How College Athletics Are Run - 802 Words

Since the 1950’s the NCAA has promoted an idea that student athletes that are given a full scholarships are receiving a free ride for their education. In this article Ramogi Huma, and Ellen Staurowsky highlight controversial issues about how college athletics are run. In the article it is noted that 45% of football, and 52% of basketball players do not graduate. The two programs that revenue the most money for an athletic program are Men’s Football, and Men’s Basketball. The article debates that the NCAA uses the money that athletes in men’s football and basketball generate from their play to assist in funding other programs in the athletic department. While athletes are generating millions of dollars for their universities, the athlete spends on average of $3,222 in out of pocket expenses. While attending these universities these athletes live at or under the poverty line. If these athletes were allowed access to the fair market like the professional athl etes, the average FBS football and basketball player would be â€Å"worth approximately $121,048 and $265,027 respectively (not counting individual commercial endorsement deals)† (Huma). The NCAA maintains that these athletes are amateurs and to keep their eligibility to participate in college athletics they can receive zero compensation for their talent. By maintaining this view point the NCAA allows athletes to only receive grant-in-aid’s which reward the athlete with free tuition, and room and board and can receive no otherShow MoreRelatedEssay about Athletic Training Career1210 Words   |  5 Pagesfor fastest mile run by a woman. Almost there, and shes done it! But wait, shes on the ground, gee whiz I think her knees gave out! How is this girl going to get better? What should she do to fix this? An athletic trainer would be able to answer these questions and help this girl get back into the best physical condition possible so she could run again. The following a re key parts of the Athletic Training career, including, but not limited to: requirements of education and colleges that offer programs;Read MorePersonal Narrative : Graduate Selection Committee Essay1517 Words   |  7 Pagesprograms seem to correlate with the strongest academic schools in our area. Then when I view how I can impact young-people the best, I feel the answer is as an athletic-administrator and as a coach, environments that soft skills such as teamwork, collaboration, and work ethic are stressed the most. Because of this, I am looking to take a leap in my career, by applying for acceptance in your Master’s in Athletic Administration Program. Throughout two years in teaching and four years coaching, I’ve understoodRead MoreEnvision A Mission For An Athletic Department1611 Words   |  7 PagesEnvision a Mission for an Athletic Department â€Å"To this day, after being in this business †¦ the best day on a college campus is graduation, When I see kids I had a relationship with †¦ graduating, you feel like you had a part in that.† David Williams, Athletic Director of Vanderbilt Athletics. Being around sports my whole life and now currently coaching a basketball team, I have encountered a few athletic directors and their supporting cast, which in a high school, it’s the principal and the administrationRead MoreFootball Programs Should Have Athletic Scholarships1262 Words   |  6 PagesIn my opinion, all football programs should have Athletic scholarships regardless of division. They all are considered NCAA athletes and all abide by the same rules and regulations. Football is one of America’s favorite pass times and through this sport many athletes have been able to attend Colleges and Universities, all over The United States, for free. Although there are currently 72,788 National Colleg iate Athletic Association (NCAA) Football players, only the few that have the opportunity toRead MoreCollege Athletes for Hire1422 Words   |  6 Pagesdebates about the integrity of many things concerning the NCAA and how it handles legal and ethical issues. Two well renowned scholars tackle this issue in their co-authored book entitled College Athletes for Hire, The Evolution and Legacy of the NCAAs Amateur Myth written by Allen L. Sack and Ellen J. Staurowsky. In their book, the authors enlighten the reader on such issues as athletic scholarships, professionalism in college sports, and favoritism for athletes as well as many more importantRead More College Athletes For Hire Essays1407 Words   |  6 Pagesdebates about the integrity of many things concerning the NCAA and how it handles legal and ethical issues. Two well renowned scholars tackle this issue in their co-authored book entitled â€Å"College Athletes for Hire, The Evolution and Legacy of the NCAA’s Amateur Myth† written by Allen L. Sack and Ellen J. Staurowsky. In their book, the authors enlighten the reader on such issues as athletic scholarships, professionalism in college sports, and favoritism for athletes as well as many more importantRead MoreCollege Athletes Should Be Paid For Their Participation1056 Words   |  5 PagesThere is a big debate whether college athletes should get paid for their participation in a sport. I believe that college athlete should get paid. College athletes are taken advantage of in college athletics and deserve to be paid for their time, hard work, and dedication in a sport. College athletics are growing very fast and they are beginning to bring in more money. The highest revenue by a college right now is $196,030,398 by the University of Oregon. College athletes are not seeing any of thisRead MoreShould College Athletes Be Paid?1088 Words   |  5 Pages â⠂¬Å"Should college athletes be paid† is an issue that is very controversial. Some people say â€Å"yes sure it’s a great idea†. Others say â€Å"no not at this time†. Paying college athletes for participating in sports is a bad idea. Athletes getting paid to play sports could take the focus of education away, it would cost way too much for universities, take the love and passion of the sport away, and many other reasons. Mostly all athletes get scholarships anyway which pays for their tuition, dorm, meals, etcRead MoreCollege Athletes Research Paper1094 Words   |  5 Pagesinception in 1906, the National Collegiate Athletic Association (NCAA) was a non-profit organization mandated with the management of athletics and sports in colleges and universities across the United States and Canada. The board had a unique operational structure that provided payments and stipends to the student-athletes through a model known as altruism. The model limited the benefi ts the student-athletes drew from the association to their necessities in the colleges. However, the body changed its approachRead MoreCollege Athletes Should Not Be Paid1425 Words   |  6 Pagesbeen done before in the history of college sports. Several scholarship players voted on whether the team should unionize. These same players believe that they should be compensated for their play on the athletic field. Countless collegiate sports fans also believe that college athletes from around the country should be compensated for playing sports; however, paying college athletes would cause multiple problems in college athletics. Most people do not understand how much student athletes are given

The Dressing Policy Of The Police Force - 1871 Words

An Analysis of the Dressing Policy of the Police Force Ronnie Rester Faulkner University Abstract The Police force, commonly referred to as the boys in blue in an English idiom and even the uniformed service in other places have been easily identifiable to the public through their uniform. The uniform has not only been significant in identifying the particular station of the police but also the nature of work the police handles. Amongst the police officers, the uniform has also served as an identification of position in the chain of command. Even so, there are the secret investigators who dress like civilians to enable them perform their investigative roles. However, there are standards and policies that are used to guide the nature of dressing that a police officer is allowed to dress in regardless of whether or not a police officer is in uniform. This paper shall address the historical background of the choice of uniform in the police service, the need for the same and the impact that the uniform has had since its inception. Additionally, it shall address how the dress policy among the police is implemented and whether or not the policy is good and effective. Lastly, this paper shall look at the impacts of having a dress policy among the police to the police officers, the community and other stakeholders in the society. Keywords: Dress, Policy, Police, Implement. Table of Contents Abstract 2 Introduction 4 Historical Background of Dress Policy 4 StatutoryShow MoreRelatedA Study On The Queer Community1000 Words   |  4 Pageswithin the last decade regarding this issue, but definitely not enough, which can be seen through the massive number of amounts of homicides in the recent years and the lack of police follow-up. We need to take steps to protect and balance LGBTQA+ rights through education, creation and enforcement of protection laws/policies, and allowing the community to speak and have representation. The queer community has been facing oppression from the world for hundreds of years, in the United States howeverRead More The acceptance of â€Å"abnormal† sexualities Essay1299 Words   |  6 Pagesfeelings and tastes. Instead of restaurants and movies, they had to sit quiet in the dark and meet each other in concealed places such as bars. Homosexuals were those with â€Å"mental and psychic abnormalities† and were the victim of medical prejudice, police harassment, and church condemnation (Jagose 24). The minuscule mention or assumption of one’s homosexuality could easily lead to the loss of family, livelihood, and sometimes even their lives. It was only after the Stonewall riots and the organizationRead More1984817 Words   |  4 PagesOceania. Almost everything the party members do is under the surveillance of those omnipresent telescreens, and thus the party members have to learn to control every muscle on the face so as to avoid the suspicion of Thought Police, and they have to accept and advocate whatever policy the Party promulgates. In this sense, only the paroles have a little freedom to think and live the way they like, which is derived from their ignorance which embodies the Party s slogan â€Å"Ignorance is strength. TheRead MoreThe New Jim Crow : Mass Incarceration Essay1096 Words   |  5 Pagesstaff to publicize the emergence of crack cocaine in 1985 as part of a strategic effort to build public legislative support for the war. The media bonanza surrounding the â€Å"new demon drug† helped to catapult the War on Drugs from an ambitious federal policy to an actual war (Alexander 5). 2) Do prisons actually deter crime? By the 1970s, what was the general consensus regarding the need for new prison construction? Prison did not deter crime significantly, many experts concluded. Those who had meaningfulRead MoreNVQ Level 3 - princples of safeguarding and protection in health and social care1451 Words   |  5 Pageswhen you don’t want to. Emotional abuse is when someone keeps saying hurtful things that upset you. Financial abuse is when someone takes your money or belongings from you without your permission, someone who is committing financial abuse may also force you to give them things or spend money that you don’t want to spend. Neglect by others is where the people that are supposed to support and look after you don’t give you the right care and support you need. Institutional abuse is where kind abuse isRead MoreDislikes of the American Society and the Injustices in America in Allen Ginsbergs Poetry1693 Words   |  7 PagesAlomos wailed them down, and wailed down Wall, and the Staten Island Ferry also wailed, who broke down crying in white gymnasiums naked and trem bling before the machinery of other skeletons, Who bit detectives in the neck and shrieked with delight in police cars for committing no crime but their own wild cooking pederasty and intoxication (Ginsberg, Howl) In Levi Ashers review of Howl he describes these lines as Ginsbergs fellow travelers, the crazy, lonely members of his community of misunderstoodRead MoreSchool Uniforms1566 Words   |  7 Pagesschools, many parents, teachers, and school officials have been forced to look toward school uniforms as one potentially positive way to reduce discipline problems and increase school safety. It has been observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of school uniforms include decreasing violence and theft. Some instances involving designer clothing and expensive sneakers have even ledRead MoreRacism And Its Effects On African Americans1490 Words   |  6 Pages One case for this law , a women called Rose Barx which was sitting on her chair and a white man come, so the driver order her to stand out and let him set down instead of her, but rose refuse to leave her seat , which lead the driver to call the police and arrest her because of violating the law. After this story accrued, many people was angry from what happen, and they began to think about the injustice they are living in, and they county to use the buses for one year. also many students ins inRead MoreSafeguarding and Protection in Health and Social Care1460 Words   |  6 PagesSafeguarding and Protection in Health and Social Care By Andrew Ryan Hanley Types of Abuse Physical: Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. Physical abuse includes the smashing of furniture and personal belongings, being pushed or shoved, being held against your will,slapped, bitten, kicked, pinched, punched, choked or ducked under water, threatened or hurt withRead MoreDr. Karl Rudolf Werner s An Ambitious Man Essay1398 Words   |  6 Pagesfired in in December 1931 for his connection to the Boxheim Documents, which were made in a failed effort to overthrow the Weimar Republic. In 1930 he joined the Nazi Party and worked closely with SS-Reichsfà ¼hrer Himmler and the head of the security police, Reinhard Heydrich. He worked his way up to a few senior positions in the Gestapo, eventually serving as head of the Administration and Law department of the Reich Main Security Office (Reichssicherheitshauptamt or RSHA). In this capacity, â€Å"Both

Essay On Teen Pregnancy Example For Students

Essay On Teen Pregnancy The Effects of Teen Pregnancy on ChildrenEssay written by: WaltoharChildren from homes run by teenage mothers have to face almost insurmountable obstacles in life. The incidents of depression and mental health problems, the lack of father figures, and the high rate of poverty often connected to children in homes run by teenage mothers put them at serious disadvantages when compared to children raised in nuclear families. Many people believe that the implementation of sex education in schools and the addition of more federal aid for single parents are major causes for the countrys high rate of teen pregnancies. When the true purpose of sex education and federal aid is to help strengthen the mother and her child so that they can eventually lead productive lives. The absence of a father figure in the home brings about a chain reaction of dilemmas. The emotional problems that children suffer because there is no father in their life can be potentially hazardous to their future. Many child ren tend to be effected mentally because these powerful emotions have the potential to do permanent damage in a childs life. Children may experience sadness and depression, aggressive behavior, frequent illness, difficulty in school, eating problems, and sleeping disorders. Many children also suffer from various social difficulties and self-esteem problems that come along with living in a one-parent household. The pressure that children raised by teenage parents go through is tremendous. Children who dont have fathers present in the home often feel unloved. There is no trauma as excruciatingly painful as parental rejection and there is probably no worse of a way to wreck a persons life. Males are affected differently by the absence of a father than females are. A boy needs a male role model in his life so that he can learn how to become a man. Children who dont have good role models often choose negative, unsavory characters to mold themselves after. These children become susceptible to many of the dangerous risks associated with children who are raised by teenage parents. Males that grow up in one-parent homes may gain negative personality traits like immaturity, laziness, and disrespect for women (Meurer, Meurer, Holloway,1996).Females who grow up without fathers in the home usually end up having pre-marital sex (Hinckely, 1998). They subconsciously want to make up for the affection that they didnt receive from their fathers. They become too dependent on men because they want someone who can replace their father. These women usually dont know how to relate to other males and they have the wrong idea about what a relationship should be like. Girls may even grow u p to hate men because of an unconscious resentment toward absent fathers. The shift from the traditional nuclear family to one-parent homes has been dramatic in the United States. In many Western industrialized societies, the one-parent family is becoming more common and tolerated (Encyclopedia Britannica, 1999). However they often have not proven to be successful. Since 1970, the percentage of children living with single parents has doubled, from 12 to 27 percent, because of the increases in the divorce rate and the number of unmarried parents. Single parent families now include more than 18 million children and comprise the most common non-nuclear family (Meurer, Meurer, ; Holloway,1996). This is a startling statistic considering the fact that crime and poverty is directly related to children who are raised by teenage parents. People who are faced with the harsh reality of raising children are usually not prepared to handle the responsibility. A lot of men try to run away from the problem. They then reject their children and neglect to provide any kind of financial assistance for them. The mother is ultimately left alone to juggle the task of raising the children and earning all or most of the family income needed to support them. Forty-one percent of these mothers have never been married (Hinckely, 1998). Most teen mothers have to rely on go vernment aid like Welfare, W.I.C, Focus Hope, project housing, and Medicaid as relief. These mothers are only able to give their children the bare minimum for survival. I see this first hand because a lot of people I know currently have Medicaid insurance or

Reforestation Essays - Forestry, Biology, Natural Environment

Reforestation The purpose of this written report is to inform the reader about the concerns and facts involved with reforestation. Reforestation began in Ontario after World War II. What happened was, professional foresters were assigned to an area and became responsible for its well being. Under the Crown Timber Act, long term management was prepared. Then the many steps needed to rebuild a forest began. Included in this report will be information on the effects of cutting and replanting, such as Carbon Dioxide, and Global Warming. Following this will be methods for planning a forest, and how they are conveyed before planting in a forest begins. There are many reasons why forests are cut down. One is to benefit economically, with furniture and home building. But there is also another reason. Arguments say "the United States could help slow the atmospheric accumulation of carbon dioxide by replacing old-growth forests with faster-growing young trees". A new study of young and old forests says how this is in fact not true. Loggers have said that new trees pull the carbon dioxide better than old trees, and this may seem true, but it is not. There is one point being overlooked from all of this. The older, larger trees can store much, much more carbon dioxide than a new tree could. By cutting and burning these magnificent seasoned trees, the CO2 is being released back into the atmosphere. These releases of carbon dioxide add up in our surroundings, only to intensify Global Warming. Although this shows what happens when one burns and cuts down old forests, one must still plant new trees for long term plans, not letting them grow for a few years, to then cut them down. There are many methods for planning a forest. The simplest method of replanting a forest is to leave it to nature. A suitable seed bed in which trees will readily take root is integral for successful regeneration. Reducing competition by eliminating grass, weed or shrubs is another requirement in securing a new cro p of trees. These will sprout to produce seedlings. Though the weeds were eliminated before, they still grow back, and because of this poor, quality trees will grow. Another method though, is to create a planned forest, where new conifers are grown from seed in a special nursery. Seeding is a reforestation technique used mainly in the Boreal forest area where fire or logging tends to leave no or very little seeds for growth. In specific cases, Ministry staff seed the area with treated tree seeds. Following this is the planting. In many cases, planting is the only means of initiating a new forest. Up to 80 000 000 trees are planted annually in Ontario on Crown and private land. Usually immature forests have to be tended to. Once situated, a new crop needs intermittent care for the next 60 to 100 years. This means continuing protection from fires, disease and insects and routine thinning to focus the growth on selected crop trees. Before a forest can be grown, certain procedures must first occur. Collecting and processing seeds is one of them. Tree flowers fertilized by blowing winds or insects generate seed, in a time of somewhere within 1 to 2 years. Seed collecting from the woods must be timed with periodically occurring good seed years. Angus, near Barrie, is where all forest tree seed collection is co-ordinated. Stock of seeds can value up to $500 000. Usually this is around 3 billion seeds from 59 tree classes. In summary of the aforesaid, trees are very valuable to the human race economically and for health. Without trees the environment could worsen to the point where we would be living on one large dessert. We must remember that forest do not grow as easily as they used to because of fires and other disasters. This is why many forests are planned, and cared for. Most of us will never now how they turn out because for a forest to completely grow, it needs within anywhere from 60 to 100 years or more. There are many reasons why we should have reforestati on. One being mostly that we need forest to live! Without forests, or any type

3 Disagreements About How to Use Either and Neither

3 Disagreements About How to Use Either and Neither 3 Disagreements About How to Use â€Å"Either† and â€Å"Neither† 3 Disagreements About How to Use â€Å"Either† and â€Å"Neither† By Mark Nichol Use of either and neither, and their associated words or and nor, is complicated by disagreements about proper usage. Here’s a discussion of the words and the opinions about their appropriate use. An â€Å"either . . . or† or â€Å"neither . . . nor† construction can include more than two elements, but some grammar guides advise writers to restrict the usage to reference to two choices: â€Å"I’m going to wear either blue or green† but not â€Å"I’m going to wear either blue, green, or red.† If you agree with that restriction (I don’t), delete either from the latter sentence and it’s optional in the first one, for that matter. Omitting neither is not an option in the sentence â€Å"I’m going to wear neither blue nor green,† but the idea can also be rendered â€Å"I’m not going to wear blue or green.† The proscription against using or, rather than nor, with neither (â€Å"I was neither here or there† instead of â€Å"I was neither here nor there†) is likewise not absolute, but nor is most common, and in this case I support the restriction. The third divergence is about agreement with a verb. The more restrictive rule is that when either or neither is the subject, or part of the subject, of a sentence or a clause, it should be accompanied by a singular verb: â€Å"I don’t think either of the candidates is qualified.† When two nouns or pronouns are framed by either and or, use a singular verb if the noun or pronoun closest to the verb is singular (â€Å"Either the boys or the girl is responsible†) and a plural verb if the closest noun or pronoun is plural (â€Å"Either the girl or the boys are responsible†) or both nouns or pronouns are plural (â€Å"Either the girls or the boys are responsible†). However, it is common to see a plural verb with either or neither in reference to a sole plural noun or pronoun, as in â€Å"Neither of the parties are willing to compromise.† The more conservative choice is to write â€Å"Neither of the parties is willing to compromise,† and I adhere to that option. Here are several other considerations: When constructing an â€Å"either . . . or† or a â€Å"neither . . . nor† statement, take care to place verbs appropriately. If one verb applies to both choices, place it before the â€Å"either . . . or† phrase: â€Å"She was going to leave either tomorrow or Saturday.† If a separate verb applies to each choice, either should precede the first verb, and or should come before the second one: â€Å"She was going to either leave tomorrow or wait until Saturday.† Also, avoid using a â€Å"not . . . either† phrase, as in â€Å"They will not vote on either the amended proposal or the original one†; revise to a â€Å"neither . . . nor† construction: â€Å"They will vote on neither the amended proposal nor the original one.† Finally, a statement that two things are not true can also be rendered with a â€Å"never . . . nor† construction: â€Å"Their facility had never completed an evaluation nor ever met anyone representing the contracting agency.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Direct and Indirect Objects26 Feel-Good WordsSentence Adverbs

4 Tips for Writing Stellar Dartmouth Essays

4 Tips for Writing Stellar Dartmouth Essays SAT / ACT Prep Online Guides and Tips Dartmouth College, located in Hanover, New Hampshire, is one of the best universities in the world. A member of the Ivy League, Dartmouth has notable graduates, top-of-the-line programs, and a miniscule admissions rate. If you want to be one of the % of students accepted to Dartmouth every year, you’ll need to write some amazing essays as part of your application’s Dartmouth supplement. In this post, I’ll talk about what the Dartmouth essay prompts are, which essays you can choose to write, and how to craft standout responses that’ll help ensure your admission. What Are the Dartmouth Essay Prompts? You can apply to Dartmouth using the Common or Coalition Application. No matter which application you choose, you’ll also have to submit the Dartmouth Supplement. Part of the Dartmouth Supplement involves answering two writing prompts. The first writing prompt is short (100 words or less) and required of all students. For the second essay, you’ll get to choose one of six prompts to write a 250-300 word response. According to Dartmouth’s website, â€Å"the writing supplement includes questions specific to Dartmouth that help the Admissions Committee gain a better sense of how you and Dartmouth might be a good â€Å"fit† for each other.† Basically, that means that the Dartmouth Admissions Committee wants to know who you are†¦ and how you’ll fit in on Dartmouth’s campus. Your Dartmouth supplemental essays give the admissions committee a chance to get to know you beyond your test scores and other credentials. The essays will give Dartmouth a better idea of how you think and act, so they can see if you would be a great addition to the student body. Similarly, the essays also give the admissions committee a chance to assess your passion for Dartmouth - how badly do you really want to go there? The more you can show your passion for Dartmouth, the better. Let’s take a look at the Dartmouth essay prompts. Dartmouth Essay Prompts Here are the 2018-19 Dartmouth Essay Prompts. All students must answer the first prompt of the Dartmouth essays (100 words or less) and must choose one of the second set of Dartmouth essays as well (250-300 words). Please respond in 100 words or less: While arguing a Dartmouth-related case before the U.S. Supreme Court in 1818, Daniel Webster, Class of 1801, delivered this memorable line: â€Å"It is, Sir†¦a small college. And yet, there are those who love it!† As you seek admission to the Class of 2023, what aspects of the College’s program, community or campus environment attract your interest? Please choose one of the following prompts and respond in 250-300 words: â€Å"I have no special talent,† Albert Einstein once observed. â€Å"I am only passionately curious.† Celebrate your curiosity. The Hawaiian word mo’olelo is often translated as â€Å"story† but it can also refer to history, legend, genealogy, and tradition. Use one of these translations to introduce yourself. â€Å"You can’t use up creativity,† Maya Angelou mused. â€Å"The more you use, the more you have.† Share a creative moment or impulse- in any form- that inspired creativity in your life. In the aftermath of World War II, Dartmouth President John Sloane Dickey, Class of 1929, proclaimed, â€Å"The world’s troubles are your troubles†¦and there is nothing wrong with the world that better human beings cannot fix.† Which of the world’s â€Å"troubles† inspires you to act? How might your course of study at Dartmouth prepare you to address it? In The Bingo Palace, author Louise Erdrich, Class of 1976, writes, â€Å"†¦no one gets wise enough to really understand the heart of another, though it is the task of our life to try.† Discuss. Emmy and Grammy winner Donald Glover is a 21st century Renaissance man- an actor, comedian, writer, director, producer, singer, songwriter, rapper, and DJ. And yet the versatile storyteller and performer recently told an interviewer, â€Å"The thing I imagine myself being in the future doesn’t exist yet.† Can you relate? Dartmouth Essays Analyzed Let’s take a look at the Dartmouth essay prompts for 2018-19. Dartmouth Essay Prompt 1 Please respond in 100 words or less: While arguing a Dartmouth-related case before the U.S. Supreme Court in 1818, Daniel Webster, Class of 1801, delivered this memorable line: â€Å"It is, Sir†¦a small college. And yet, there are those who love it!† As you seek admission to the Class of 2023, what aspects of the College’s program, community or campus environment attract your interest? All Dartmouth students are required to answer this prompt and for good reason - it’s the â€Å"Why Dartmouth† essay! This essay shows the admissions committee why Dartmouth is the right school for you. At only 100 words, this prompt doesn’t give you a lot of room to expand upon your favorite parts of the College, so you should pick one or two aspects of Dartmouth that you really love and focus on those. The prompt encourages you to talk about the program, community, or campus, so don’t feel like you have to limit yourself to academics. You can talk about other things about Dartmouth that interest you, such as the student life or extracurricular activities. Whichever features you choose to highlight, make sure your connection to them is real and personal. In other words, don’t just say you’re a fan of Dartmouth’s sterling academic reputation. Instead, focus on a specific part of that reputation - a professor whose work you admire or a class that you really want to take. Dartmouth Essay Prompt 2 Dartmouth’s longer essay prompts give you plenty of room to think creatively and show off your individuality. All students are required to pick and answer one of the prompts in 250-300 words. Let’s take a look at the prompts and examine how to answer them. â€Å"I have no special talent,† Albert Einstein once observed. â€Å"I am only passionately curious.† Celebrate your curiosity. This prompt is a great opportunity to show off something that may not be your greatest academic strength but still captures your interest. If, for instance, you’re pursuing a degree in engineering, but have an unending passion for Russian literature, this prompt is a great opportunity to highlight that dichotomy. Feel free to discuss the most arcane and seemingly inconsequential of your interests here. If you’ve spent hours researching the genealogy of the Tudor family or can recite the names of all the major constellations in each hemisphere, celebrate that! Don’t worry that your curiosity is uninteresting or unimpressive - whatever it is, enjoy it. The Hawaiian word mo’olelo is often translated as â€Å"story† but it can also refer to history, legend, genealogy, and tradition. Use one of these translations to introduce yourself. How did you become you? Was it the influence of your family? An important moment in your life? A defining experience with a piece of art or literature? Whatever made you, you, this essay is the chance to share it. Don’t feel confined to traditional, linear methods of storytelling in this prompt. You can play around with form and structure, as long as you do it well. Get an advisor or mentor to read your work and offer feedback, especially if you deviate from your typical style. Something to remember - a story that is legendary to you and your history doesn’t have to be monumental to everyone else. What’s important is that the moment you choose is important to you. â€Å"You can’t use up creativity,† Maya Angelou mused. â€Å"The more you use, the more you have.† Share a creative moment or impulse- in any form- that inspired creativity in your life. This prompt is another fun opportunity to explore your interests outside of academia. What have you created? Maybe you learned how to create pop up cards and gift them to your family and friends every holiday. Maybe you learned how to cook a delicious meal while on study abroad. Whatever has sparked your interest, celebrate it! Notice that the prompt asks you to share a creative moment or impulse - you don’t need to think of something huge or earth-shattering here. Focus on something small. It doesn’t even need to have created large reverberations in your life, but it should say something about you and your interests. In the aftermath of World War II, Dartmouth President John Sloane Dickey, Class of 1929, proclaimed, â€Å"The world’s troubles are your troubles†¦and there is nothing wrong with the world that better human beings cannot fix.† Which of the world’s â€Å"troubles† inspires you to act? How might your course of study at Dartmouth prepare you to address it? This prompt is more tangible and concrete than the others available for selection. If you feel intimidated by discussing your creativity or personal history, this prompt is a good one to choose. This prompt asks you to pick a real-world issue (aka, trouble) and discuss how it inspires you to act. The second part of the prompt asks you to talk about how your coursework at Dartmouth will help you solve this problem. It’s important to answer both parts of the prompt - you need to explain why Dartmouth is the correct place to learn how to solve the trouble of your choosing. Speaking of the trouble, don’t feel like you have to pick something grand and far-reaching, like starvation or world peace. You can also pick an issue that affects people locally, in your community, for instance. The key is to pick a topic that you have a personal connection to and reason for wanting to fix. Your passion will come across in your description of the issue. In The Bingo Palace, author Louise Erdrich, Class of 1976, writes, â€Å"†¦no one gets wise enough to really understand the heart of another, though it is the task of our life to try.† Discuss. This prompt offers a lot of room for creativity and interpretation. The basic gist of the prompt is that none of us can really understand each other, no matter how much we try to. There are always barriers that remain. Now, you don’t need to agree with the statement put forth by Erdrich to respond to this prompt. The word â€Å"discuss† indicates that Erdrich’s thesis is open for interpretation - you can agree or disagree with her. The key to this prompt is to bring real-world experience to the table. Perhaps you spent some time living in a different culture and felt that you were really able to understand the people you resided amongst, despite your differences. You can push back against Erdrich and elaborate on that. Or, on the other hand, maybe you spent time living abroad and still felt separate from the people you encountered. In that case, you can agree with Erdrich. You don’t need to land on one side or the other of the argument here - what you need to do is state your opinion and defend it with your experience. Emmy and Grammy winner Donald Glover is a 21st century Renaissance man- an actor, comedian, writer, director, producer, singer, songwriter, rapper, and DJ. And yet the versatile storyteller and performer recently told an interviewer, â€Å"The thing I imagine myself being in the future doesn’t exist yet.† Can you relate? Here we have our final prompt and, surprise, surprise, it leaves a lot of room open for interpretation! You can go in almost any direction for this prompt - as it says, you’re coming up with an idea that doesn’t exist yet. In this prompt, you want to look to the future: where will you be in five years? Ten? To make your answer really stand out, you should include evidence of how Dartmouth will help you achieve your goals. Whatever you imagine, whatever you conceptualize, how will your education at Dartmouth College help bring that into being? How to Write Great Dartmouth Essays In order to write great Dartmouth essays, you need to show the committee two things. First, you need to give them a clear idea of who you are. Second, you need to show them, â€Å"Why Dartmouth†. In other words, why Dartmouth is important to you. Here are some tips to help you accomplish both of those goals. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Dartmouth wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Dartmouth essays, try to avoid using common quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Don’t speak in platitudes about how the struggle for gay and lesbian rights has affected you†¦ unless it actually has! And even then, you don’t want to speak in platitudes. It’s better to be direct and specific about your experience. #3: Check Your Work It should almost go without saying, but you want to make sure your Dartmouth essays are the strongest example of your work possible. Before you turn in your Dartmouth application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Dartmouth essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. That being said, make sure you don’t rely on them for ideas or rewrites. Your essays need to be your work. #4: Play With Form Dartmouth’s essay prompts leave a lot of room open for creative expression - use that! You don’t need to stick to a five paragraph essay structure here. You can play with the length and style of your sentences - you could even dabble in poetry if that makes sense! Whichever form you pick, make sure it fits with the story you’re trying to tell and how you want to express yourself. What's Next? Learn more about the most selective colleges in the US. If you're applying to multiple Ivy Leagues, it's a good idea to know your chances at each! If you're hoping to attend a highly selective school like Cornell, you'll need to have a very strong academic record in high school. Learn more about high school honors classes and societies. Not sure what your GPA means for your chances of college admission? Find out what a good or bad GPA might look like based on your goals. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Empire Building in Africa Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Empire Building in Africa - Research Paper Example Many of the European Nations developed an interest in Africa due to various reasons. First, in the wake of industrial revolution, these nations realized that they required extra raw materials to use in their newly established industries. In addition, these European nations required new markets for their manufactured goods, which stirred up competition for Africa. Due to this, many European nations or colonial powers confiscated large segments of Africa and established empires (Lakeview.org, 2008). In addition to need for markets and raw materials, the European nations also wanted to acquire power and reputation. In this regard, these nations competed for a larger control of Africa. The nations thought that they would be more powerful and would have more reputation if they control and rule over a large territory. The combination of these factors led for the scramble for Africa and eventually the establishment of colonial rule in the continent (Lloyd, 2009). Before the 19th century, the whole world regarded Africa as the Dark Continent. This is because a part from the inhabitants of Africa, the rest of the world did not know anything concerning this continent. The first contact between the Europeans and Africans was through trade, which gradually begun between the Europeans and African traders in the coast of Africa. Conversely, since this trade occurred at the coast, the Europeans were interested with the interior of Africa, and some started to explore this continent in the early 19th century. The first European explorers in Africa were the missionaries who had the sole purpose of spreading the gospel to Africans as well as to eliminate slave trade. These missionaries deemed that slave trade was poisonous and had negative consequences to most African poor (Nosotro, 2010). As the Europeans endeavored to explore Africa’s interior, they encountered a problem. They could not travel in to the interior in large numbers due to inconveniences

Home Work Assigment Assignment Example | Topics and Well Written Essays - 750 words

Home Work Assigment - Assignment Example Therefore, the employers do not look at the ability that the disabled person may offer to their firms. There are several reasons that, usually, prompts employers to disqualify any disabled person as a candidate for a specific job. One of the reason is that the employers, usually, seek for candidates who are attractive and hence will appeal to their customers. Since disabled persons may not be attractive, they automatically get disqualified. The disabled people may not be able to move fast from one location to another. Their lack of mobility is seen as a hindrance to act quickly (Mandel, 1990). The condition is mostly suffered by people who are either lame or have suffered a disease that may resist their mobility. They are, therefore, not considered as appropriate for the job. Another reason that is mostly considered as a major reason for disqualification is that most of the employees are not ready to give some facilities required by the disabled. Some special facilities such as office chair for the disabled and many others see seen as an extra cost to the employees (DeLeire, 2000). T hey, therefore, reject them so as to maintain their profit levels. The fact that some people are disabled does not mean that they have absolutely nothing they can give to the firm. Some of them may be very talented in some jobs that only need mental skills to carry them out. The discrimination towards the disabled has prompted many non-governmental organisations in many countries to push for equal rights of opportunities regardless of their ability. The push have prompted many states to change this attitude and have amended their constitution to involve the rights of the disabled. In the United States of America, the American with Disability Act (ADA), have been implemented to ensure that the disabled or people who have become disabled in their job continues to enjoy their jobs. The act has been amended to ADAAA so that

Determining the Concentration of Calcium Carbonate in an Unknown Substance through the Methods of Titration Aim Essay Example for Free

Determining the Concentration of Calcium Carbonate in an Unknown Substance through the Methods of Titration Aim Essay Determine the concentration of the unknown ethanoic acid solution by titrating with a known concentration of sodium hydroxide Equipment and Materials * Unknown ethanoic acid * 50cm3 burette * 250cm3 Erlenmeyer flask * 100cm3 beaker (for CH3COOH) * 200cm3 beaker (for NaOH) * 100cm3 beaker (for waste) * Standardized sodium hydroxide solution * Burette clamp * Retort stand * Phenolphthalein indicator * 50cm3 graduated cylinder * Distilled water (to rinse the flask) Procedure: To begin with, obtain approximately 200 cm3 of sodium hydroxide solution. Then, set up the retort stand and burette clamp as indicated in the diagram below. Using two 10 cm3 aliquots of the NaOH solution, rinse the burette twice. Next, fill to above the 0.00cm3 mark and drain down to below the 0.00cm3 mark in order to remove any air bubbles. After that, transfer 50 cm3 of the unknown acid into the 250cm3 flask. Into the same flask, place 2 drops of the phenolphthalein indicator. Finally, add sodium hydroxide from the burette until you reach the endpoint. Procedural Notes To accommodate for the sodium hydroxide that splashes to the sides of the flask, distilled water was used. Using the distilled water on the sides of the flask was rinsed down to bring the sodium hydroxide to the rest of the solution in the flask. Also, when dropping a half-drop into the flask, the following procedure was used: First, a half-drop was made at the tip of the burette. Then, using the flask, the half-drop was collected to the flasks side. Finally, using the distilled water, the half-drop was rinsed down to the rest of the solution. To make it easier to recognize the endpoint of the reaction, a white paper was put under the flask. This way, it was easier to see when the solution changed color. Observation (Data Collection): Quantitative Data Measurements Recorded During the Experiment Trial 1 2 3* 4* Initial Burette Reading (ml?0.02ml) 0.20 0.42 0.10 0.23 Final Burette Reading (ml?0.02ml) 45.70 45.93 45.39 45.30 Volume of Ethanoic Acid Used (ml?0.04ml) 50.00 50.00 50.00 50.00 *To increase the results, trial 3 and 4 was taken from another group to get more data, thereby increasing the accuracy of the data. Qualitative Data Descriptions of the Substances Used and Produced Sodium Hydroxide Clear solution, low viscosity, slippery Ethanoic acid Clear solution, acidic, Phenolphthalein indicator Clear solution, comes in bottle, add as drops Solution Produced (NaCH3COO(aq) + H2O) Clear/pink throughout, trail 4 was the most successful as it was closest to clear than all other trails. Volume of trial 1 was greatest as a lot of water was used in order to wash down the sodium hydroxide stuck to the side of the flask. Data Analysis The neutralization reaction between sodium hydroxide and ethanoic acid is Sodium Hydroxide + Ethanoic acid Sodium Ehthanoate + Water Therefore, the molar ratio is 1 mole of sodium hydroxide to 1 mole of ethanoic acid. Sodium hydroxide is known to have a concentration of 1.003 mol dm-3à ¯Ã‚ ¿Ã‚ ½0.004 mol dm-3. Consequently, the following represents the calculations to determine the concentration of ethanoic acid in trial 1: Using similar calculations, the concentration of ethanoic acid for trials 2,3, and 4 were calculated as well. The following table represents the results. Results for the calculations of the concentration of ethanoic acid used in each trial Trial Concentration of CH3COOH / mol dm-3 CH3COOH Uncertainties / % 1 0.913 1.3 2 0.913 1.3 3 0.909 1.3 4 0.904 1.3 Average 0.910 1.3 Conclusion: In conclusion, the result of this lab indicates that the concentration of CH3COOH is 0.910 mol dm-3. Using this value, and the actual value of ethnoic acid, 0.9190 mol dm-3 à ¯Ã‚ ¿Ã‚ ½0.0004 mol dm-3, percent error was calculated as follows: With this, we see that the percent of uncertainties is greater than the percent error. The percent of uncertainties represents the random errors, in which the measured value can either be bigger or smaller than the accepted value, due to an imprecise measurement. To improve these random errors, it is necessary to use more precise equipment and/or repeat measurements. One example of this would be to use a pipette instead of a graduated cylinder, especially because ?0.4 cm3 is a relatively large uncertainty. Consequently, the use of such equipment led to the percent of uncertainties being greater than the percent error. This means that the random errors cover for the errors in this lab. However, there are a couple potential systematic errors that should be appointed in this lab. The biggest one would be that it is hard to get to the endpoint, where the solution is barely pink. In all trials, the solution became clear pink. However, it was only in trial 4 that the solution was truly ambiguous to whether it was slightly pink. The difficulty of getting to this ambiguous clear pink is definitely a systematic error as it always leads to a larger volume of sodium hydroxide used to react. One way to improve this may be to perform the lab in a longer time span. When I performed the lab, I felt pressured to get a sufficient amount of trials done within the class period. By stretching the time span of the lab, it may be possible to take more time and get better quality results. A more realistic improvement may be to record measurements more frequently when approaching the endpoint. This would give us two measurements that the endpoint lies within, helping us estimate where the endpoint actually is. However, improving this error would lead to a smaller volume of sodium hydroxide, a smaller value for the concentration of ethanoic acid, which would make the observed value further from the true value. Another systematic error in this lab is the sodium hydroxide splashing to the sides of the flask. Although using water to rinse the sodium hydroxide down was aimed to cover this, another way to improve this may be to use equipment with a wider mouth, such as a beaker, instead of a flask. Once again, improving this error would lead to a greater percent error for the same reasons as the difficulty of getting an ambiguous pink color. Next, although it most likely did not affect the results in this lab, there is a question to whether rinsing the burette two times is sufficient. To improve this, it may be suggested that rinsing the burette 4 times is more sensible, even though it is time consuming. A final systematic error comes when transferring the ethanoic acid from the graduated cylinder. When this happens, some of the ethanoic acid may be retained in the graduated cylinder. This is a systematic error as this always leads to a smaller volume of ethanoic acid than measured. To improve this error, one may pour a tiny bit more than 50 ml of ethanoic acid, and measure that as 50 ml of ethanoic acid. Improving this error leads to a larger volume of ethanoic acid, a lower concentration of ethanoic acid, and once again, an increase in percent error. All in all, it is very interesting how knowing the amount of one substance can help determine the amount of another substance, although it is a topic that appears frequently in chemistry. In this case, knowing the number of moles of sodium hydroxide enabled us to know the concentration of the ethanoic acid. Furthermore, this lab helps one enhance their knowledge on the difficulty of setting up a lab. By reviewing and understanding the errors to a lab, one can relate the improvements to future labs. In a nutshell, this lab exemplified the process of titration, and how useful it can be.

How to Tell a True War Story Essay -- essays research papers

War can be defined as â€Å"an active struggle between competing entities. It’s truly hard to tell who is right or wrong during a war. Both sides are fighting for what they believe in and what is true to their heart. In the end there is always two things promised – destruction and death. These two objects can explain the result in every facet of war from the physical to emotional.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"How to Tell a True War Story† O’Brien explores the relationship between the events during a war and the art of telling those events. O’Brien doesn’t come to a conclusion on what is a true war story. He writes that one can’t generalize the story as well. According to O’Brien, war can be anything from love and beauty to the most horrid thing ever experienced. The story doesn’t even have to have a meaning. Evidence of both descriptions of war leading to death and destruction being used is how O’Brien tells of Curt Lemons death. He tells it as a love story with the scenery being described as being beautiful. In addition to O’Brien referencing it to a love story he also includes the gruesome details of how Curt Lemon died. These stories not only shape the listeners perception and attitude of the war, but it also affects the one telling the story. Some stories are true and others are rather embellis hed. The storyteller, speaking from the point of being in the war, has usually been through the most traumatic events ever in their life. Does the storyteller even know the truths ...

Catholic Response to Reformation

4. What were the responses of the Catholic authorities in the 16th century to the challenges posed by the Lutheran Reformation? The demand to reform the Roman Catholic Church stretched on for ages. Many people, such as Peter Waldo, John Wycliffe, and Jan Hus criticized the church for its worldliness and believed that one didn’t need direction from the Church, but just needed to read the Bible for guidance. It was from these men that Martin Luther came to the conclusion that faith alone would lead to salvation and you didn’t need to work for it.Martin Luther appealed to Pope Leo X to correct the abuses of the Church. When that didn’t work, he rallied the people to follow him. His beliefs spread through German states and most of Northern Europe. In response, the Catholic Church assembled the Council of Trent, which defined the Catholic religion and reformed the abuses of the Catholic Church. The Church also established the Jesuits, who spread the Catholic teachings during the Lutheran Reformation. Finally, the Church employed many policing tactics against the Lutheran Reformation.These responses kept Catholicism a major religion in Europe. Although the conciliar movement was ended by Pope Pius II around the 1450s, the people during the Lutheran Reformation were calling for a general council of the church. Charles the V, emperor of the Holy Roman Empire and King of Spain, tried to persuade the Pope to assemble a council because he hope that the church would fix some of the abuses, thus stop people from converting to Lutheranism. However, Francis I, King of France, actively promoted the Protestants in Germany, even though France is a Catholic country.He did this because Charles V’s land surrounded France. He wanted Germany to be in a state of argument so that it would be too weak to be a threat to France. While Francis II did this, he also used his influence in Rome to call off any assembly of a council because it would expose the flaws of the Roman Catholic Church. In time, the King of France lost and a council was called to reform the abuses of the Church and establish a statement of the Catholic religion. It began deliberations in 1545 in Trent, in the Alpine border between Germany and Italy.The Council of Trent reaffirmed many beliefs of the Catholic religion such as it justified that faith and works led to salvation, transubstantiation, purgatory, and the celibacy of the clergy. The council of Trent also declared reforms in monastic orders. It called to correct the abuses of indulgence while at the same time upholding the principle. It also called for bishops to take more responsibilities in their administrative control over their clergy and to make sure they were properly taking care of their own duties. The Council also wanted competent men running their churches, so they set up seminaries to educate the priests.The decrees of the Council of Trent would have been obsolete if it wasn’t from a new relig ious seriousness within the Catholic Church. There was much hatred toward the Roman clergy, as shown by the sack of Rome in 1527, where German and Spanish soldiers looted Rome, killed thousands, captured the Pope. Moralist began to speak and there words were heard. New popes, starting with Pope Paul III, regarded his office as a religious force to reform the church. New religious orders were founded on the basis of the new Catholic faith. The Jesuits, the most famous of these orders; it was founded by a Spaniard named St.Ignatius Loyola. He had a religious experience in 1521, when he was a child before hearing of Luther, and wanted to become a soldier of the church. On this experience, he founded the Society of Jesus (Jesuits). Authorized by Pope Paul III in 1540, the Jesuits were an order less attached to the clergy and more actively involved in the affairs of the world. They believe the Roman Church was a divine institution, and all members had to take a pledge to obey the Pope. T he Jesuits were some of the most famous educators of the Catholic world, with around 500 schools in the upper and middle classes.They combined the faith and religious teachings of the Catholic Church with the etiquette teachings that a gentleman should have. The Jesuits also brought into their teachings the Renaissance humanism found in the Latin classics. The Jesuits were not only teachers of the Catholic religion, but they also acted as a missionary force. They recruited members from all over Europe, especially in areas that were still disputed over which religion to choose. After the initial burst of Protestantism faded, many people wanted to return to the Catholic religion, especially when the Council of Trent corrected the most obvious abuses of the Church.The Jesuits reconverted most of these people in the areas of Germany, Bohemia, Poland, and Hungary. They also recruited from countries that already turned Protestant, like England, where their goal was to stop Queen Elizabeth I because they believed that the universal church was more important than national independence in religion. The Catholic Church not only reformed and spread its teachings across Europe, but the Church set up laws and police to enforce the Catholic religion. Many books were censored by the Catholic Church. They were trying to suppress the knowledge of â€Å"heretics†, the Protestants, from the people.The Pope had a list published by the Pope called the Papal Index of Prohibited Books. Only individuals with special permission were able to study these books. There were many establishments that enforced the Church’s rules. None was more dreaded than the Spanish and Papal Inquisitions. Although the Spanish Inquisition was originally established to drive out the Jews and the Muslims, it was introduced to all the Spanish-ruled countries in Europe. It was employed against the Protestant movement in the Netherlands. The Papal Inquisition was established in 1514, under the Hol y Office, a permanent committee of cardinals.To Rome, it was a revival of a famous medieval tribunal for the detection and repression of heresy. Both of these Inquisitions employed torture for various tasks. Torture was used for heresy or employed on any person charged with a crime, whether it was in civil and ecclesiastical court. The Spanish Inquisition was harsher than the Papal Inquisition in terms of punishment, people were often burned alive and the Papal Inquisition was all about protecting the faith in all parts of the Catholic world. In 1560, the major powers in Europe were declared Catholic countries, like France, Spain, and Austria.All the countries that turned to Protestantism were very small countries like the German states and the Scandinavian kingdoms in the north. The biggest Protestant nation was England, but England was still small compared to France and Spain. The reason why Protestantism did not spread is because of the tactics the Catholic Church employed agains t the Lutheran Reformation. The Council of Trent, the Jesuits, and the police commissions like the Inquisition all helped halt the teachings of Martin Luther and convinced the people to believe in the newer and better Catholic Church.

Home Depot Case Study Analysis Essay

According to the case study, Home Depot Incorporated: The Specialty Retailer of Building Materials, Home Depot, Inc has been incorporated since 1978. The company functions in the home improvement retail industry, which includes multiple markets as do-it-yourself, professional, and renovation home improvement. At the end of 2000, the company had 1,190 brick and mortar retail stores, mainly located in the United States, but slightly less than 100 retail outlets were distributed between Canada and South America. The retail sales of Home Depot are various, and include building materials, home improvement and renovation, lawn and garden, as well as household appliances, supplies, and tools. Other retail sales at Home Depot include cabinetry, tiles and flooring, lighting fixtures. In services, Home Depot offers installation, design assistance, and even instruction/installation assistance. The case study, Home Depot Incorporated: The Specialty Retailer of Building Materials, further shows how Home Depot segments its products into Fix It, Build It, Grow it, Decorate It, and Install it. These segments are based on the three consumer markets, the do it yourself, buy it yourself, and professional customers. This allows Home Depot to seek competitive advantage in specialized retail outlets by defining the characteristics of consumers by their purchase type and buyer characteristics. Home Depot Incorporated: The Specialty Retailer of Building Materials shows that Home Depot’s long-term debt reached $1. 55 US billion in 2002, and total liabilities were at $6. 37 US billion. Home Depot had $177 US million in cash and short term investments as of January, 2001. Their inventory value was at $6. 56 US billion, and the cost of goods sold was $31. 46 US billion, leaving Home Depot with inventory turnover every 76 days. This means that Home Depot incurred more inventory costs in warehousing and distribution, than retail sales supported. Issues in Strategic Management The case study, Home Depot Incorporated: The Specialty Retailer of Building Materials explains that Home Depot’s management issues have several dimensions. First, the increase in retail stores and implementation of specialty stores in response to customer segmentation led to the speculation that Home Depot was having an ‘identity crisis. ’ The diffusion of the core home improvement domain was extreme and initially occurred over a short time line, thus operating expenses climbed. This was combined with a slowing of the do it yourself industry and markets, as well as competition from Lowe’s. In response to this, the CEO at the time, Robert Nardelli, shifted away from the exponential growth strategy and towards reducing warehousing of low-purchase items and boosting in-store item differentiation and sales. Nardelli’s strategy chain was, according to the case study, envisioned as gaining ground in installation and services growth before the competition cornered these markets. The company’s focus then changed from one of brick and mortar growth to one of service industry growth. Thus, Nardelli moved from the traditions of the home improvement industry and towards innovation. In growth strategy, the senior vice president of Home Depot’s management team felt that increasing operational efficiency and maintaining the strength of brick and mortar growth was more important than implementing new service dimensions. The basis of this argument was that traditional growth strategy had a huge success rate since the company’s inception, and multiple trade areas in the Northwest and Southwest United States were largely ignored by major competitors, specifically Lowe’s. The case study, Home Depot Incorporated: The Specialty Retailer of Building Materials, examines that the second management strategy was also in contention, where the executive vice president believed that instead of focusing on the service strategy, or the retail market strategy, Home Depot should maintain its segmentation of consumers into specialty stores, which would allow Home Depot to gain competitive corners of the market that it had not yet explored. In this strategy, Home Depot would be able to market towards the appeal of specialized services. In closing the management strategy analysis, the case study emphasizes the decision of Nardelli as being difficult, as both strategies presented held risk and benefits. Nardelli’s decision making process, therefore, had to be one that focused on the growth initiative of Home Depot, as overcoming competitors, establishing the domains, and segmenting (or not segmenting) the retail outlets. Based on this, the pertinent issues facing management processes at Home Depot are directly related to the growth initiative, growth strategy, and implementation of the growth strategy. Analysis and Evaluation of Issues The concern of Home Depot is to develop a management strategy that enhances growth. There are two main conclusions, as presented in the above case study. First, Home Depot can rely on its traditional method of retail brick and mortar store development with a focus on the under-marketed North-western and South-western United States. Secondly, Home Depot can focus on the development of specialty stores which are geared towards the segmented consumer markets. Key Concepts Lippert, Schwieger, and Schweiger (p 13 2005) examine that options to help a company achieve strategic growth are highly relative to the ability of the company to take action and rely on financial viability. Thus, a strategic growth initiative has the objective to be consistent with corporate growth and profit objectives through the development of key individuals in the organization (Lippert, Schwieger and Schweiger 3005). The focus of the growth strategy should be in the ability of Home Depot to maximize efforts with respect to investment opportunities, gather valuable and real-time data on existing market opportunities and strive for industry-changing innovations on an ongoing basis (Lippert, Schwieger and Schweiger 2005). The concern of either strategy presented to Home Depot is relative to that of all corporate entities. The basic concern is to maximize growth while reducing the risk of the strategy (O’Leary p 37 2005). The underlying strategy of corporate growth initiatives is largely based on innovation, and the engine for innovation is the creation of an efficient connection between technologists, funding, and scale is its abilities (O’Leary p 37 2005). The growth strategies should therefore include diversity in innovation, rather than relying on the older ideals. Based on these key concepts, Home Depot’s optional growth strategies will be evaluated through a SWOT analysis, with a focus on the financial viability and strategic innovation presented. Strengths Home Depot has a strong market position as one of the largest home improvement retail stores in the United States. The sales volume allows Home Depot to maintain strength in domestic and foreign markets. The strong market position inidicates that the traditional growth initiatives have facilitated consumer support. Furthermore, Home Depot has a diversified and balanced brand mixture. The company stocks major branded appliances and a wide range of its own store-branded products. While there has been some worry regarding financial viability, Home Depot has remained the top domestic retailer in the home improvement market, and has a wide range of resources it can use for supporting corporate growth and new market entry. Weaknesses The weaknesses in Home Depot can be identified as a lack of customer service and support, the store has little initiative towards customer service that is easily visible to customers other than the retail store ‘customer service’ line. This shows that Home Depot has lagged behind its competition in providing high customer service quality, and raises a concern for the ability of Home Depot to maintain specialty service stores. The other identifiable weakness of Home Depot is the multiple brick and mortar extensions, which created a diffusion from the central home improvement retail business, and is exemplified by the management decision to ‘cut back’ on building new retail outlets. For the retail store, this creates a loss of square footage, which is vital to maintaining supplier relationships and meeting consumer demands. Opportunities Home Depot’s opportunities lie in the acquisition of new businesses. The company has the financial stability to acquire multiple businesses to further its growth strategy. This could include the service industries and specialized markets. As an opportunity, acquisitions have the ability to save costs over implementing ‘new’ growth strategies. Threats Home Depot’s business is highly competitive. Home Depot must compete against multiple market segments: other home improvement stores, electricity and construction stores, plumbing and lighting stores; cabinet-makers and lumber yards. In the retail segments such as paint, appliances, and tools, Home Depot also competes with discount stores, local, regional and national hardware stores, mail order firms, warehouse clubs and independent building supply stores.

Ghiberti essays

Ghiberti essays The work of art that I chose to do my research paper on was Ghiberti's 3rd set of Baptistry Doors. These doors are known as The Gates of Paradise. The doors were commissioned in 1427; they were finally completed and installed in 1452 at the eastern entrance of the Baptistry of San Giovanni. The replication of the doors is located in San Francisco, at Grace Cathedral. The doors consist of ten square panels, gilded together. Surrounding the panels are small heads, floral motifs, and niches that contain miniature statues of Prophets. Leonardo Bruni created the iconographic formula, taken from stories of the Old Testament. Ghiberti followed the plans and created 10 scenes ranging from the Creation of Adam and Eve to the reign of King Solomon. The top left panel is the scene of the Creation, Temptation and Expulsion of Adam and Eve. The top right panel is the scene of Cain murdering Abel. The next panel is of Noah and the Flood; then Abraham sacrificing Isaac; Jacob and Esau; Joseph being sold into slavery by his brothers; Moses receiving the Ten Commandments; Joshua and the battle of Jericho; David and Goliath; and finally Solomon and the Queen of Sheba. All the panels were gilded in gold, giving them a uniform and seamless perspective. Ghiberti was a master of using perspective in his works. The attention to detail is apparent when you examine closely the sculpted figures in each panel. They all seem three-dimensional. The way in which Ghiberti sculpted each figure, gives them a shadow against the background which is key to the three-dimensional perspective of each figure. The way in which the panels were positioned on the doors is interesting. Instead of using smaller panels, which would allow for more scenes, Ghiberti chose to use large panels that are easy to see. The miniature figures and heads surrounding the ten panels is another interesting point. The full body figures are Prophets. There are 20 prophets surrounding the panel...

The Holly Tree

The Holly Tree When I built my house almost nine years ago (friggin wow), I planted holly trees on two corners of the structure, one to the left of my study window. Because I love birds, I yearned for the day the tree grew tall and thick enough for me to see its bird visitors from that window. You see, my window is fifteen feet off the ground. I planted a three-foot tree. It would be a while. But I watered the tree, did some serious pruning on it every couple of years to shape it, and made sure it was free of disease. Its a beautiful plant with its shiny, deep green leaves and occasional berries. It grew, but I could only see it when I went outside and stood next to it. Sometime during 2013, I heard a mockingbird outside being particularly loud. On occasion a bird, usually a tiny wren or house finch, or even a rare goldfinch, will perch on my window sill seeking bugs. Since I write late into the night, my window holds the only light in the cove. Being in the country, we dont do streetlights, so dark is DARK out here. The bugs flock to my window, unfortunately for me, but fortunately for the birds that gobble them up the next day. Anyway, the mockingbird song puzzled me. Sliding to my window, I listened hard for the direction. Sure enough, he perched atop the holly tree. I could see him! I could hear him. It had been so long since I tried to see the tree from my window that Id forgotten it was even there . . . except when I went outside and watered it, and pruned it. I hope you can see that the point is obvious. We plant our butts in the chair and we plant words on a page. We keep at it, writing, creating, editing, even submitting. We do it, knowing it might be a long while before its matured. Then one day, and it might be several years from when you started, you look up and there it is. Your work has grown into mature, viable, and gorgeous stories. I hear so many writers talk about waiting for the right moments to write, or getting depressed about rejection, or reading so many ridiculous blog posts that tell them how long their odds are to get published. They write in spurts. They forget writing for the summer, or the winter, or the holidays. They are forgetting to water and prune their holly tree. Even if you cannot imagine success, you keep writing. Just as we love gardening, we love writing, and we tend them religiously, just the same. Because one day, well look up, and there it will be . . . that story we always imagined, sitting there, singing to the world.

H.W Essay Example | Topics and Well Written Essays - 500 words

H.W - Essay Example The view incorporating God and man forms the basis of all Lockean theories. John Locke’s major justification of property rights emphasizes effort or labor. In the initial portion of his treatise on property he uses the concept labor to anchor his arguments. However, by the end it is obvious that Locke supports the unrestricted accretion of wealth. The major flaw in Locke’s approach to labor is that in the real world, some people may inherit property, thus being born to ownership and property – the concept of the ‘fruits of labor’ does not arise here. On the other hand, others, often the majority of the population in most societies, may be born into the working class. The inheritor of property often not only owns the property, but also the labor of the worker, as well as the product produced by the worker. Another valid criticism of Locke’s theory concerns his ‘sufficiency’ proviso, wherehe states that individuals can own property only if there is enough to go around. What happens when, as in the world today with its burgeoning population, there are not enough resources to meet even basic needs and there are huge disparities between the haves and have-nots? Next, Locke seems to imply that only those who work can own property – what of people who are physically or mentally handicapped? Finally. Locke also propagates the idea that those who arrive first to make use of unowned land have not just rights over the land, but also the right to bestow ownership of that land to their children. This concept only serves to perpetuate a class structure and emphasize distinctions between those classes. John Lockes theories, and in particular his theory of property rights, must be appreciated in the context of the thinker’s political affiliations. Part of his effort was to justify English colonialist policies as he was

Marketing Case Problem Solving Essay Example | Topics and Well Written Essays - 750 words

Marketing Case Problem Solving - Essay Example The dips are marketed along with the Frito Lay’s Brand name which is household to other various salty snack foods and is nationally recognised. There are a variety of dip flavours and these account for various percentage sales depending on their popularity. Vegetable dips are popular and are located everywhere in the supermarkets. On the other hand, popularity of cheese dips for instance was in response to growth of Mexican food phenomenon spreading across the country. A close analysis of the case study reveals that the current strategy used for marketing dips is a joint effort where they are promoted under the umbrella of Frito Lay’s brand name which is known across the spectrum and is very popular with the consumers. The dips are not marketed as single entities since these often play an accompaniment role to other meals. The majority of Frito Lay’s dips were sold in supermarkets though a smaller percentage was sold through small grocery stores, service stations as well as other different private institutions. Their current sales and distribution strategy is time consuming where the sales person/distributor will perform all the tasks from unloading to packing the shelve as well as approving in store merchandising. The marketing strategy was product oriented which was also innovative. The merchandising location next to salty snacks is another marketing strategy that is employed by Frito Lay’s Dips. For most part, dips are jointly promoted together with Frito Lay snacks as these are complimentary products. In most cases, dips are not consumed alone but they often go along with another meal or as desert after a meal. Aggressive marketing of these as single entities can be costly and can result in the loss of customers since they may end up being confused as a result of the numerous varieties of dips on offer. Whilst it cannot be ascertained which is more popular between chip and vegetable

What Role does Early Education Play in the 'Gendering ' of Children Essay

What Role does Early Education Play in the 'Gendering ' of Children - Essay Example As the report declares the gender bias can also impact access to educational equality, stifle their psychological and physical wellbeing. It is very critical for the early childhood educators to be conscious of the effects of stereotypes. The gender identity concept awareness is important for the educators because it is always placed on the children at a very early age, for example, nursery colors selection. Children start to understand and form gender concept at about two years of age. Most children begin to know they are a boy or a girl at the age of three years. At around three to five years, the children grow their gender identity and start to clearly understand male or a female traits. Immediately these young children understand their gender identity, they begin to develop gender stereotypes. From the research it is clear that gender is different between cultures and they are not necessarily the biological traits which differentiate between a male and a female. Earlier research has indicated that gender identification can be formed in two different perspectives; sex role theories and gender relational theories. The children are motivated to join the opposite sex areas out of their own choice, adopt nontraditional behaviours and attitudes. Gender relational theories, on the other hand, children are viewed to actively engage in their own gender identities. Gender in children is thought to grow continuously, based and shaped by ethnicity, the social class, culture, age and religion.

Analysis Of Noun Phrase In English And Vietnamese Education Essay

Analysis Of Noun Phrase In English And Vietnamese Education Essay Noun phrases as well as other phrases play an important role in mastering any language. Without noun phrase, there would have no agents, no patients, and no recipients. Additionally, no matter how wide our vocabulary may be, a single word is often insufficient in expressing our thought.. A contrastive analysis between English and Vietnamese is necessary and interesting for teaching and studying. Almost every language has noun phrases, however, despite having the same basic structure, they have some differences..This study aims to explore internal and external structure of English and Vietnamese noun phrases then make a comparison between two kinds of NP as well as suggest some teaching implications. I hope through this assignment, both I and the readers will learn something helpful which can apply to English teaching and learning. Noun phrase in English Definitions : Le (2002) defined noun phrase (NP) as a group of words beginning with a noun and functioning appositive. This NP often goes right before or right after the noun it expresses. Ex: A victim of war, he hated the sight of soldiers. (A victim of war = he) According to L.H.Nguyen (2004), a NP is a group of words with a noun or pronoun as the main part (the head). In his book Analyzing English, Jackson added some more deal about the head which is the minimal requirement for the occurrence of a noun phrase. Despite the NP is in simple form such as students or in complex form such as the story about the girl who used to live there, it must have a noun or pronoun expressing the main idea. Structure : Basically, a noun phrase consists of 3 main parts : Pre Modification, Head, Post Modification. But in some complex NPs, we can see that the Pre Modification may contain other elements. Based on the theory of NP in the book Analyzing English by Howard Jackson, we have a detailed formula of NP as following : Pre Modification Head Post Modification Pre determiner (A) Identifiers (B) Numeral/Quantifier (C) Adjectives (D) Noun modifier (E) N/pro (F) Relative clauses, non-finite clause, prepositional phrase, adjectives, adverbs. (G) Table 1 : The structure of a NP in English Now, we will go into details of the structure of a NP. Pre Modification This part basically has 5 elements as shown in the above table. The first element is pre-determiners. They are a small group of words which may occur before the identifier in a NP. They also have quantifier reference (all, both, half, à ¢Ã¢â€š ¬Ã‚ ¦); fraction numerals (one-third, à ¢Ã¢â€š ¬Ã‚ ¦). Next element is identifiers. This element includes articles (a, an, the); demonstrative (this, that, these, those); possessives (my, your, his,à ¢Ã¢â€š ¬Ã‚ ¦). But there is one thing we should pay attention. In any NP, just only one identifier may occur, it means that articles, demonstrative and possessives are mutually exclusive. We cant say that my house but if we use of-phrase with the possessive pronoun, we can express that NP in another way that book of mine. In some NPs such as five cats, several books, the pre modification here is numeral (five) or quantifier(several). Also, sometimes, we can see the combination of these two elements in some NPs. The frequent sequences are ordinal numeral (especially first and last ) + indefinite quantifier ( eg the first few hours), ordinal + cardinal (eg the second five days), indefinite quantifier + cardinal numeral, especially round number (eg several thousand people) (Nguyen, 2004, p. 44). To amplify the head noun in some way, the next element, adjectives, come after the identifier and numerals/quantifiers. However, in case that several adjectives co-occur in a NP, there is a rule for their order. epithet Size shape age colour origin substance present participle charming Small round old brown French oaken writing table Table 2 : The adjective order The last element is noun modifiers which come between the adjectives and the head noun. As we can see, nouns may function not only as heads of NP but also modifiers in NP. For example, in NP a children book, children modifies book and a children book means a book for children. Beside 5 basic elements mentioned above, there is one further kind of pre-modification that is NP in genitive case. This kind is marked by an s added to the its final word (eg my friend s bicycle). Head : The most usual kind of head of NP is noun, but in some NPs such as She is my best friend, the head may be a pronoun of some kind, usually a personal pronoun (he, she, youà ¢Ã¢â€š ¬Ã‚ ¦). Similarly, Jacobs (1995) stated that many NPs in English are single forms consisting perhaps just of a noun or a pronoun. When the head is a pronoun, it doesnt need any modification, especially the pre-modification. Kinds of pronoun functioning as the head Examples Personal pronoun He, she, you, they, we, à ¢Ã¢â€š ¬Ã‚ ¦. Indefinite pronoun Someone, something, nobody,à ¢Ã¢â€š ¬Ã‚ ¦ Possessive pronoun His, her, your, their,à ¢Ã¢â€š ¬Ã‚ ¦ Demonstrative pronoun This, that, à ¢Ã¢â€š ¬Ã‚ ¦ Table 3 : Kinds of pronoun functioning as the head of NP Post-modification This part is most frequently followed by phrases or clauses. Three kinds of phrasal/clausal post-modification we often see is: relative clauses, non-finite clauses, and prepositional phrases, sometimes we also see an adjective or an adverb functioning as a post-modifier in NP (Jackson, p.15). A relative clause consists of a relative pronoun (who, whom, which, that, whose,à ¢Ã¢â€š ¬Ã‚ ¦) as a head, which mentions back to the head noun of NP. If the relative pronouns function is object in the relative clause, we can omit that relative pronoun. Non-finite clause is clause usually without subjects introduced by a non-finite form of the verb. That kind of clause include 3 kinds : infinite clause, present participle clause, past participle. In a NP, prepositional phrase occurs most frequently functioning as post-modifier. Some examples: All the schools in town A B F G (prepositional phrase) The last few days B C C F Dong Bang Shin Ki, my favourite music band. F G (appositive NP) My noisy 4-year-old white Siamese cat B epithet age colour F This mischievous tax collectors grabbing hand NP Genitive D F The Korea history which has just been published. B D F G (relative clause) Something important to do F (indefinite pro) G (adjectives) G (non-finite clause) The girl behind you B F G (adverb) Two horses eating grass. A F G (non-finite clause : present participle) A theme song composed by Lee So Man B E F G (non-finite clause : past participle) One-third of the population A B F Noun phrase in Vietnamese Definitions : Mai, Vu and Hoang (2006) defined NP (danh ngà ¡Ã‚ »Ã‚ ¯) is a phrase in which the noun function as the main part. Also, NP in the theory of Doan, Nguyen, Pham (2001) is a free combination of a noun nucleus and one or more than one subordinate elements which can be front elements standing before the nucleus noun or can be end elements standing after the nucleus noun. Structure : As a phrase, NP in Vietnamese also has three main parts : Pre-Modification (Front Element), Head (Nucleus), Post-Modification (End Element). More detailed, according to Mai et al. s theory (pp. 276-280), the structure of NP in Vietnamese can be described as following : Tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ nhà ¡Ã‚ »Ã‚ ¯ng Cà ¡i con mà ¨o Ä‘en à ¡Ã‚ ºÃ‚ ¥y (-3) (-2) (-1) Head noun (0) (1) (2) Table 4 : The structure of a NP in Vietnamese Front elements As we can see from the table, the elements in the position (-3), (-2) and (-1) are called front elements, while the elements standing after the nucleus (1) and (2) are called end elements. Those elements are placed in a stable way as shown in the above table. In terms of the front elements , we have three kinds. In the position (-1), quantifiers such as tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £, tà ¡Ã‚ ºÃ‚ ¥t thà ¡Ã‚ ºÃ‚ £y, hà ¡Ã‚ ºÃ‚ ¿t thà ¡Ã‚ ºÃ‚ £y, hà ¡Ã‚ ºÃ‚ ¿t cà ¡Ã‚ ºÃ‚ £, cà ¡Ã‚ ºÃ‚ £,à ¢Ã¢â€š ¬Ã‚ ¦.are used. Those words can occur before: definite numerals : mà ¡Ã‚ »Ã¢â€ž ¢t, hai, ba, bà ¡Ã‚ »Ã¢â‚¬Ëœn,à ¢Ã¢â€š ¬Ã‚ ¦ Ex : tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ bà ¡Ã‚ »Ã¢â‚¬Ëœn mÆ °Ãƒâ€ Ã‚ ¡i sinh vià ªn (1) collective nouns : Ä‘Ã  n, lÃ…Â ©, bà ³, bà ¡Ã‚ »Ã¢â€ž ¢, nà ¡Ã‚ ºÃ‚ ¯m, à ¢Ã¢â€š ¬Ã‚ ¦. Ex: cà ¡Ã‚ ºÃ‚ £ lÃ…Â © con trai general nouns : quà ¡Ã‚ ºn, à ¡o, binh, là ­nh, xe cà ¡Ã‚ »Ã¢â€ž ¢, mà ¡y mà ³c,à ¢Ã¢â€š ¬Ã‚ ¦ Ex: hà ¡Ã‚ ºÃ‚ ¿t thà ¡Ã‚ ºÃ‚ £y mà ¡y mà ³c Lets pay attention to the quantifiers such as tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £, tà ¡Ã‚ ºÃ‚ ¥t thà ¡Ã‚ ºÃ‚ £y, hà ¡Ã‚ ºÃ‚ ¿t thà ¡Ã‚ ºÃ‚ £y, hà ¡Ã‚ ºÃ‚ ¿t cà ¡Ã‚ ºÃ‚ £, cà ¡Ã‚ ºÃ‚ £,à ¢Ã¢â€š ¬Ã‚ ¦.From the examples above, we can see that such those quantifiers occur before the head noun. Now, taking the first example, is it right if we say it in such a way bà ¡Ã‚ »Ã¢â‚¬Ëœn mÆ °Ãƒâ€ Ã‚ ¡i sinh vià ªn tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ ? Actually, in terms of grammar, it is correct but the meaning is different. The NP tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ bà ¡Ã‚ »Ã¢â‚¬Ëœn mÆ °Ãƒâ€ Ã‚ ¡i sinh vià ªn means that no students are left, but in bà ¡Ã‚ »Ã¢â‚¬Ëœn mÆ °Ãƒâ€ Ã‚ ¡i sinh vià ªn tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £, there are some students left. So, we can conclude that tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ can stand before and after the head noun depending on the speakers attention. Diep Quang Ban (2000) stated that position (-2) is the place taken by word class as following : Definite numeral/ cardinal number (tà ¡Ã‚ »Ã‚ « chà ¡Ã‚ »Ã¢â‚¬ ° sà ¡Ã‚ »Ã¢â‚¬Ëœ lÆ °Ãƒ ¡Ã‚ »Ã‚ £ng xà ¡c Ä‘Ã ¡Ã‚ »Ã¢â‚¬ ¹nh/sà ¡Ã‚ »Ã¢â‚¬Ëœ tà ¡Ã‚ »Ã‚ «) Mà ¡Ã‚ »Ã¢â€ž ¢t, hai, ba, bà ¡Ã‚ »Ã¢â‚¬Ëœn, mÆ °Ãƒ ¡Ã‚ »Ã‚ i, trăm à ¢Ã¢â€š ¬Ã‚ ¦.. MÆ °Ãƒ ¡Ã‚ »Ã‚ i con mà ¨o Estimate quantifier (tà ¡Ã‚ »Ã‚ « chà ¡Ã‚ »Ã¢â‚¬ ° sà ¡Ã‚ »Ã¢â‚¬Ëœ phà ¡Ã‚ »Ã‚ ng Ä‘Ã ¡Ã‚ »Ã¢â‚¬ ¹nh) Và  i, và  i ba, dăm, mÆ °Ãƒâ€ Ã‚ ¡i, à ¢Ã¢â€š ¬Ã‚ ¦ và  i ba khà ¡ch hà  ng Allocating words (tà ¡Ã‚ »Ã‚ « hà  m à ½ phà ¢n phà ¡Ã‚ »Ã¢â‚¬Ëœi) Mà ¡Ã‚ »-i, mà ¡Ã‚ »Ã¢â€ž ¢t, tà ¡Ã‚ »Ã‚ «ng,à ¢Ã¢â€š ¬Ã‚ ¦ Mà ¡Ã‚ »-i cà ´ng dà ¢n Articles (quà ¡n tà ¡Ã‚ »Ã‚ «) Nhà ¡Ã‚ »Ã‚ ¯ng, cà ¡c, mà ¡Ã‚ »Ã¢â€ž ¢t,.. Nhà ¡Ã‚ »Ã‚ ¯ng bà ¡c sÄ © Word mà ¡Ã‚ ºÃ‚ ¥y Mà ¡Ã‚ ºÃ‚ ¥y con gà   nà  y Table 5: the position (-2) in a NP in Vietnamese However, we should pay attention that such elements as và  i, và  i ba, dăm,à ¢Ã¢â€š ¬Ã‚ ¦ can not co-exist with the quantifiers such as tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £, tà ¡Ã‚ ºÃ‚ ¥t thà ¡Ã‚ ºÃ‚ £y, hà ¡Ã‚ ºÃ‚ ¿t thà ¡Ã‚ ºÃ‚ £y, hà ¡Ã‚ ºÃ‚ ¿t cà ¡Ã‚ ºÃ‚ £, cà ¡Ã‚ ºÃ‚ £ in the position (-3). In terms of the position (-1), Diep Quang Ban (2000) stated that it is taken by the deictic word cà ¡i (tà ¡Ã‚ »Ã‚ « chà ¡Ã‚ »Ã¢â‚¬ ° xuà ¡Ã‚ ºÃ‚ ¥t) in order to emphasize things mentioned in the head noun. However, sometimes, cà ¡i is replaced by another deictic word such as con in NP con ngÆ °Ãƒ ¡Ã‚ »Ã‚ i à ¡Ã‚ ºÃ‚ ¥y. In Vietnamese NP, cà ¡i occurs before the head noun and can intervene between a numeral (if there is one) and the classifier or a measure phrase. It may be preceded by other pre-noun modifiers such as quantifiers, numerals, and articles. It must always co-occur with a classifier as in ba cà ¡i cuà ¡Ã‚ »Ã¢â€ž ¢n len kia or ba cà ¡i thà ¹ng nÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc nà  y. Besides, cà ¡i is sometimes mistaken with the homonymous classifier cà ¡i, but its different from classifier cà ¡i as well as other classifiers in term of distribution and function. When cà ¡i precedes a count noun, the use of a classifier is obligatory, as shown in (a). How ever, cà ¡i cannot be used before the homonymous classifier as shown in (b) ba cà ¡i cuà ¡Ã‚ »Ã¢â€ž ¢n len (correct) ba cà ¡i cà ¡i chà ©n (incorrect) Usually, with the presence of the deictic word, the noun is demonstrative like nà  y, kia, à ¡Ã‚ ºÃ‚ ¥y, à ¢Ã¢â€š ¬Ã‚ ¦.(eg: cà ¡i thà ¡Ã‚ ºÃ‚ ±ng nhà ³c nà  y) . But, in spoken language, we often see that the demonstratives are omitted, like cà ¡i thà ¡Ã‚ ºÃ‚ ±ng nhà ³c. The nucleus (head noun) : According to Dinh Dien (n.d), the nucleus (position (0)) may be a noun(boy, teacher, cat, houseà ¢Ã¢â€š ¬Ã‚ ¦) or a combination between a classifier (danh tà ¡Ã‚ »Ã‚ « chà ¡Ã‚ »Ã¢â‚¬ ° loà ¡Ã‚ ºÃ‚ ¡i) and the head noun such as con ngÆ °Ãƒ ¡Ã‚ »Ã‚ i, quyà ¡Ã‚ »Ã†â€™n sà ¡ch, mà ¡y sà ¡Ã‚ ºÃ‚ ¥y. Otherwise, the head noun may be a classifier followed by a descriptive free word cluster (tà ¡Ã‚ »Ã¢â‚¬ ¢ hà ¡Ã‚ »Ã‚ £p tà ¡Ã‚ »Ã‚ « tà ¡Ã‚ »Ã‚ ± do mià ªu tà ¡Ã‚ ºÃ‚ £) such as hai ngÆ °Ãƒ ¡Ã‚ »Ã‚ i Ä‘ang ngà ¡Ã‚ »Ã¢â‚¬Å"i nà ³i chuyà ¡Ã‚ »Ã¢â‚¬ ¡n Ä‘Ã ¡Ã‚ ºÃ‚ ±ng kia, nhà ¡Ã‚ »Ã‚ ¯ng vià ¡Ã‚ »Ã¢â‚¬ ¡c bà  n hà ´m bà ¡Ã‚ »Ã‚ ¯a Additionally, words which are not nouns can also be the head due to the speaking habit of Vietnamese. For example, we can shorten the NP hai cà ¡Ã‚ »Ã¢â‚¬Ëœc cà   phà ª Ä‘en into the NP hai Ä‘en. Some Vietnamese classifiers are commonly used: cà ¡i  : used for most inanimate objects (cà ¡i bà  n, cà ¡i ghà ¡Ã‚ ºÃ‚ ¿,..) con: usually for animals and children (con bà ©), but can be used to describe some inanimate objects (con dao, con Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ ng) bà  i: used for compositions like songs, drawings, poems, essays, etc (bà  i thÆ ¡, bà  i hà ¡t,..) cà ¢y: used for stick-like objects (cà ¢y phÆ °Ãƒ ¡Ã‚ »Ã‚ £ng, cà ¢y sà ºng,à ¢Ã¢â€š ¬Ã‚ ¦) tà ²a: buildings of authority: courts, halls, ivory towers (tà ²a nhà  ,..) quà ¡Ã‚ ºÃ‚ £/trà ¡i: used for globular objects (quà ¡Ã‚ ºÃ‚ £ chuà ¡Ã‚ »Ã¢â‚¬Ëœi, trà ¡i Ä‘Ã ¡Ã‚ ºÃ‚ ¥t,..) quyà ¡Ã‚ »Ã†â€™n/cuà ¡Ã‚ »Ã¢â‚¬Ëœn: used for book-like objects (cuà ¡Ã‚ »Ã¢â‚¬Ëœn sà ¡ch, quyà ¡Ã‚ »Ã†â€™n tà ¡Ã‚ ºÃ‚ ¡p chà ­,..) tà ¡Ã‚ »Ã‚ : sheets and other thin objects made of paper (tà ¡Ã‚ »Ã‚  già ¡Ã‚ ºÃ‚ ¥y, tà ¡Ã‚ »Ã‚  bà ¡o,..) là ¡: smaller sheets of paper (là ¡ thÆ ¡, là ¡ bà  i,à ¢Ã¢â€š ¬Ã‚ ¦) vià ¡Ã‚ »Ã¢â‚¬ ¡c: an event or an ongoing process (vià ¡Ã‚ »Ã¢â‚¬ ¡c kinh doanh, vià ¡Ã‚ »Ã¢â‚¬ ¡c hà ¡Ã‚ »Ã‚ c,à ¢Ã¢â€š ¬Ã‚ ¦) End elements: Doan et al. classified the end elements in terms of part of speech, structure, way of connection, order of some elements. c.1) In terms of part of speech : noun là ¡Ã‚ »Ã¢â‚¬ ºp ngoà ¡Ã‚ ºÃ‚ ¡i ngà ¡Ã‚ »Ã‚ ¯ verb là ¡Ã‚ »Ã¢â‚¬ ºp giao tià ¡Ã‚ ºÃ‚ ¿p adjective là ¡Ã‚ »Ã¢â‚¬ ºp Ä‘Ã ´ng cardinal numeral là ¡Ã‚ »Ã¢â‚¬ ºp 4 noun of place là ¡Ã‚ »Ã¢â‚¬ ºp trà ªn là ¡Ã‚ ºu noun of time là ¡Ã‚ »Ã¢â‚¬ ºp buà ¡Ã‚ »Ã¢â‚¬ ¢i tà ¡Ã‚ »Ã¢â‚¬Ëœi pronoun là ¡Ã‚ »Ã¢â‚¬ ºp cà ¡Ã‚ »a tà ´i Table 6 : The end elements in Vietnamese NP in terms of part of speech c.2) In terms of structure: A principal accessory phrase: sà ¡ch văn hà ¡Ã‚ »Ã‚ c Mà ¡Ã‚ »Ã‚ ¹ A coordinated phrase: sà ¡ch nghe và   nà ³i A S-V phrase: sà ¡ch mà ¡Ã‚ ºÃ‚ ¹ tà ´i và ¡Ã‚ »Ã‚ «a mua c.3) In terms of way of connection: Direct ways ( eg: tinh thà ¡Ã‚ ºn thà ©p, mà ¡Ã‚ ºÃ‚ ¯t bà ¡Ã‚ »Ã¢â‚¬Å" cà ¢uà ¢Ã¢â€š ¬Ã‚ ¦) Indirect ways (eg : bà ¡Ã‚ »Ã¢â€ž ¢ phim mà   anh thà ­ch, bà  i vià ¡Ã‚ ºÃ‚ ¿t mà   tà ´i và ¡Ã‚ »Ã‚ «a hoà  n thà  nh) c.4) In terms of the following order: The nucleus Æ’Â   A Æ’Â  B (a, b, c, d) Æ’Â  C A B C goes with the nucleus to form a phrase (a compound noun) describes the characteristics of the object that the nucleus mentioned Ex: phà ²ng khà ¡ch rà ¡Ã‚ »Ã¢â€ž ¢ng, bà  n là  m vià ¡Ã‚ »Ã¢â‚¬ ¡c sang trà ¡Ã‚ »Ã‚ ng,à ¢Ã¢â€š ¬Ã‚ ¦. demonstrative pronouns such as nà  y, à ¡Ã‚ ºÃ‚ ¥y, Ä‘Ã ³Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ a b C d a noun, a verb or an adjective và ¡Ã‚ »Ã‚  + noun or bà ¡Ã‚ ºÃ‚ ±ng + noun cà ¡Ã‚ »a + noun or à ¡Ã‚ »Ã… ¸ + noun Clauses Table 6 : The end elements in Vietnamese NP in terms of some elements order. Something about demonstratives may cause you misunderstanding if we arrange them in different order. For example, compare two NPs vià ¡Ã‚ »Ã¢â‚¬ ¡c à ¡Ã‚ ºÃ‚ ¥y cà ¡Ã‚ »a anh and vià ¡Ã‚ »Ã¢â‚¬ ¡c cà ¡Ã‚ »a anh à ¡Ã‚ ºÃ‚ ¥y, we can see the difference in meaning here due to our speaking intonation. In the first NP, if we speak with a flat intonation, we can understand it as his work, whereas, if we speak with a raising intonation at à ¡Ã‚ ºÃ‚ ¥y in the second NP, it can be understood that its your work, not others work. Some examples : Tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ nhà ¡Ã‚ »Ã‚ ¯ng cà ¡i và ¡y Ä‘en bà ¡Ã‚ ºÃ‚ ±ng jeans à ¡Ã‚ »Ã… ¸ shop Cass mà   cà ¡Ã‚ ºÃ‚ ­u (-1) (-2) (-3) (0) (1) (aÆ’Â  bÆ’Â  cÆ’Â  d) thÆ °Ãƒ ¡Ã‚ »Ã‚ ng thà ¡Ã‚ ºÃ‚ ¥y Ä‘Ã ³ (2) b) Ä Ãƒâ€ Ã‚ °Ãƒ ¡Ã‚ »Ã‚ ng Ä‘ua sà ¡Ã‚ »Ã¢â‚¬Ëœ 2 à ¡Ã‚ »Ã… ¸ trÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc mà ¡Ã‚ ºÃ‚ ·t (Diep, 2000, p. 60) (0) (1) ( cardinal numberÆ’Â  c) c) Nhà ¡Ã‚ »Ã‚ ¯ng thà ¡Ã‚ ºÃ‚ ±ng nhà ³c nghà ¡Ã‚ »Ã¢â‚¬ ¹ch ngà ¡Ã‚ »Ã‚ £m à ¡Ã‚ ºÃ‚ ¥y (-2) (0) (1) (adjective) (2) d) Sà  n nhà   chi mà ¡Ã‚ »Ã¢â‚¬ ºi lau (0) (1) (S-V phrase) e) Cà ¡i cuà ¡Ã‚ »Ã¢â‚¬Ëœn tà ¡Ã‚ ºÃ‚ ¡p chà ­ à ¡Ã‚ »Ã… ¸ trà ªn kà ¡Ã‚ »Ã¢â‚¬ ¡ Ä‘Ã ³ (-1) (0) (1) (c) (2) A comparison of English NP and Vietnamese NP From what we discuss above about the NP in English and Vietnamese, we can see that both of them have a basic structure : pre-modification, head, post-modification. . However, there are still some differences between them. We will discuss some remarkable similarities and differences in the positions of pre-modification and post-modification in English and Vietnamese NP. Firstly, in both English and Vietnamese NP, quantifier, numerals, fractions stand before the head noun. (a) All those old chairs Quantifier head noun (b) Several thousand people numeral head noun (c) One-third of my students fraction head noun (a) Tà ¡Ã‚ ºÃ‚ ¥t cà ¡Ã‚ ºÃ‚ £ nhà ¡Ã‚ »Ã‚ ¯ng cà ¡i ghà ¡Ã‚ ºÃ‚ ¿ cÃ…Â © Ä‘Ã ³ quantifier head noun adjective (b) Và  i ngà  n ngÆ °Ãƒ ¡Ã‚ »Ã‚ i numeral head noun (c) Mà ¡Ã‚ »Ã¢â€ž ¢t phà ¡Ã‚ ºn ba sà ¡Ã‚ »Ã¢â‚¬Ëœ hà ¡Ã‚ »Ã‚ c sinh cà ¡Ã‚ »a tà ´i fraction head noun Secondly, demonstrative, ordinal numbers, possessives come before the head noun in English but after the head noun in Vietnamese. That large brick house demonstrative head noun The second tour to Korea ordinal number head noun My favourite spicy food possessive head noun (a) Ngà ´i nhà   bà ¡Ã‚ ºÃ‚ ±ng gà ¡Ã‚ ºÃ‚ ¡ch to là ¡Ã‚ »Ã¢â‚¬ ºn Ä‘Ã ³ head noun demonstrative (b) Chuyà ¡Ã‚ ºÃ‚ ¿n du là ¡Ã‚ »Ã¢â‚¬ ¹ch thà ¡Ã‚ »Ã‚ © hai Ä‘Ã ¡Ã‚ ºÃ‚ ¿n Hà  n Quà ¡Ã‚ »Ã¢â‚¬Ëœc head noun ordinal number (c) Thà ¡Ã‚ »Ã‚ ©c ăn cay yà ªu thà ­ch cà ¡Ã‚ »a tà ´i head noun possessive Thirdly, in terms of adjectives, we put them in front of the head noun in English NP but in Vietnamese, we put them after the head noun. Ex : cà ¡i bà  n mà  u nà ¢u là  m bà ¡Ã‚ ºÃ‚ ±ng gà ¡Ã‚ »- xoà  i head noun. adjectives A brown oaken table. adjectives head noun. However, in some cases, adjectives come after the head noun in English NP such as something strange, somebody brave,à ¢Ã¢â€š ¬Ã‚ ¦ Additionally, the order of adjectives modifiers in English is rather fixed (epithet, size, shape, age, colour, origin, substance, present participle) whereas that in Vietnamese NP may be exchanged, based on the speakers attention. For example, in English, we just have only one order a pretty blue skirt but when we say in Vietnamese, there are 2 ways mà ¡Ã‚ »Ã¢â€ž ¢t chià ¡Ã‚ ºÃ‚ ¿c và ¡y mà  u xanh da trà ¡Ã‚ »Ã‚ i xinh xà ¡Ã‚ ºÃ‚ ¯n and mà ¡Ã‚ »Ã¢â€ž ¢t chià ¡Ã‚ ºÃ‚ ¿c và ¡y xinh xà ¡Ã‚ ºÃ‚ ¯n mà  u xanh da trà ¡Ã‚ »Ã‚ i. Moreover, in English NP, the occurrence of nouns and determiners is obligatory but optional in Vietnamese NP. So, if we translate the phrase cuà ¡Ã‚ »Ã¢â‚¬Ëœn sà ¡ch trà ªn bà  n into Vietnamese, it will be book on table. Is it right? As you see, the true phrase should be the book on the table . In Vietnamese, classifiers are generally obligatory in numerated NP whereas in English, we dont normally use classifiers before nouns, except some special words a pair of shoes, a loaf of bread à ¢Ã¢â€š ¬Ã‚ ¦. EX: In English, we say two books but in Vietnamese, we say hai cuà ¡Ã‚ »Ã¢â‚¬Ëœn sà ¡ch. The next difference I want to mention is the position of noun modifiers. In English NP, they come before a head noun but in Vietnamese, they come after the head noun. Nevertheless, in some cases in Vietnamese, noun modifiers precedes the head noun (eg mà ¡Ã‚ »Ã¢â€ž ¢t thi nhà ¢n, mà ¡Ã‚ »Ã¢â€ž ¢t cà ¡Ã‚ »Ã‚  thà ¡Ã‚ »,..) A ballet class A package tour A summer campaign (a) Mà ¡Ã‚ »Ã¢â€ž ¢t là ¡Ã‚ »Ã¢â‚¬ ºp ba là ª (b) Chuyà ¡Ã‚ ºÃ‚ ¿n du là ¡Ã‚ »Ã¢â‚¬ ¹ch trà ¡Ã‚ »Ã‚ n gà ³i (c) chià ¡Ã‚ ºÃ‚ ¿n dà ¡Ã‚ »Ã¢â‚¬ ¹ch mà ¹a hà ¨ Last but not least, sometimes there are some ambiguous structures that cause us confused. In Vietnamese, what comes into peoples mind first is spoken first is the common rule, which is also a natural order of peoples thinking (Dinh, n.d, p. 11). Lets take a NP as an example. How many ways you can say the English NP a new Korean leather coat ? We have mà ¡Ã‚ »Ã¢â€ž ¢t cà ¡i à ¡o khoà ¡c mà ¡Ã‚ »Ã¢â‚¬ ºi bà ¡Ã‚ ºÃ‚ ±ng là ´ng thà º cà ¡Ã‚ »a Hà  n Quà ¡Ã‚ »Ã¢â‚¬Ëœc or mà ¡Ã‚ »Ã¢â€ž ¢t cà ¡i à ¡o khoà ¡c Hà  n Quà ¡Ã‚ »Ã¢â‚¬Ëœc bà ¡Ã‚ ºÃ‚ ±ng là ´ng thà º mà ¡Ã‚ »Ã¢â‚¬ ºi and mà ¡Ã‚ »Ã¢â€ž ¢t cà ¡i à ¡o khoà ¡c bà ¡Ã‚ ºÃ‚ ±ng là ´ng thà º Hà  n Quà ¡Ã‚ »Ã¢â‚¬Ëœc mà ¡Ã‚ »Ã¢â‚¬ ºi. It seems that in the English NP, the position of pre-modifiers and post-premodifiers are not so free and flexible as that in Vietnamese NP Implication in English teaching and learning Learners of English may have some difficulties such as how to translate from English into Vietnamese and vice versa due to the differences in the position of pre-modifiers and post-modifiers we have just mentioned above (for example: mà ¡Ã‚ »Ã¢â€ž ¢t quyà ¡Ã‚ »Ã†â€™n sà ¡ch hay a book good or a book interesting. They may also be in trouble with the order of the adjectives in a rather long noun phrase with many adjectives. Which adjective come first? Which one will come next? Where should we put those adjectives. Vietnamese students may find it difficult to remember all the positions due to the habit of placing the adjectives after the head noun and using them flexibly. Knowing clearly about English NP and Vietnamese NP, especially the differences as well as the common mistakes that Vietnamese learners often meet will help the teachers guide their students correctly. In other words, learners can know their mistakes from the beginning so that they can find it easy to learn English later, especially grammar. Based on the knowledge of English NP and Vietnamese NP, the teachers also design the tasks for students to consolidate and practice knowledge of phrases and sentences in both two languages. Conclusion In conclusion, although NP in English and Vietnamese has the same basic structure (pre-modification, head, post-modification), they are not the same in the word order of pre-modification and post-modification. These differences are caused by the dissimilarity in thinking and speaking habit of English and Vietnamese. As a student as well as a teacher-to-be, this research helps me a lot. When doing this assignment, I have a chance to consolidate my knowledge of both English and Vietnamese and know something new and helpful. With what I learn from this research, I will apply to my study and teaching career.