-PC7 PC0-PC3 PB0-PB7 Vcc WR GND Signals of 8255 3 Group A control 1 D0-D7 Data bus Buffer 8 bit int data bus 4 Group A Port A(8) PA0-PA7 Group A Port C upper(4) Group B Port C Lower(4) PC7-PC4 PC0-PC3 2 RD WR A0 A1 RESET CS Block Diagram of 8255 READ/ WRITE Control Logic Group B control PB7-PB0 Group B Port B(8) D7 D6 D5 Mode for Port A D4 PA D3 PC U D2 Mode for PB D1 PB D0 PC L Mode Set flag 1- active 0- BSR mode Group – A 1 Input PC u 0 Output 1 Input PA 0 Output 00 – mode 0 Mode 01 – mode 1 Select of PA 10 – mode 2 Group – B PCL PB Mode Select 1 Input 0 Output 1 Input 0 Output 0 mode- 0 1 mode- 1 Control Word Format of 8255 Modes of Operation of 8255 (cont.. ) b) Mode 1: ( Strobed input/output mode ) In this mode the handshaking control the input and output action of the specified port. Port C lines PC0-PC2, provide strobe or handshake lines for port B. This group which includes port B and PC0-PC2 is called as group B for Strobed data input/output. Port C lines PC3-PC5 provide strobe lines for port A. This group including port A and PC3-PC5 from group A. Thus port C is utilized for generating handshake signals. The salient features of mode 1 are listed as follows: Modes of Operation of 8255 (cont.. ) 1. 2. 3. 4. Two groups – group A and group B are available for strobed data transfer. Each group contains one 8-bit data I/O port and one 4-bit control/data port. The 8-bit data port can be either used as input and output port. The inputs and outputs both are latched. Out of 8-bit port C, PC0-PC2 are used to generate control signals for port B and PC3-PC5 are used to generate control signals for port A. he lines PC6, PC7 may be used as independent data lines. Modes of Operation of 8255 (cont.. ) †¢ The control signals for both the groups in input and output modes are explained as follows: Input control signal definitions (mode 1 ): †¢ STB( Strobe input ) – If this lines falls to logic low level, the data available at 8-bit input port is loaded into input latche s. †¢ IBF ( Input buffer full ) – If this signal rises to logic 1, it indicates that data has been loaded into latches, i. e. it works as an acknowledgement. IBF is set by a low on STB and is reset by the rising edge of RD input. Modes of Operation of 8255 (cont.. ) †¢ INTR ( Interrupt request ) – This active high output signal can be used to interrupt the CPU whenever an input device requests the service. INTR is set by a high STB pin and a high at IBF pin. INTE is an internal flag that can be controlled by the bit set/reset mode of either PC4 (INTEA) or PC2(INTEB) as shown in fig. †¢ INTR is reset by a falling edge of RD input. Thus an external input device can be request the service of the processor by putting the data on the bus and sending the strobe signal. Modes of Operation of 8255 (cont.. Output control signal definitions (mode 1) : †¢ OBF (Output buffer full ) – This status signal, whenever falls to low, indicates that CPU has written data to the specified output port. The OBF flip-flop will be set by a rising edge of WR signal and reset by a low going edge at the ACK input. †¢ ACK ( Acknowledge input ) – ACK signal acts as an acknowledgement to be given by a n output device. ACK signal, whenever low, informs the CPU that the data transferred by the CPU to the output device through the port is received by the output device. Modes of Operation of 8255 (cont.. ) †¢ INTR ( Interrupt request ) – Thus an output signal that can be used to interrupt the CPU when an output device acknowledges the data received from the CPU. INTR is set when ACK, OBF and INTE are 1. It is reset by a falling edge on WR input. The INTEA and INTEB flags are controlled by the bit set-reset mode of PC 6and PC2 respectively. 1 0 1 0 Input control signal definitions in Mode 1 1/0 X X X 1 X X X X 1 1 X D7 D6 D5 D4 D3 D2 D1 D0 1 – Input 0 – Output For PC6 – PC7 PA0 – PA7 INTEA PC4 PC5 STBA IBFA D7 D6 D5 D4 D3 D2 D1 D0 PB0 – PB7 INTEB PC 2 PC1 STBB IBFB PC3 RD PC6 – PC7 INTRA I/O PC0 INTR A Mode 1 Control Word Group A I/P RD Mode 1 Control Word Group B I/P STB IBF INTR RD DATA from Peripheral Mode 1 Strobed Input Data Transfer WR OBF INTR ACK Data OP to Port Mode 1 Strobed Data Output Output control signal definitions Mode 1 1 0 1 0 1/0 X X X 1 X X X X 1 0 X D7 D6 D5 D4 D3 D2 D1 D0 1 – Input 0 – Output For PC4 – PC5 PA0 – PA7 INTEA PC7 PC6 OBF ACKA D7 D6 D5 D4 D3 D2 D1 D0 PB0 PB7 INTEB PC PC2 1 OBFB ACKB PC3 WR PC4 – PC5 PC0 INTRA I/O INTRB Mode 1 Control Word Group A Mode 1 Control Word Group B Modes of Operation of 8255 (cont.. ) †¢ Mode 2 ( Strobed bidirectional I/O ): This mode of operation of 8255 is also called as strobed bidirectional I/O. This mode of operation provides 8255 with an additional features for communicating with a peripheral device on an 8-bit data bus. Handshaking signals are provided to maintain proper data flow and synchronization between the data transmitter and receiver. The interrupt generation and other functions are similar to mode 1. †¢ In this mode, 8255 is a bidirectional 8-bit port with handshake signals. The RD and WR signals decide whether the 8255 is going to operate as an input port or output port. Modes of Operation of 8255 (cont.. ) †¢ 1. 2. 3. 4. 5. The Salient features of Mode 2 of 8255 are listed as follows: The single 8-bit port in group A is available. The 8-bit port is bidirectional and additionally a 5-bit control port is available. Three I/O lines are available at port C. ( PC2 – PC0 ) Inputs and outputs are both latched. The 5-bit control port C (PC3-PC7) is used for generating / accepting handshake signals for the 8-bit data transfer on port A. Modes of Operation of 8255 (cont.. ) †¢ Control signal definitions in mode 2: †¢ INTR – (Interrupt request) As in mode 1, this control signal is active high and is used to interrupt the microprocessor to ask for transfer of the next data byte to/from it. This signal is used for input ( read ) as well as output ( write ) operations. †¢ Control Signals for Output operations: †¢ OBF ( Output buffer full ) – This signal, when falls to low level, indicates that the CPU has written data to port A. Modes of Operation of 8255 (cont.. ) ACK ( Acknowledge ) This control input, when falls to logic low level, acknowledges that the previous data byte is received by the destination and next byte may be sent by the processor. This signal enables the internal tristate buffers to send the next data byte on port A. †¢ INTE1 ( A flag associated with OBF ) This can be controlled by bit set/reset mode with PC6 . †¢ Control signals for input operations : †¢ STB (Strobe input ) A low on this line is used to strobe in the data into the input latches of 8255. Modes of Operation of 8255 (cont.. ) †¢ IBF ( Input buffer full ) When the data is loaded into input buffer, this ignal rises to logic ‘1’. This can be used as an acknowledge that the data has been received by the receiver. †¢ The waveforms in fig show the operation in Mode 2 for output as well as input port. †¢ Note: WR must occur before ACK and STB must be activated before RD. WR OBF INTR ACK STB IBF Data bus RD Mode 2 Bidirectional Data Transfer Data from 8085 Data towards 8255 Modes of Operation of 8255 (cont.. ) †¢ The following fig shows a schematic diagram containing an 8-bit bidirectional port, 5-bit control port and the relation of INTR with the control pins. Port B can either be set to Mode 0 or 1 with port A( Group A ) is in Mode 2. Mode 2 is not available for port B. The following fig shows the control word. †¢ The INTR goes high onl y if either IBF, INTE2, STB and RD go high or OBF, INTE1, ACK and WR go high. The port C can be read to know the status of the peripheral device, in terms of the control signals, using the normal I/O instructions. D7 1 D6 1 D5 X D4 X D3 X D2 1/0 D1 1/0 D0 1/0 1/0 mode Port A mode 2 Port B mode 0-mode 0 1- mode 1 PC2 – PC0 1 – Input 0 – Output Port B 1- I/P 0-O/P Mode 2 control word PC3 PA0-PA7 INTR INTE 1 PC7 PC6 OBF ACK STB IBF 3 I/O INTE 2 RD WR PC4 PC5 Mode 2 pins

Newell / Rubbermaid Case Study †Strategy Essay

In October 1998, Newell Company was considering a merger with Rubbermaid Incorporated to form a new company, Newell Rubbermaid Incorporated. The amalgamation would be through a tax-free exchange of shares valued at $5.8 billion. Newell had three major product groupings: Hardware and Home Furnishings, Office Products, and Housewares. Rubbermaid is a renowned manufacturer of a wide range of plastic products ranging from children’s toys through housewares. Acquisitions are the foundation of Newell’s growth strategy and the company has an aggressive and disciplined approach to achieving its’ growth targets. Newell focuses on acquisitions that are generally mature businesses with ‘unrealized profit potential’, and pass a number of clearly defined screening criteria. If the transaction is completed, Newell will begin the process of assimilating Rubbermaid’s operations through a process called â€Å"Newellization.† The companies expect that the merger will create synergy through the leveraging of Newell Rubbermaid brands. By 2000, these efforts are ANALYSIS The Newellization process The Newellization process is based on the prospective acquisition target having a number of attributes that correlate with Newell’s requirements of a target organization. The first step in this analysis is that of Newell’s screening criteria applied to the Rubbermaid opportunity. The first criteria is that the target organization must be a mature business. Rubbermaid was started in 1920 when five businessmen who made toy balloons launched Wooster Rubber. The organization has been continuously run since 1920 and has had a great deal of success over the years. The company name has become synonymous with plastic dishware and storage units. The next attribute desired of a company to undergo the Newellization process is the existence of Unrealized Profit Potential. In 1995, Rubbermaid at 75 was troubled by rising competition, increased demands from retailers and skyrocketing-raw materials costs. By taking advantage of Newell’s strengths in these areas, increased profits may be realizable. Strategic Fit with existing businesses is the next criteria defined. This includes a corporation with low technology products, low in fashion and seasonal content and sold through mass distribution channels. Rubbermaid primarily makes plastic products such as household and children’s products. These items are generally fairly low technology although there is some specialization and a degree of higher technology required in the plastics industry. The products are definitely low in fashion and have very little seasonal influence. The products are sold through mass distribution channels, including large retailers. Another criteria is that the target organization should be Number one or two position in their markets and have established shelf space with major retailers. Although there is no indication in the case as to where Rubbermaid exists within their markets, Rubbermaid has obviously held a very large market share in their product areas. In addition, Rubbermaid has established shelf space with many major retailers. Long product life cycle is an attribute that is definitely applicable to Rubbermaid products. Rubbermaid’s products include housewares such as plastic containers, storage units, brooms and toys, all of which have a very long product life cycle. The final criteria defined is that the target organization must have the  potential to reach Newell’s Financial Performance standards. Based on the above strategic fit and the current difficulties and tensions faced within the Rubbermaid corporation, there appears to be the potential for increased financial performance with the right leadership and structural changes. From this analysis, Rubbermaid appears to be an extremely good fit to the Newell organization. All criteria set by Newell appear to be met, by varying degrees by Rubbermaid. This analysis process is somewhat objective and the potential flaw in this analysis is obviously the possible prejudice of the individual(s) performing the comparison. That being said, I feel that in this particulair instance, there is a strong fit between the criteria and Rubbermaid.

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buy custom Learning Composition essay Learning has always been both a challenge and fun for me. Just as how I strive to live my life, the same it is on how I tried to do my best to learn particularly in this composition class. While I enjoing learning to write a composition together with my friends and classmates searching and discovering new things in the world of writers, I was challenged with the application of all these things in my own composition. It was really easier to learn than to apply. The fact that I do not love writing composition as much as others do made my journey both complicated and exiting. But there is one thing for sure: I learned writing composition the way I learned to live my life. Writing has never been as easy as I thought it before and as most of us think about it. Every detail of a composition holds a certain volume of quality that if not handled correctly, the whole work is affected to the same extent. In this writing class, I learned that every detail such as misplacing a single comma could affect the whole work and reduce its quality. I learned that a comma should be used only when separating items in a series, separating independent clauses, separating an introductory modifier, setting off non-restrictive clauses or phrases, etc. but not between two short independent clauses or neither in a series of adjectives that are used as a single modifier. I learned that if this is not met, instead of clarifying the meaning, the comma would confuse and obscure the meaning to the readers and, therefore, the writers real message would not be delivered. Being careful with every detail in composition is the same way important as being careful with every significant d etail in life as these details are parts of the whole and if they are not treated correctly, the whole would be ffected. Annotation is another thing I learned in this class. We were taught how to give concise descriptions and make notes while reading a text that will later provide us with information of what the source is all about. At first, I felt like lazy to repeat and write again what I had just read but later on, by doing this, I learned that having knowledge and being aware of the things that we use or we need, whether in composition or in real life, can help us in sorting meanings and keeping us working orderly. I also learned to be heedful of every detail from the source, so I would not meet further difficulties with citing and keeping correct information. Moreover, I learned how to do research and how to access resources. It is true that resources are always at hand but, if we do not know how to access it, there will be a great problem. We did researches in our school library and we were taught how to look for scholarly sources from the library database. It was not as interesting for me as for other researchers but I was happy that I learned another important thing that is helpful in gathering data for researches. So, whenever I will have another research, I know already how to do it properly. While doing my research paper, I learned how to work in a systematic manner and I found it easier and organized. Having done researches about slavery for my final essay and having read the book by Harriet Jacobs Incidents in the Life of a Slave Girl I became more acquainted with the condition of slavery in the U.S. and became aware of how slaves lived their lives. It is more than the physical pain when a slave grieves for the emotional torture he/she gets and in the story Incidents in the Life of a Slave Girl. Harriet JJacobs related to her readers how these physical and emotional abuse did shaped her as it affected her whole being. Slavery is more than a simple endless captivity as the Northerners think of it in the story. It is more than what the seven-letter word states for itself. Only slaves know what slavery really means because one cannot understand it unless one has gone through it. There is more than the common pain regarded to it, and the depth of degradation is neither seen in the word nor in its definition but in the experience of slavery itself. Jacobs is trying to reflect the undergoing slavery in her country by sharing her own experience in detail. She wanted her readers to become aware that slavery should not be encouraged and, moreover, it should be ceased to be put in practice. From her story, I learned that every person should be sensitive of their fellowmens feelings and needs. I also realized that everyone has a responsibility for the persons they came in contact with. Moreover, I felt a sense of gratitude because I am free and I have the liberty a slave wishes throughout his/her life. I was able to give more importance to my freedom than before. I took this class and learned of the misery of being a slave. From this class, I did not only learn how to write a composition, but I also learned how to compose my own life in a better way. The points I learned not only taught me how to write, but wrote also in my heart the lessons which changed my attitude towards dealing with life. I believe there is a difference in my writing now and I feel better about it because it has helped me to become both a better writer and a more grateful person. In this class, while learning to write a composition I was taught certain points on how to live my life. Buy custom Learning Composition essay

English as a National Foreign Language Essays

English as a National Foreign Language Essays English as a National Foreign Language Essay English as a National Foreign Language Essay Essay Topic: A Very Old Man With Enormous Wings Woman of Colour Novel English as a National Foreign Language India has two national languages for central administrative purposes: Hindi and English. Hindi is the national, official, and main link language of India. English is an associate official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes. Dozens of distinctly different regional languages are spoken in India, which share many characteristics such as grammatical structure and vocabulary. Apart from these languages, Hindi is used for communication in India. The homeland of Hindi is mainly in the north of India, but it is spoken and widely understood in all urban centers of India. In the southern states of India, where people speak many different languages that are not much related to Hindi, there is more resistance to Hindi, which has allowed English to remain a lingua franca to a greater degree. Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when the East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly Madras, Calcutta, and Bombay respectively. The historical background of India is never far away from everyday usage of English. India has had a longer exposure to English than any other country which uses it as a second language, its distinctive words, idioms, grammar and rhetoric spreading gradually to affect all places, habits and culture. In India, English serves two purposes. First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speak different languages to become united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area. It overlaps with local languages in certain spheres of influence and in public domains. Generally, English is used among Indians as a ‘link’ language and it is the first language for many well-educated Indians. It is also the second language for many who speak more than one language in India. The English language is a tie that helps bind the many segments of our society together. Also, it is a linguistic bridge between the major countries of the world and India. English has special national status in India. It has a special place in the parliament, judiciary, broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher giving their students instructions during an educational tour about where to meet and when their bus would leave, but all in English. It means that the language permeates daily life. It is unavoidable and is always expected, especially in the cities. The importance of the ability to speak or write English has recently increased significantly because English has become the de facto standard. Learning English language has become popular for business, commerce and cultural reasons and especially for internet communications throughout the world. English is a language that has become a standard not because it has been approved by any ‘standards’ organization but because it is widely used by many information and technology industries and recognized as being standard. The call centre phenomenon has stimulated a huge expansion of internet-related activity, establishing the future of India as a cyber-technological super-power. Modern communications, videos, journals and newspapers on the internet use English and have made ‘knowing English’ indispensable. The prevailing view seems to be that unless students learn English, they can only work in limited jobs. Those who do not have basic knowledge of English cannot obtain good quality jobs. They cannot communicate efficiently with others, and cannot have the benefit of India’s rich social and cultural life. Men and women who cannot comprehend and interpret instructions in English, even if educated, are unemployable. They cannot help with their children’s school homework everyday or decide their revenue options of the future. A positive attitude to English as a national language is essential to the integration of people into Indian society. There would appear to be virtually no disagreement in the community about the importance of English language skills. Using English you will become a citizen of the world almost naturally. English plays a dominant role in the media. It has been used as a medium for inter-state communication and broadcasting both before and since India’s independence. India is, without a doubt, committed to English as a national language. The impact of English is not only continuing but increasing. english in India | |Officially English has a status of assistant language, but in fact it is the most important language of India. After Hindi it is the most | |commonly spoken language in India and probably the most read and written language in India. Indians who know English will always try to show | |that they know English. English symbolizes in Indians minds, better education, bette r culture and higher intellect. Indians who know English | |often mingle it with Indian languages in their conversations. It is also usual among Indians to abruptly move to speak fluent English in the | |middle of their conversations. English also serves as the communicator among Indians who speak different language. English is very important in| |some systems – legal, financial, educational, business – in India. Until the beginning of 1990s, foreign movies in India weren’t translated or | |dubbed in Indian languages, but were broadcast in English and were meant for English speakers only. The reason Indians give such importance to | |English is related to the fact that India was a British colony (see Europeans in India). |When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high | |caste Indians to work for them. Many high caste Indians, especially the Brahmans worked for them. The British policy was to create an Indian | |class who should think like the British, or as it was said then in Britain â⠂¬Å"Indians in blood and color but English in taste, in opinions and | |morals and intellect†. The British also established in India universities based on British models with emphasis on English. These Indians also | |got their education in British universities. The English Christian missionaries came to India from 1813 and they also built schools at primary | |level for Indians in which the language of instruction was local language. Later on the missionaries built high schools with English as the | |language of instruction which obliged the Indians who wanted to study to have a good knowledge of English. The British rulers began building | |their universities in India from 1857. English became the first language in Indian education. The ‘modern’ leaders of that era in India also | |supported English language and claimed it to be the main key towards success. Indians who knew good English were seen as the new elite of and phrases, the Indians also have their own | |unique English. The Indians and the Indian English language press uses many words derived from Indian languages, especially from Hindi. Other so that they could pronounce them. Even and made them part of their English. Two examples of such changed words are currey and sari. |[pic] | Top of Form [pic] [pic] Bottom of Form The sole reason behind English language in India been laid such accentuation lies manifested in the fact that India had once extensively served as a British colony. When the so-called British Empire began its domination upon India, they had indeed scouted for Indian intermediaries who could aid them to administer India more graciously. Reviewing the then Indian scenario, the English rulers turned towards higher caste Indians to work for them. As such, numerous high caste Indians, principally the Brahmans began to work under British imperialism. The British policy was to fashion an Indian class who should think and act like the British, or as it was stated then in Britain, Indians in blood and colour but English in taste, in opinions and morals and intellect. Consequently pretty much alarmed with the status of English language in India, the British law-makers started establishing universities based on British models with sole stress on English. As an understandable result, these `high-classed` Indians began to receive their elementary education in their country, finally leaving for Vilayat (Great Britain or England was referred to by this term during pre-independence times in India) for higher education in British universities. Commencing from the early 1600s, English language has had a firm foothold on the Indian subcontinent, when the British East India Company had established settlements in Madras, Kolkata and Bombay, which were subsequently declared as Presidency towns, merging the erstwhile princely states. The historical background of India has in fact never been too distanced from routine usage of English. India has had a prolonged exposure to English than any other country which utilised it as a second language, its idiosyncratic words, idioms, grammar and rhetoric circularising gradually to charm every Indian state, region, its populace, their habits and inherent culture. In order to secure the spread of freshly-introduced English language in India, the English Christian missionaries began to arrive in India from 1813, a significant move by British administration linked with India and its English counterpart. These Christian missionaries also had erected schools at primary level for Indians, in which the medium and language of instruction was local language. Later on, the missionaries went on to build high schools with English as the language of instruction which accommodated the natives who wanted to study, to possess a sound knowledge of English. British rulers began building their universities in India precisely from 1857, post the historical and fate-deciding Sepoy Mutiny and transferring of power from East India Company to direct annexation under Queen Victoria`s sovereignty. English had thus become the first language in Indian education. The `modern` leaders (also hugely esteemed as the social and reformist men from India, aiming with the view to take India to sublime heights like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Swami Vivekananda) of the erstwhile era in India also backed English language and claimed it to be the basic key towards accomplishment. Indians who were enlightened in good English, were deemed as the new social class or elite of India. Umpteen new schools were established in which the medium of education was English. According to British laws, the language of instruction at university level was mandated to be English and thus schools that accentuated upon English, were preferred by motivated and go-getting Indians. Even after Indian Independence, English language remained the principal language of communication in India. Officially it was given a status of an `assistant language` and was supposed to terminate officially after fifteen years of India`s independence. However, this very enigmatic yet lucid language still persists as the authoritative language of India. It is universally and unanimously hypothesized that the widespread study of English language in India was imposed upon Indians by Lord Macaulay with the solitary aim of serving the end of British administration in India. Travelling a substantial journey, from being a language doused in colonialism, English has come a long way as the language that has lent India an edge over countries where English is rendered the status of a `foreign language`. India has since Independence to the contemporary times, become a `resource consortium` of English a language whose pre-eminence remains unquestionable. English language usage in India plays a cardinal role in the fields of education, administration, business and political relations, judiciary, industry and virtually in umpteen other domains and is therefore a ticket to social mobility, higher education and better job opportunities. In the gradual and tremendous rising context of English language in India, English literature penned by Indian authors has made its everlasting mark in world literature. So much so has been this writing impact, that Indian English Literature has presently turned into an authentic genre, which does not seem to stop in far future. Among the Indian writers in English, R. K. Narayan chooses to write in English because he himself says, It is the only language I am really familiar with. It is the only language which is transparent and takes on the hues of the country or region where the story set. R. K. Narayan makes use of popular Tamil and Sanskrit words generously in his novels; for example: bonda; sadhu; rasam; Samadhi; asura and so on. The flexibility and adaptability of English had indeed fascinated him and for this reason he had chosen it as his only medium of story-telling. Besides R. K. Narayan, Indian writers in English language comprise a luminous list of Amitava Ghosh, Amit Chaudhuri, Kiran Desai, Anita Desai, Arundhati Roy and various other graduating geniuses. In India, where more than eighteen different state languages coexist, English suffices as the essential connection between people speaking umpteen mother tongues. Thus, more than two hundred and fifty years later, when the very first British trader had stepped onto Indian soil, the number of Indians who aspire to learn and make use of English is still escalating steadily. Just like the final icing on the cake, the impact of English language in India is not only continuing to enlarge, but also increasing in leaps and bounds. The number of English newspapers, journals and magazine has also been on the increase for a long time. In fact, Indian English is a distinguished dialect of English, just like British Received Pronunciation or Australian English, or Standard American. To some extent, the strict British dialectical English has today taken a backseat. Indian English possesses a motley of distinctive pronunciations, some idiosyncratic syntaxes and a significant amount of lexical variation. Officially and according to Constitutional law makers, English language in India is lent the status of a subsidiary language after Hindi, but is, in effect, the most important language used in the country. After Hindi, it is the most extensively spoken language in India and probably the most read and written language too. Truly, in almost every sphere of life, English language has turned out to be the `identity representation` each and every next day. In this Indian English context, the missionary schools that were first started by British missionary workers, have today spread their wings to fly high towards supreme reputation. As such, the Christian missionary schools emphasise on English to be considered as the first language, which helps a student to graduate towards better educational standards in colleges and universities. However, this very trend of English language in India is wholly dedicated towards making this `foreign` language out-and-out Indianised. For most of these students, English is mandatory as the first language and it becomes easier for them to communicate in international levels. Just like the American or Australian population, or even the Britishers who possess their exclusive English words and phrases, Indians also have their own unique concept of English. Indians and the Indian English language that is utilised by nationalised news sections in newspapers have been deduced from Indian languages, especially from Hindi. Other than this, there sometimes arises a dilemma with the Indian accent, which is at times difficult for non-Indians to comprehend. There also exist some Indian pronunciations that do not exist in non-Indian languages. During the British ascendancy in India, they also had encountered problems with that and they induced some changes in Indian words to make pronunciation easier. English language in India, since then, started to make its still-continuing impact upon the country`s burgeoning population, who, alternatively, started using these modified words and made them part of their vocabulary. Two illustrations of such changed words are curry and sari. Leaving aside the commercialisation and globalisation of English language as it is treated in India, the language also serves for solemn administrational purposes. India has two national languages for federal and central purposes, comprising Hindi and English. Hindi is the national, official and basic linking language of India. English is esteemed as an associating official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes. Scores of distinctly dissimilar regional languages are spoken in India, which further share umpteen characteristics such as grammatical structure and vocabulary. In India, English language fundamentally serves two functions. Firstly, it furnishes with a linguistic tool for the administrative coherence of the country, making people who speak different languages to become unified and united. Secondly, it acts as a language of more panoptic communication, encompassing an enormous variety of people, embracing a vast area. It intersects with localised languages in particular spheres of influence and in public domains. On a more general term, English language in India is utilised amongst Indians as a `link` language and also serves as the first language for umpteen well-versed citizens. It also serves as the second language for several who speak more than one language in India. English language is that bond that helps bind the many slices of the society together. Also, English is a linguistic bridge between the major countries of the world and India. English occupies special national status in India; it possesses a special place in the parliament, judiciary, broadcasting, journalism and in the education system. The significance of the ability to speak or write English has increased significantly of late, due to its becoming the de facto standard. Learning English language in India has become well-accepted for business, commercial and cultural reasons and particularly for internet communications throughout the world. English is a language that is deemed a benchmark not because it has been accredited by any `standard` organisation, but because it is extensively employed by many information and technology industries and recognised as being standard. The `call-centre` phenomenon has aided in stimulating an immense expansion of internet-associated activity, grounding the future of India as a `cyber-technological super-power`. Modern communications, videos, journals and newspapers on the internet make use of English and have made `knowing English` indispensable. Maintaining a positive attitude to English as a national language is fundamental to the consolidation of populace in Indian society. There would practically appear to be no discrepancy within the community about the authority of English language skills in India. By making thorough usage of English, one can gradually become a citizen of the world almost effortlessly. English also plays a prevalent role in the media. It has endlessly been used as a medium for inter-state communication and broadcasting both before and since India`s Independence. India is, without any doubt, devoted to English as a national language. The impact of English is not only continuing but increasing towards a secured next day. ited my fathers family in Canada when I was ten years old. His parents and sisters had migrated to Montreal from India in the seventies. For a young excitable child of ten the sights and sounds of this new place were fascinating, but what was amusing was the way in which my familys Canadian friends perceived India. Other than the stereotypical notions they had about elephants, snake charmers, and maharajahs, they were surprised that I spoke fluent English. When I told them its the only language I speak other than a smattering of Hindi there were even louder exclamations! Today, India is well recognized globally for its vast talent pool and well-educated professionals, but still there is only a dim understanding of what this vast country encapsulates. Indian English is something that many foreigners are unaware of and even if they are aware, they are unsure about its credibility. English in India is a legacy from the British who colonized the country and their language permeated through some of the most important parts of society: the government, the media, the education system, the legal system, and gradually the social sphere as well. India is a vast nation and in terms of number of English speakers, it ranks third in the world after USA and the UK. An estimated 4 percent of the population use English and even though this may seem like a small number that is about 40 million people. This small segment of the population controls domains that have professional and social prestige. Though it is closer to British English since it originates from that style, with the influx of globalization American English has definitely had an impact on the youth as well as in the professional sphere. However, it can neither be classified as American or British English as it intermingled with other Indian languages and emerged with its own distinct flavor. This has made several scholars realize that it cannot be equated with either. English in the Administration and Media: Though it is not classified as one of the 15 languages of India, English remains the associate official language along with Hindi, which is the official language. The reason for this is the large number of languages and dialects spoken in India and that several people are unfamiliar with Hindi. Though it lacks the symbolic power to be chosen as the sole official language, it is used widely in communication. The English press in India began serious journalism in the country and English language newspapers are published in practically all states. Not only has it impacted print media, but broadcasting media as well. There are several English news channels as well as several outstanding media courses offered at various institutions, which focus on journalism in English. The Education System: In higher education English is the premier prestige language. Careers in any area of business or commerce, or within the government, or in science and technology require fluency in English. It is taught in schools ranging from the most elite private schools to small government schools because only this language is an acceptable medium of communication through the nation. The Social Sphere: Other than the more formal sectors of administration, media, and education, English has seeped into the less formal social sphere. It is certainly considered instrumental in terms of having access to information from all over the world and as a key factor for professional success, but it is also very much a part of the educated middle and upper class persons life especially of the youth in India. Now American English is becoming more popular with the educated youth due to the number of American programs aired in India. While bureaucrats and officials continue to use archaic convoluted sentences, which are relics of British English, the younger generation is comfortable and familiar with American English. Here, I make the distinction not between an older and newer form of the language, but between a more formal and casual style. Several people speak English with their friends, and people get introduced to each other most often in English. Over half of all personal letters are also written in English. Indian Writing in English: India is the third largest English book producing country after the US and the UK, and the largest number of books are published in English. Creative writing in English has been an integral part of the Indian literary tradition for many years. Many believe that is a challenge for Indian novelists to write about their experiences in a language, which is essentially â€Å"foreign†. However, Indian English has been used widely by several writers who have been able to successfully use the language to create rich and invigorating literature. India is rich with tastes, sounds, and sights that are any writers dream and stylistic influence from local languages is a particular feature of Indian literature in English. Many perceive English as having released the local languages from rigid classical traditions that could be an obstacle while writing. It is Indian writers in English who have truly showcased India to the world not only in terms of understanding the country better, but also by establishing that the language no longer represents the western concepts of literary creativity as its ranges have expanded. The Future of English in India The language has already been well established in the country and has acquired its own independent identity. With the number of foreign investors flocking to India and the growth of outsourcing, English has come to play a key role in professional relationships between foreign and Indian companies. Familiarity with the differences between American and British English has definitely grown as much business communication is carried out according to the language style with which a client is comfortable. Though many may perceive the accent, terminology, and conversational style as â€Å"funny†, in reality it is just a different English that cannot simply be equated with either American or British English. Indians are familiar with both types of English, but Indian English has acquired its own character in a country which is a melting pot of various cultures, people, and tEnglish, Tamil: Ideology vs. Reality (3 of 3) Bernstein states that the way a society selects, classifies, distributes, transmits and evaluates the educational knowledge it considers to be public, reflects both the distribution of power and the principles of social control. Habermas and Bernstein, among others, provide some crucial rubrics to understand the complex political processes that underpin the medium of instruction issue in Tamil Nadu, Karnataka and similar Indian states which carry strong political and ideological overtones. Habermas regards ideology as ‘systematically distorted communication ’ and the ‘suppression of generalizable interests,’ where structural features in communities (including language communities) and societies operate to the advantage of the dominant and the disadvantage of subordinate groups. Ideology here is taken to be the values of dominant groups in society that permeate the social structure, with or without the consensus of all. Power, through ideology, is omnipresent in language. And language is a principal means for the operation of power. Going by Gramsci’s notion of hegemony – domination by consent of all parties, including the dominated – language is intimately involved in the manufacture of ideological consent and in turn where power resides. Tamil Nadu provides for a very insightful case study in this regard. The MOI issue in Tamil Nadu is bound by issues of power, domination, legitimacy and social stratification. Historically, the Tamil region has had an uncomfortable relationship with the Indian union and it was one of the only states that problematized the notion of having a national language – to be used for all official communication and to be used as the MOI in all public schools – and was successful in undermining the idea altogether. But it also gave birth to a political discourse that was obsessed with a rigid Tamil identity. The Dravidian governments have insisted, since then, on the necessity to preserve Tamil heritage and its purported uniqueness. They have expressed concerns over Tamil losing its stature among its own populace. Even if one does not problematize essentialist notions such as Tamil heritage, it is untenable to assume that maintaining Tamil as the primary medium of instruction in public schools would achieve that goal. The government has not done any studies to establish if public schools have produced more ‘authentic Tamils’ than private schools. Both in terms of feasibility and ideological apprehension that Tamil will lose its foothold among its people, the governments’ concerns seem unfounded. The Dravidian parties (DMK and ADMK) have, over the decades, used Tamil to exploit a populist sentiment that is not necessarily reflected on people’s economic aspirations and the means to achieving them. However, this populist sentiment is not peculiar to Tamil politics alone. The mainstream media, especially films, exhibit a dichotomous behavior in which people who speak ‘pure’ Tamil considered to be true to their identity while indirectly maintaining that those who speak ‘good’ English are sophisticated. (This observation is all the more relevant for a state like Tamil Nadu. ‘Symbolic violence’, Bourdieu says, is when structures of domination in a society are reproduced by imposing cultural values claimed to be universal. English, in this context, maybe argued as an elitist cultural value thrust on the poor and socially backward by creating an illusion of empowerment while simultaneously delegitimizing Tamil’s role in achieving t he same. But it is in direct contradiction with macro, external realities such as the difficulties faced by Tamil medium students when they enter the university level and the labour market. The underlying problem is not whether or not English is desired by all sections of the society but whether the State should maintain its exclusivity. Conclusion: English linguistic capital continues to be linked to cultural and economic capital and to reproduce the existing stratification of society and schooling. This practice has only become stronger over the years; the recent economic growth driven by the IT industry has re-invented the elite status that English language has long held in India. Students’ performance in private, English medium schools has also legitimized the power exerted by English, further increasing its desirability. Therefore, it is unrealistic to hope that students from Tamil medium schools will be able to compete on a level playing field in the future. The MOI issue in Tamil Nadu, as interpreted through the linguistic capital perspective, maybe interpreted with Giddens’ structuration theory: where agency (parental aspiration) combines with structure (parents’ cultural background and the school system) to produce and reify social structures and behavior. The successive governments lead by the Dravidian parties, by the way of restricting the MOI to Tamil in most of the public schools, has repressed the agency of those who need it the most – the poor and the backward classes. The political elites of Tamil Nadu – primarily from the Dravidian parties – have created a landscape that has normalized several false dichotomies. The purported significance of a Tamil identity, it can be argued, is no more than a hegemonic thrust of a moralistic ideology that marginalized the fundamental aspirations of a people who were already politically and economically disenfranchised, especially the SC/ST. The DMK’s vision of empowering the masses by reclaiming the Tamil identity has been farcical at best. It laid a heuristic obstacle by creating dead ends to students who were indirectly forced to go through Tamil-medium schools. Tamil’s virtual absence in universities and colleges stand testament to this claim. The language policy is underpinned by the oversimplification of Tamil ethnic identity to medium of instruction in schools. A point that needs to be contrasted with the fact the much of the modern exposure of Tamil, as a language and a cultural entity, has been fuelled by social and technological development rooted in English. A State that envisions an egalitarian society – that makes policy reforms to accommodate lower castes by quotas and other such reservation systems – should also take into account the interests of the wider public in other critical issues. Regardless of what percentage of people choose English-medium schools – if given the choice – the state government’s role in forcing them one way or the other is questionable. In a state with such visible stratification based on caste structures, the State needs to democratize the educational system in a way that reflects the current priorities of the people Difficulties with English language People may find English a challenge because it is not their first language they have a specific learning difficulty such as dyslexia their previous education developed only basic English skills they are more used to speaking than writing in English they learned a style of English writing that does not fit the UK’s usual academic style they have a combination of these difficulties. Types of language problem Language problems often fall into two main categories. Difficulties in understanding can cause particular problems when reading the style of language used in a course listening to others, either in group sessions or telephone tutorials trying to respond to spoken or written questions encountering colloquialisms, idioms and cultural references (for example from current television programmes) that are used in online forums or other discussions making use of examples used in explanations. Difficulties in writing for others to read may relate particularly to punctuati on or the use of paragraphs making mistakes with verb tenses, or with subject and verb agreement using the wrong word or putting words in the wrong order errors in spelling inability to write at length in order to construct essays or reports using a style which does not suit UK academic work. Level 1 OU study provides opportunities for students to use the English language to show that you know and understand principles, concepts and terms central to your subject use your knowledge and understanding to describe, analyse and interpret defined aspects of your subject know about and begin to address issues and problems central to your subject develop your skills in communicating information accurately and ppropriately to your subject, purpose and audience develop your skills in finding, selecting and using information or data in defined c Learning to speak English well may be the best thing you can do to improve your life. You can get all this if you speak English well. Get acc ess to knowledge What are you interested in? Is it science? Music? Computers? Health? Business? Sports? Todays media - such as the Internet, television, and the press - give you almost unlimited access to knowledge about your favorite subjects. After all, we live in the information age, dont we? Theres only one problem. Most of this knowledge is in English. Here are some examples of knowledge you can use if you know English: Most pages on the Web. Thats over a billion (1,000,000,000) pages of information! Its amazing that learning just one language gives you access to almost all knowledge on the Internet. Books - on any subject, from all over the world. Read books by British or American authors, and books translated from other languages. Whatever youre interested in, you can read about it in English! The press. Only English-language magazines and newspapers can be bought in every part of the world. You dont have to search for Time, Newsweek, or the International Herald Tribune! Science. English is the key to the world of science. In 1997, 95% of the articles in the Science Citation Index were written in English. Only about 50% of them were from English-speaking countries like the USA or Britain. (source) News reports. Watch international television networks, such as CNN International and NBC. They broadcast news much faster, and more professionally, than smaller, national networks. And you can watch them everywhere in the world. Communicate with people We like to call English the language of communication. Why? Because it seems all the people in the world have agreed to use English to talk to each other. About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. (source) 75% of the worlds letters and postcards are written in English. (source) Almost all international conferences and competitions are conducted in English. For example, the Olympics and the Miss World contest. Diplomats and politicians from different countries use English to communicate with each other. English is the main language of organizations like the United Nations, NATO, and the European Free Trade Association. If you can communicate in English, you can: Contact people from all over the world. Talk about your ideas and opinions on Internet discussion groups. Send e-mail to interesting people. Learn about their life and culture. Travel more easily. Communicate with people wherever you go - English is spoken in more than 100 countries (source). Ask directions, have a conversation, or ask for help. Who knows, maybe English will save your life someday! Push your career forward If you want a good job in business, technology, or science, get out of that armchair and start learning English now! (If you already have a good job, start learning before you lose it! ) Knowing English will let you: Put excellent knowledge of English on your CV. Get your dream job, and earn more money. Gain technical knowledge. English is the language of technology, especially high technology like computer science, genetics, and medicine. If youre going to read about technology, youll probably have to do it in English. Learn computer science. Read technical articles without difficulty. Or write your own articles! Be a world-class businessman (or -woman). Its simple. International business is done in English. And all business today is international. So if you want to play, you have to know English - to contact other businesspeople, go to conferences, read international business newspapers and magazines, etc. Become a better scientist. Contact scientists from other countries, go to international conferences, visit academic centers abroad. Learn about new scientific discoveries by reading papers, books, and magazines. Use your computer more effectively. Most computer applications are in English, so you will understand them better - and become a better employee. Learn new skills for your job. The section Get access to knowledge explains how English helps you learn. Enjoy art like never before English lets you feel the culture of the world like no other language. With a good knowledge of the English language, you can do w onderful things: Watch American and British films in the original. Once you try it, youll never go back to dubbed versions! Read great books. Every famous book was written in English or it was translated into English. There is an amazing number of titles - from classic plays like Hamlet to modern thrillers like Jurassic Park. Enjoy English-language music more. Believe us: music is much better if you can understand the words. English is easy to learn English is not only the most useful language in the world. It is also one of the easiest languages to learn and to use: Simple alphabet - no special symbols such as e or a. Type in sweet, part, film on your computer. Now try su? (German), [pic](Polish), [pic](Russian). Which is easier? Easy plurals - simply add s to a word. One car, five cars; one telephone, two telephones There are very few exceptions. Words are easy to learn. In French, its la fille and le chien. In German, its das Madchen and der Hund. In English, theyre just a girl and a dog. And thats all you need to know. Short words. Most of the basic words are short: run, work, big, go, man. Long words are often shortened: sitcom = situational comedy, fridge = refrigerator, OS = operating system. Speaking English saves you time. 🙂 Words dont change. But in many languages, one word has many forms: English: The man is blind. German: Der Mann ist blind. English: This is a blind man. German: Das ist ein blinder Mann. English: I see a blind man. German: Ich sehe einen blinden Mann. Call everybody you. You can say Do you speak English? to your friend or to your teacher. In other languages, you have to use the right word for the right person. In English, everybody is equal. 🙂 English is everywhere. You can easily access English-language television, music, websites, magazines, etc. You dont have to learn from boring textbooks. You can learn and use your English at the same time. Using your English is especially important because it increases your desire to learn. Get satisfaction English is not only useful - it gives you a lot of satisfaction: Making progress feels great. Well never forget the moment we discovered we could speak with Americans or watch TV in English. You will enjoy learning English, if you remember that every hour you spend gets you closer to perfection. Using English is fun, too, because every sentence you speak or write reminds you of your success. English makes you a more powerful, happier person. It is not difficult to imagine some situations where knowing English gives you a great feeling. develop your understanding and use of the resources available to help you learn, and begin to develop as an independent learner develop, as appropriate, practical a nd professional skills and awareness of relevant ethical issues plan your study pathway to link your learning with your personal and/or your career goals.

Chemical Engineer Job Profile and Career Information

Chemical Engineer Job Profile and Career Information Chemical engineers apply the principles of chemical engineering to identify and solve technical problems. Chemical engineers work mainly within the chemical and petrochemical industries. What Is a Chemical Engineer? Chemical engineers use math, physics, and economics to solve practical problems. The difference between chemical engineers and other types of engineers is that they apply a knowledge of chemistry in addition to other engineering disciplines. Chemical engineers may be called universal engineers because their scientific and technical mastery is so extensive. What Do Chemical Engineers Do? Some chemical engineers make designs and invent new processes, some construct instruments and facilities, and some plan and operate facilities. Chemical engineers have helped develop atomic science, polymers, paper, dyes, drugs, plastics, fertilizers, foods, textiles, and chemicals. They devise ways to make products from raw materials and ways to convert one material into another useful form. Chemical engineers can make processes more cost effective, more environmentally friendly, or more efficient. A chemical engineer can find a niche in any scientific or engineering field. Chemical Engineer Employment and Salaries As of 2014, the US Department of Labor estimated there were 34,300 chemical engineers in the United States. At the time of the survey, the average hourly wage for a chemical engineer was $46.81 per hour. The median annual salary for a chemical engineer was $97,360 as of 2015.   In 2014, the Institution of Chemical Engineers Salary Survey reported the average salary for a chemical engineer in the UK was  £55,500, with a starting salary for a graduate averaging  £30,000. College graduates with a chemical engineering degree typically gain high salaries for even first employment. Educational Requirements for Chemical Engineers An entry-level chemical engineering job typically requires a college bachelors degree in engineering. Sometimes a bachelors degree in chemistry, math, or another type of engineering will suffice. A masters degree is helpful. Additional Requirements for Engineers In the US, engineers who offer their services directly to the public need to be licensed. Licensing requirements vary, but in general an engineer must have a degree from a program that is accredited by the Accreditation Board for Engineering and Technology (ABET), four years of relevant work experience, and must pass a state examination. Job Outlook for Chemical Engineers Employment of chemical engineers (as well other types of engineers and chemists) is expected to grow at the rate of 2 percent between 2014 and 2024, slower than the average for all occupations.   Career Advancement in Chemical Engineering Entry level chemical engineers advance as they assume more independence and responsibility. As they gain experience, solve problems, and develop designs they may move into supervisory positions or may become technical specialists. Some engineers start their own companies, some move into sales, and others become team leaders and managers.

Answer the following macroeconomic questions Assignment

Answer the following macroeconomic questions - Assignment Example It is important for management to understand the various factors like risk management, risk diversification, market supply demand etc before making important investments. One of the major factors which led the mortgage crisis in the U.S. is the failure of the regulations in the U.S. mortgage and derivative markets. Actually, the regulations contribute to prudent lending or encourage excessive risk taking by increasing the confidence level of investors in the system which is highly controlled and regulated. However, the old regulations have become ineffective in the current global financial system and there is a need to bring change in the old regulations by introducing new ones. The incompetent and dishonest players are harming the consumers and mortgage broking sector and very few barriers have been made to keep them out of this industry. Therefore, through regulations, the competent and incompetent participants need to be distinguished so that a strong and stable system could be bu ilt. This will surely encourage the investors to take risks and increase their confidence in the industry.

Film Essay Example | Topics and Well Written Essays - 500 words - 8

Film - Essay Example However, even though the films are of same genre and have similar background themes, the setting and the characters are distinct, and have unique personalities. The films ‘It Happened One Night’ (1934) and ‘Maid in Manhattan’ (2002) have similar background themes where a wealthy person falls in love with a ‘commoner.’ The love interest gets the wealthy characters (Ellie and Chris) distracted from the goals they had set to achieve. For example, in the movie ‘It Happened One Night,’ the female character Ellie runs away from her wealthy father to get married to a man of her choice. However, when she meets Peter and gets to know him during their travel to New York, she falls in love with him and gets distracted from the goal for which she had run away from her father. Similarly, in the film ‘Maid in Manhattan,’ Christopher Marshall who is a senatorial candidate, gets distracted from his goal of focusing on his campaign when he falls in love with a maid working in a classy hotel in which he stays. However, the contrast in the theme is that when Ellie confesses her love towards Pete r, he agrees that he is also in love with her. However, the character of Marissa, who is a maid, tries to avoid Christopher when she realizes that he is romantically interested in her. The other difference in the themes of the films is the truth about the characters who are ‘commoners’. In the movie ‘It Happened One Night,’ Peter discloses his real self to Ellie right from the beginning, and that too, with certain flamboyance and charm. On the other hand, Chris misunderstands Marissa as a socialite guest at the hotel, and considers her as a wealthy woman and not a ‘commoner’. Hence, when Chris falls in love with Marissa, he is not aware about her true identity of a maid. In this way, even though basic themes of the films are similar, the shades of the characters are different. The basis of the romantic comedies

Professional Development Essay Example | Topics and Well Written Essays - 500 words

Professional Development - Essay Example The first step in the strategic plan is to secure membership as a member of the Society for Human Resources Management (SHRM), a world renowned organization dedicated to advancing knowledge of human resources, providing literature on managing people using contemporary leadership philosophy, and serving as an HR advocate for legal issues in business and coordinating efforts of HR policy makers (SHRM, 2013). As a student, this membership is only $35 annually, with the expenditure allowing the student to access modern HR research studies and having the ability to network with other international and domestic human resources leaders and practitioners. Through this networking, I will be able to exchange ideas and interact with reputable and competent HR professionals who will provide the knowledge necessary to become a more progressive HR leader and also stay up-to-date on advances in HR practice versus theory. Once securing the aforementioned membership with SHRM, I will begin reviewing qualitative and quantitative research data regarding how to properly motivate teams, build their long-term loyalty, and establish cohesive teams devoted to achieving strategic goals.

History of Political Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 1

History of Political Philosophy - Essay Example However, the true objective of conservatism is to establish dignity, which is a social and psychological stipulation of discrepancy. Thus, the deceptions of conservatism in the current era will no longer be adequate because conservatisms are sophisticated especially in the current cultural society. On should accept conservatism as a guide to public policies because it is one of the significant driving forces towards building the American society where freedom, prosperity and opportunity flourish. However, it is significant to strike a balance between protection of civil rights and fundamental rights. There is a dramatic increase of conservatism in the public organizations and policy research organizations since the midst of 1990. The changes can be explained through the expansion of conservatism movement in the nation, the fall of communism and increased political democracies across the globe. Understanding cultural misunderstanding is significant because culture plays significant roles towards social and economic development. Behr (23) argues that conservatism movement is instrumental towards reorganizing and establishment of democracy across the globe. It continues to flourish the former communist nations, and it has played significant roles in numerous entities as well as h elping organizations to increase visibility. Socialism is an economic system of ownership. The central meaning involves common ownership of economic resources across the globe. Although, common sharing of resources does not make sense, but some commodities tend to be personal consumption. Common ownership means everyone has a right to participate in decision on the way global resources will be utilized. In this case, nobody can take personal control of the common shared resources beyond their personal possessions. Therefore, democratic control plays a significant role in socialism. This is where the government has powers to

Employment Laws Assignment Example | Topics and Well Written Essays - 500 words

Employment Laws - Assignment Example However, if the individual that was sexually harassed brought charges against Sean and he was found guilty than this case is a matter of public record. If a court of law failed to find Sean guilty of sexual harassment than this is a breach of Sean's confidentiality and he will have cause to action to a defamation of character civil suit against the company. The civil suit that would be filed would entailed slander. According to Larons (2003), "Slander involves the making of defamatory statements by a transitory (non-fixed) representation, usually an oral (spoken) representation" (pp. 4). The woman in question maybe found liable if it is proven that Sean is innocent of this crime. However, proving this woman liable is quite hard. Jim was fired for misappropriating funds. Determining if Jim had cause of action against his former company will depend upon the facts of the case. Does the company have evidentiary support that Jim misappropriated funds In further does this evidence support the notion that this was done on purpose and not a miscalculation Did the misappropriated funds occur on more than one occasion All of these factors will determine if Jim has cause to action. Sean and Jim's cases are similar as they both need the support of evidence in order to prove their case.

Business Essay Example | Topics and Well Written Essays - 2000 words - 5

Business - Essay Example Scholars also mention that Emotional Intelligence (EI) has strong influence on the performance of employees (EP). The basis for such a statement is the assumption that emotional intelligence can enhance individual, team and organizational effectiveness. The aim of this paper is to critically examine the relationship between emotional intelligence and employee performance. In particular, this paper aims at defining why emotional intelligence is important for employee performance and how the two concepts are related. First of all this essay will attempt to provide a reader with a basic understanding of what emotional intelligence and employee performance are. Secondly, the paper will utilize existing scholarship research in order to identify the relationship between emotional intelligence and employee performance. Thirdly, analysis and evaluation of the relation between emotional intelligence and employee performance will be conducted in order to determine whether emotional intelligenc e is important for employee performance or not. Finally, the presented work will provide conclusions outlining the relationship between emotional intelligence and employee performance, as well as limitations of the given research. ... It is an ability to recognize and understand own emotional responses of self and other people accurately (Cherniss and Adler 2000, 13). The statement of Allameh et al. (2011, 349) also supports this definition saying that emotional intelligence is not a simple quality of a personality; instead, it is a combination of capabilities, which includes comprehension, judgment and perceiving of emotions – own emotions and emotions of other people. Mcshane, Olekalns and Travaglione (2010, 130) have identified four dimensions of emotional intelligence. They are self awareness, self management, social awareness and relationship management. This classification goes in line with the findings of Boyatzis, Goleman and Rhee (1999, 3). These researches have determined that â€Å"emotional intelligence includes two dimensions, internal and external. The self awareness, self image, independence feeling, self realization capacity and decisiveness regard as internal elements. The external element s are inter-individual relationship, compassion and feeling of responsibility.† Finally, many scholars and researchers argue that emotional intelligence have positive influence on employee’s job satisfaction, ability to deal with stress, and work attitudes (Mustafa and Amjad 2011, 241; Allameh et al. 2011, 348). 2.2 Employee Performance (EP) Wu (2011, 22) described employee performance as the amount of effort that employees input into their jobs. The definition of Schermerhorn, Hunt and Osborn (2005, 122) is quite similar – it states that employee performance includes two elements: quantity and quality of final results brought by employee’s or team’s effort achievement. Moreover, Befort and Hattrup (2003, 17) present another perspective at the