How to Use German Adjectives to Describe Things

How to Use German Adjectives to Describe Things To speak German, you have to know your adjectives. As a reminder, these are the descriptive words used to describe a person, place or thing. In this case, lets look at adjectives commonly used to describe people, both physically and behaviourally. We have grouped adjectives by nouns that theyre commonly associated with, but of course, these descriptive words may be used to describe many different things, not just the body part listed. Also, the adjectives are given in neuter form, so make sure to appropriately declinate adjectives according to the noun gender they describe.   Tip: If you are studying German on your own, a quick and simple way to practice the vocabulary would be to pick a picture of someone in a newspaper, magazine or website and describe them. German Worlds to Describe Physical Appearance Der Kà ¶rper (body): schlank (skinny) - dà ¼nn (thin) - hager (gaunt) - groß (big) - riesig (gigantic, really tall) - dick (fat) - stark, krftig (strong) - schwach, schwchlich (weak) - braun (tanned) - gebà ¼ckt (stooped). Das Gesicht (face): lang (long) - rund (round) - oval (oval) - breit (broad), Pickel im Gesicht (pimples on the face) - mit Falten, faltiges Gesicht (with wrinkles, a wrinkly face) - pausbckig (chubby-cheeked) - bleich, blass (pale) - ein rotes Gesicht (a red face) - kantig (angular) Die Augen (eyes): tiefliegende Augen (deep-set eyes) - strahlend (bright, brilliant), dunkel (dark, hazel) - mandelfà ¶rmig (almond-shaped eyes), geschwollen (puffy), mà ¼de (tired), klar (clear), funkelnd (twinkling) - wulstig (bulging) Die Augenbrauen (eyebrows): dicht (thick), voll (full), schà ¶n geformte (nicely-shaped), dà ¼nn (sparse), geschwungen (slightly curved) Die Nase (nose): krumm (crooked) - spitz (pointy) - gerade (straight) – stumpf (turned-up) – flach (flat) Der Mund (mouth): lchelnd (smiling) - die Stirn runzeln (to frown) - eine Schnute ziehen/einen Schmollmund machen ( to pout) - eckig (square) - offen (open) - weit aufgesperrt (gaping) - Mundgeruch haben (to have bad breath) Die Haare (hair): lockig (curly) – kraus (tightly-curled) – kurz (short) – glnzend (shiny) – glatt (straight) - glatzkà ¶pfig (bald) - schmutzig (dirty) - fettig (greasy) - einen Pferdeschwanz tragen (in a ponytail) - einen Knoten tragen ( in a bun) – gewellt (wavy) - voluminà ¶s (voluminous). See also colors. Die Ohren (ears): herausstehende Ohren (ears that stick out) – Elfenohren (elf ears) - die Schwerhà ¶rigkeit (hard of hearing) – taub (deaf) – Ohrringe tragen (wearing earrings) - Hà ¶rgert tragen (wear a hearing-aid) Die Kleidung (clothes):   modisch (fashionable) - lssig (casual) - sportlich (athletic) - beruflich  (professional) -  unschà ¶n (not fashionable) - altmodisch (dated) More clothes-related nouns that can help describe details: die Hose (pants) - das Hemd (shirt) - das T-shirt ( t-shirt) - der Pullover (sweater) - die Schuhe (shoes) - die Sandalen (sandals) - die Spitzschuhe (high heels) - die Stiefeln (boots) - der Mantel (coat) - die Jacke (jacket) - der Hut (hat) - der Anzug (a suit). See more on clothes and fashion. Other: manikà ¼rte Ngel (manicured nails) - das Muttermal (birthmark) - schmale Lippen (thin lips) – Plattfà ¼ÃƒÅ¸e (flat-feet) German Words To Describe a Person Eigenschaften (personality): Erregt (excited) - redselig (talkative) – schlechtgelaunt (bad-tempered) – jhzornig (violent-tempered) - spaßig (amusing) - zufrieden (happy; satisfied) - freundlich (friendly) - tapfer (courageous) – gemein (mean) – sanft (gentle) – großzà ¼gig (generous) – ungeduldig (impatient) – geduldig (patient) - faul (lazy) – hard-working (fleißig) – nervà ¶s (nervous) - ernst (serious) - schà ¼chtern (shy) - schlau (clever) - klug (smart) - religià ¶s (religious) – dickkà ¶pfig (stubborn) - traurig (sad) – depremiert (depressed) - komish (funny, weird) - seltsam, merkwà ¼rdig (strange) - gierig (greedy) – gerissen (sly) – barmherzig (compassionate) - fleißig (hard-working) – witzig (witty, funny) - jemand der sich immer beklagt (complainer) – eitel (vain) – sportlich (athletic) Descriptive Verbs Hobbys:  lesen (reading) – tanzen (dancing) – schreiben (reading) - Sport treiben (to play sports), singen (singing) – basteln (to do crafts) – photographieren (to take photos) – reisen (to travel) Holzbearbeitung machen (woodworking) – backen (to bake) – kochen (to cook) – malen (to paint, color) – zeichnen (to draw) – camping (Campen gehen) – einkaufen (shopping) Other Descriptive Nouns Die Familie (family): die Eltern (parents) - die Mutter (mother) - der Vater (father) - der Sohn (son) - die Tochter (daughter) - die Schwester (sister) - der Bruder (brother). See Family Glossary for more. Describe Yourself in German Here is a sample description of how it might sound to describe yourself in German. An English translation is below. Hallo. Ich heiße Hilde und komme aus Deutschland. Ich bin in Essen geboren, aber lebe seit vierzehn Jahren in Stuttgart. Zur Zeit studiere ich Maschinenbau an der Universitt. Ich mag reisen, lesen und tanzen. Meine Freunde nennen mich „Schwatzliese,â€Å" weil ich immer so redselig bin – auch whrend den Unterricht! Ich habe dunkle, krause Haare, haselnussbraune Augen und ziehe à ¶fters eine Schnute wenn ich beleidigt bin. Ich bin sehr fleißig zum Studieren aber zu faul um meine Wohnung aufzurumen. Ich trage lieber Jeans und Rennschuhe, als Rà ¶cke und Spitzschuhen. English Translation: Hello. My name is Hilde and I am from Germany. I was born in Essen, but have lived for fourteen years in Stuttgart. Currently, I am studying mechanical engineering at the university. I like to travel, read and dance. My friends call me a chatterbox because I’m always talking so much – even during class! I have dark, curly hair, hazel eyes and can pout really well when I am offended. I am very studious, but very lazy when it comes to cleaning up my apartment. I rather wear jeans and running shoes than skirts and high heels.

7 Signs of Trouble at Home Teachers Should Know

7 Signs of Trouble at Home Teachers Should Know As teachers, we arent only in charge of our students homework assignments and spelling tests. We also need to be aware of the signs of possible trouble at home. Our vigilance and responsible action help our young students be happy and healthy both at home and in the classroom. It can feel uncomfortable to bring up touchy subjects with a students parents. But as responsible adults in our students lives, it is part of our duty to look out for their best interests and help them live up to their full potential. Sleeping at School Sleep is exceedingly important to the health and well-being of young children. Without it, they cant concentrate or perform to the best of their abilities. If you notice a student regularly catching up on sleep during school hours, consider talking to the school nurse for help in formulating a plan of action in conjunction with the parents. Sudden Change in Behavior Just like with adults, an abrupt change in behavior usually signals a cause for concern. As teachers, we get to know our students very well. Keep an eye out for sudden changes in behavior patterns and work quality. If a formerly responsible student completely stops bringing his or her homework, you may want to broach the subject with the students parents. Working as a team, you can enlist their support and implement strategies to get the student back on track. Lack of Cleanliness If a student shows up at school in dirty clothes or with substandard personal hygiene, this can be a sign of neglect at home. Again, the school nurse may be able to support you in addressing this concern with the students guardians. Not only is dirtiness a health issue, but it can also cause isolation and teasing from classmates if its readily noticeable. Ultimately, this can contribute to loneliness and depression. Visible Signs of Injury As mandated reporters in some states, teachers can be legally required to report any suspected child abuse. There is nothing more important (and morally imperative) than saving a helpless child from harm. If you see bruises, cuts, or other signs of injury, dont hesitate to follow your states procedures for reporting suspected abuse. Lack of Preparedness Observant teachers can notice the outward signs of neglect at home. These signs can come in many forms. If a student mentions not eating breakfast each day, or you notice the student doesnt have lunch (or money to buy lunch), you may need to step in as an advocate for the child. Alternatively, if a student doesnt have basic school supplies, make arrangements to provide them, if at all possible. Small children are at the mercy of adults at home. If you notice a gap in care, you may need to step in and help make it right. Inappropriate or Inadequate Clothes Be on the lookout for students who wear the same outfit virtually every day. Similarly, watch out for students who wear summer clothes in the winter and/or lack a proper winter coat. Worn-out or too-small shoes may be additional signs that something isnt right at home. If the parents arent able to provide appropriate clothing, you may be able to work with a local church or charity to get the student what he or she needs. Mentions of Neglect or Abuse This is the most obvious and clear sign that something is wrong (or maybe even dangerous) at home. If a student mentions being home alone at night or getting hit by an adult, this is definitely something to investigate. Again, you should report these comments to a child protective services agency in a timely manner. It is not your job to determine the veracity of such statements. Rather, the relevant government agency can investigate according to ​its  procedure and figure out whats really going on.

Andy Worhol Term Paper Example | Topics and Well Written Essays - 1250 words - 1

Andy Worhol - Term Paper Example Andy attended Holmes Elementary School and Schenley High School. Andy missed a lot of lessons because he was often sick. He contracted rheumatic fever when he was eight. He also acquired chorea, making him stay in bed for a month. A few years later, Andy’s skin became pale with red blotches. Due to his condition, he had to stay at home. He watched cartoons, finished coloring books, and reading movie magazines. His sickness and interests in cartoons and movies became his inspiration and topic in most of his art (Mattern, 10). From 1945-1949, Andy, together with Balcomb Greene, Robert Lepper, Samuel Rosenberg, and others, attended Carnegie Institute of Technology (now Carnegie Mellon University) in Pittsburgh. In June 1949, Andy graduated with a Bachelor of Fine Arts degree in Pictorial Design. After graduating from Carnegie Institute of Technology, Warhol decided to pursue his career as a commercial artist in New York City. In September 1949, his first work appeared in Glamour magazine. He became one of the most successful illustrators in 1950s onwards and had won Art Director’s Club Medal in 1957 for his advertising work (Mattern, 6). In the same year, Warhol underwent plastic surgery to change the shape of his nose and had almost lost most of his hair (Mattern, 7). He was awarded by the American Institute of Graphic Arts as a successful illustrator. Tiffany & Co., The New York Times, I. Miller Shoes, Bonwit Teller, Columbia Records, Harper’s Bazaar, Vogue, Fleming-Joffe, NBC, and others were among Warhol’s clients. Most of Warhol’s commercial works were based on photographs and other source images, and on the handwriting of his mother Julia. Warhol loved his mother so much that after Julia’s death, Warhol painted memorial portraits, fi lm and shot videotapes of her. Warhol traveled around the world and had visited countries in Asia and Europe in 1956. He began painting in late 1950s and made his first painting based on comics and ads. A 32 series

What factors influence policies and practices of multinational firms Essay

What factors influence policies and practices of multinational firms Discuss - Essay Example To initiate and actualize the entry, MNCs have to set targets and formulate various strategies according to the situation prevailing in those foreign markets. While formulating the strategies, the organizations’ leader and the management team will firstly look at the factors that may aid them to make a successful entry. After analyzing the positive factors, the firms will or should have to analyze the negative factors or challenges that may impede its entry. As every foreign market or country will have different political, social, economic conditions as well as different customers, competitors, prospective employees, etc, etc, there will be many challenges, which will block the firms’ success. Thus, both these factors could influence the practices and policies of MNC’s particularly in its foreign operations. Among the many economic based movements, globalisation is the one which had and is still having major impact on the economic development of many countries and its people worldwide. â€Å"The word globalisation marks a set of transitions in the global political economy since the 1970s, in which multinational forms of capitalist organization began to be replaced by transnational† (Appadurai, cited in Meyer and Geschiere 1999). Economic part of globalisation is the key because with the whole world becoming a kind of global village, barriers between the countries are broken with integration happening mainly in the economic aspects. In this scenario, foreign organizations particularly MNCs, using the globalisation plank, have entered and will also enter various sectors of the businesses leading to the establishment of many industries. With these MNCs providing good employment and the resultant good development, people of those countries have became financially stable and are going in search of material comforts, causing impacts on social change. For a

The result of mixing calcium carbonate + hydrochloric acid Essay Example for Free

The result of mixing calcium carbonate + hydrochloric acid Essay I will set the apparatus out as shown above. To make it a fair experiment I will always add three marble chips and 10ml of acid to the test tube, for the first experiment. The clock will start with the test tube is secured with the bung. I will count how many bubbles come out in a minute. I will also check at certain intervals how far the bubbles of CO2 have reached in the burette (cm3). For the second experiment I will place 5 chips with roughly the same weight into separate test tube. The different test tubes will have a different acidic strength (molar). When The marble chips and the acids are added together I will time how long it will take for the bubbles to stop. Prediction: I predict that as the concentration of the acid decrease, from the selection I have chosen, the time of the reaction will increase, as the acid will consume the marble chips slower. There would also be fewer bubbles, coming out of the delivery tube, which is connected to the boiling tube. For the second experiment I predict that as the concentration of the acid increases the chips will be consumed quicker and the bubbles will disappear. Other experiments: Other ways in which I could have measured the rate of reaction was to use different weights of marble. For example I could have used only one marble chip or grinded a marble chip or I could have used 1-? amount of marble (as long a I had the resources). I could have measured how long it took the bubbles to fill up to reach 40, 30 20 etc. Results (1st): Concentration of acids (M) Bubble Count (1st) Bubble Count(2nd) CO3 (5 seconds)(1st)Â  24 13min, 11sec Graph: From the results I have retrieved I will make two graphs to explain the experiment. I will use two line graphs to do this. (Look at graph paper). Analysis: From the results I have found and the tables that I have drawn I can tell that as the concentration of the acid, in molars, increases there are more frequent appearances of bubbles and the burette fills up with CO3 quicker. For the second experiment I have found that there is a pattern as in the first table all the lines seem to curve in practically the same way. The graph allows me to measure the gradient accurately. From the table I can see that as the acid molecules were more stronger they worked quicker to consume the marble chips that had a quite a bit of surface area. From the results I found I believe that my prediction was correct. I said that as the acidic concentration increased the marble chips will be consumed quicker. From the two experiments that I did I believe that the rate of reaction experiment was more better than the other as it gave me more results. Conclusion: From all the experiment that I have done, on the rate of the reaction and how long it takes certain acids to consume marble chips, I have concluded that my experiment was successful in the sense that all the measurements gathered were accurate and that they showed the needed result to make the tables. I think that the acidic concentration effects the marble chips in the first experiment. And in the second experiment I think that acidic concentration also effects the marble chips in this experiment as well. Evaluation: From the results I have retrieved the quality of them depended on the accuracy of the instruments I used. These instruments included a burette to collect the CO3, a measuring cylinder to measure the liquids I was using and a clock to measure how long the experiment ran. The burette was only accurate to 1 millimetre so 1/10 of a centimetre. The measuring cylinder was only accurate to 1 millilitre. The clock was only accurate to 1 second so it was hard to interoperate where the pin exactly stopped, if it stopped in the middle of the second markers. The top pan balance was only accurate to 2 decimal places and 0. 00g. The acids were in molars and as the results were retrieved on different days the concentration may have varied in this period. The marble chips werent weighed in the first experiment so they may have given an inaccurate result. The accuracy of the reading I took were hard to see as it was difficult to determine, whether the marble chip had dissolved in the acid. The clock sometimes didnt start when the lever was moved upwards. Each reading that I took was repeated at least twice. From these two readings I made an average conclusion to plot the graph. The only abnormal and uncommon result that I spotted was in the second graph. It was the point where the 3(M) mark was plotted, it was not supposed to be there. The good points about my method were that they were repeated enough times to make an average and hence eliminated any chance of there being a mistake. The bad points about my method were that the marble chips were not always the same weight. The solution of the acid was not measurable so you have to make an estimate the concentration of the acid. As the results were taken on different days the temperature in the room may have varied through the duration of the experiments. I could have used a more effective clock to get better readings. I could have proceeded to use larger amounts or other concentrations of acids. Instead of the experiments that I did I could have done something different for example collecting the gas in a test tube and seeing whether or not it was flammable. Instead of having to repeatedly count the bubbles, which passed through the burette I could have used a laser to count the bubbles.

Managing People :: essays research papers

Managing People Task One Discuss how you would approach the task initially. I would initially approach the task slowly and carefully. I would carefully read the brief for the task, underlining or highlighting the important parts of the brief that concern the jobs and roles performed by Mrs. Pane. I would also try to gather information about the tasks and roles she performed. The brief describes how Mrs. Pane performed the jobs of a Receptionist/Telephonist and also that of a personal assistant. After gathering information on these jobs I would then try to break down each different aspect of the job i.e. Receptionist- fluent in typing. After I have broke down each job aspect I could then start to write the person specification element of the assignment. To write the person specification properly I would have to decide what the aspects of the job were desirable and what aspects were essential to the job. To successfully produce my own job advertisement I would need to look at job advertisements that are already in local newspapers and local job papers. I believe that the advertisement needs to contain all relevant information on the job vacancy but must also give a brief history of the company and maybe also an indication of how the company wants to grow or expand in the future. The advert could also include the mission statement of the company. Task four I would approach by considering what companies look for in potential employees i.e. personal qualities not just purely on qualifications. All the tasks have to be looked at carefully to make sure that no law or legislation is broken. Task Four Outline how you would select a candidate from the 27 applicants, including the main elements of documentation. Before selecting a candidate, the applications would have to go through many different filtering and screening processes. I would have the applicants send their c.v’s to the company because a c.v can contain a lot more information about someone than an application form because of its limited questions. One of the first filters in my selection would be age. I believe that someone under thirty would not have the experience or the relevant knowledge to perform the job of personal assistant and receptionist. However I also believe that someone over fifty would struggle to keep on top of such a heavy workload. I believe that employing someone over fifty does not show that you are thinking long term about the future success of a company.

Marxian Economics

Our work aims to research a modern development of Marxian economics, primarily at the theoretical level and make clear how do Marxs’ â€Å"laws of motion† of capitalism relate to Schumpeter’s views of imperialism. † Marx was a German journalist, exiled in London, who combined significantly different intellectual traditions in order to explain economic systems, including German philosophy, French political theory, and English political economy. Joseph Schumpeter was an Austrian scholar who was very critical of, yet much taken with, his predecessor, com/compare-and-contrast-karl-marxs-and-walt-rostows-theories/">Karl Marx, whose focus on historical analysis he admired and emulated.They both believed that capitalism is a stage of economic development in which the potential of humankind cannot fully develop. Both came to the study of economics questioning the fundamental assumptions of existing economic theory, and thus each took more of economic theory to be p roblematic than did most economic theorists. Both conceptualized the capitalist system as a whole, yet with the realization that the economic realm hardly constitutes the totality of human experience and thought.The real issue, which may indeed appear to have its scandalous aspect, arises when great economists direct their attention to what I shall call the cosmological problem of economics—namely, the social configurations of production and distribution (if you will, the macro and micro patterns) that ultimately emerge from the self-directed activities of individuals. What is remarkable about Marx and Schumpeter is that they are among the very few who have proposed solutions to this problem of an imagination and scope comparable to that of Smith, but that their resolutions differ from one another almost totally.In Marx's schema the system is destined to pass through successive crises that both alter its socioeconomic texture and gradually set the stage for a final collapse. Marx described his view of capitalism in â€Å"The Communist Manifesto† (1848), a social vision that, as Schumpeter points out, underlies Marx's life-long research program. In the introduction to his â€Å"Contribution to the Critique of Political Economy† (1850), Marx gave the clearest and most succinct description of his method of historical analysis, referred to by others as historical materialism.According to Marx, historical development is a progression of epochs, each distinguished by a particular mode of production, a â€Å"way of life,† based on the level of technology and division of labor (the forces of production) and a corresponding set of class (social) relations of production. For any epoch, any mode of production, according to Marx, the development of the forces and relations of production forms the foundation of social life. With the production of surplus over subsistence, classes emerge and develop, divided conceptually by Marx into producing an d non-producing (exploiting) classes.Social change is propelled by class conflict, that is, the struggle related to the contradictions between the developing technical forces of production and the existing class relations which act to impede this development. Socioeconomic development involves the transformation of class relations, which in turn enables the new dominant ruling class to exert control over resources and productive labor. Marx claims that the transition from one mode of production to the next is fundamentally revolutionary because the new mode of production is a qualitatively different social formation organized around new laws of development.Furthermore, the transition is one of violent, wrenching changes in social status, power, and legal rights. â€Å"The history of all society that has existed hitherto,† Marx firmly asserted, â€Å"is the history of class struggles† (1904 : 45). For instance, Marx describes the transition from the feudal to the capita list mode of production as a long period of conflict and bloodshed in which old class relations give way to new ones, a period in which primitive accumulation creates capitalists and expropriation creates a mass of wage-workers.Class-divided society proscribes the satisfaction of â€Å"truly human† needs because production is based on exploitation of the producing classes by the non-producing classes. Emancipation of humankind requires an end to this exploitation which, according to Marx, becomes possible with the development of the capitalist mode of production, which polarizes society into a small capitalist ruling class and a working class of exploited wage-workers who make up the vast majority of the population.Marx defines capitalism as a system of commodity production—production for exchange and profit—based on a system of wage-labor. Capitalists own the means of production and hire workers who must sell their labor power because they have no control over the means of subsistence or means of production. Capitalist development is dominated by capitalist control over production to accumulate capital. Capitalists are interested in production for profit rather than for use.This motivation means that the system as a whole operates to expand exchange value, market value, the money capitalists receive for the commodity production they control. According to Marx, this motivation to accumulate capital, that is, exchange value, creates contradictions in a system of unregulated market exchange because commodities are a unity of opposites. They are both useful objects to be consumed in the process of reproducing the material needs of the society and exchange values representing part of the socially produced value created through the social division of labor.This â€Å"value,† that is, embodied labor, â€Å"objectified abstract homogenous labor,† regulates the exchange value or price of each commodity. Commodity prices reflect the m agnitude of value, of â€Å"socially necessary† labor used to produce the commodity. Each commodity is a â€Å"social product† in that its production is dependent on a complex social division of labor that determines its labor cost, the amount of socially necessary labor time that goes into producing it.Marx sees contradictions in capitalism because, for the system as a whole to create a steady accumulation of capital over time, it must also create just the right combinations of different use values, specific useful products, to generate the growth in capital year to year. Marx recognizes capitalism as the most productive mode of production in history, because capitalists control the surplus product over and above the needs of simple reproduction of the existing level of output, and they use the surplus mainly to expand production and to increase productivity.Marx characterizes capitalism thus: the ascendance of industrial capitalists whose profits are based on exploit ation of wage workers through the extraction of surplus labor; revolutionary changes in the forces of production (technology and the division of labor) and therefore dramatic, continuing increases in productivity; capital accumulation fed by a growing mass of surplus value controlled by capitalists; increasing subordination and dependence of workers on capital; continual deterioration of workers' working and living conditions; and increasing competition for available jobs from a growing reserve army of unemployed workers.Other characteristics of a capitalist system for Marx include a tendency toward a declining average rate of profit; expansion of nonproductive but necessary commercial and financial capital; new forms of monopoly; extension of the capitalist mode of production to create a world market and worldwide capitalist system; uneven development of capitalism geographically so that at any time the existence of newly developing capitalist sectors provide fresh opportunities fo r capitalist exploitation; periodic trade cycles; and less frequent convulsive general crises of the system.In selling their labor power, wage-workers give up any right to the output they produce so that in capitalist production, objectification, the production of material objects, becomes alienation. Furthermore, in alienating their labor, the workers produce commodities that become capital, that is, the capitalists' source of power over the workers. Thus in capitalism, alienation brings about reification. Also, workers give up control over the labor process and therefore over their own productive activity, so much so that labor becomes a burden, and workers work to live instead of live to work.The accumulation of capital, representing the realization of man's essential powers, becomes for the wage-workers a loss of their reality, which for Marx connotates sociality. Marx shows that alienated labor means alienated man, devaluation of life, loss of human reality. Only the working cl ass can bring about this fundamental change because only workers gain this insight through their historical-social situation. According to Peter Drucker (1983: 125), Schumpeter considered himself the â€Å"son† of Marx.Schumpeter devoted himself to promoting scientific progress in economics, through theoretical, historical, and statistical contributions, on the one hand, and teaching and critical analysis of economic doctrine on the other. In his History of Economic Analysis (1954) Schumpeter‘s epistemology may be summarized as follows: 1. He had great faith in science, which he defined as â€Å"technique† and â€Å"tooled knowledge. † 2. Schumpeter was a great advocate of mathematical and econometric methods in economics. 3.In his History of Economic Analysis, Schumpeter had already outlined the major points of the Popper/Kuhn/Lakatos debate: the tension between conservatism and change that is inherent in scientific revolutions; the usefulness of both ten dencies. 4. Schumpeter was a positivist, but he accepted both verification and falsification as tests of a theory. 5. Schumpeter was anti-instrumentalist. He did not see the purpose of science as simple prediction but believed that the truth of assumptions does matter. 6.Schumpeter appears to have held contradictory views of the impact of ideology on economic analysis. He considered the intrusion of politics and ideology in economics as the major cause of â€Å"misconduct† in science. These apparently contradictory views represent, in my opinion, a defense of economics against Marx's evaluation of it as â€Å"bourgeois ideology. † Schumpeter agrees with Marx and credits him with the discovery that ideas tend to be historically conditioned, reflecting the class interest of the writer.Schumpeter claims, however, that ideological bias is not solely caused by the economic element in class position, and that social position is not shaped entirely by class interest (1954:10) . Thus, despite the fact that ideology affects the focus and the content of economic writings, analysis is not bourgeois ideology. Thus, Schumpeter believed that even Marx and Marxists contribute to progress in economic analysis. It was important to Schumpeter to acknowledge his debt to Marx, and apparently crucial to him that he refute the revolutionary basis and purpose of Marx's work.Schumpeter adopts what he takes to be Marx's research program and, like him, attempts to uncover the laws of motion of capitalist development. His purpose is clearly to defuse Marx's theory of revolution by converting it to a theory of evolution. Schumpeter accepts the structure and some of the content of Marx's economic sociology (the theory of origins and transitions) and economics (the theory of markets and mechanisms). Schumpeter's social vision as depicted in the Theory of Economic Development rejects—in fact inverts—important relationships of Marx's social and economic vision.In à ¢â‚¬Å"The Communist Manifesto in Sociology and Economics† (1949b), Schumpeter paid homage to Marx's contribution to economic sociology, which he considered to be the prescientific theorizing necessary to the research program they both pursued. In this article, he also suggests the theoretical basis for his revision of Marx. Schumpeter analyzes the scientific content of the Manifesto, which contains Marx's social vision, and he then identifies three of Marx's important contributions (however â€Å"warped by ideological bias†) to economic sociology.Schumpeter points out that Marx identified the necessary theoretical ingredients of the economic sociology in which to embed an economic theory of capitalist development: (1) a theory of history (which for Marx, according to Schumpeter, was an economic interpretation of history); (2) a theory of class (in which, for Marx, social classes and class relations become the pivot of the historical process); and (3) a theory of the sta te (which Schumpeter says shows Marx's understanding of the state even though Schumpeter believes that Marx recognized these tendencies only in the bourgeois state) (p. 09).Schumpeter criticizes Marx for his attachment to his social vision, his inability to revise his social vision in the light of contradictory scientific evidence. Clearly, it was Schumpeter's intent to counteract Marx and serve science by converting Marx's program into positivist science. This required building economic analysis on a social vision that is scientifically acceptable. In accepting a Marxian research program (analysis of the historical development, the internal dynamics, of capitalism), Schumpeter also had to use the structure of Marx's economic sociology.He needed a theory of history, of social class, and of the state to describe the development of the economically relevant institutions. But Schumpeter rejected much of the content of Marx's theory, including what he considered to be Marx's economic de termininism, that is, the analysis of change in social structures in terms of economic change alone; Marx's theory of class relations, that class conflict is the motive force behind economic and social change; and Marx's critique of the state, which was directed only at the bourgeois state.Also Schumpeter rejected Marx's class conflict and revolutionary theory. He could hardly envision the working class becoming a revolutionary class, that is, becoming the subjects of history, the major actors and motive force for change. Instead, he substituted his own theory of class and class relations based on his ideas about leadership and followership in which entrepreneurs carry out the â€Å"new combinations† that promote capitalist development. Schumpeter accepted Marx's materialist, dialectical view of history, the view that people create their own history through choice, concerted action, and struggle.He also recognized that history must be dialectical if it is evolutionary. Human subjects react to and change history. Change occurs through opposition and adaptation and learning. He objected to Marx's purely economic definition of class based on individuals' relations to the means of production, a definition he believed to be at the basis of Marx's economic determinism. Schumpeter paraphrased Marx's theory thus: â€Å"the social process of production determines the class relations of the participants and is the ‘real foundation' of the legal, political, or simply factual class positions attached to each.Thus the logic of any given structure of production is ipso facto the logic of the social superstructure† (1949b: 206). Schumpeter also rejects Marx's view that class relations are exclusively antagonistic, and that antagonisms among groups are exclusively based on distinctions of economic classes. He believes that there are multiple classes in capitalist society, just as there were in earlier epochs. There is a strong family resemblance here to Sc humpeter's vision of capitalism as an evolutionary process of creative destruction. The innovative function certainly plays a vital role in Marx's laws of motion.This bring Marx into the picture in a way that attempts to minimize the distance between him and Schumpeter and which is consistent with Schumpeter's well-known admiration for Marx. They are both concerned with the dynamics of development, and although they come from the opposite ends of the political spectrum, their similarities are profound and stand as an affront to the modern theory of static equilibrium in the Walrasian tradition. In the vision of capitalism as a dynamic process, Marx and Schumpeter share common ground, not just in their appreciation of capitalism, but also in their attempt to construct a truly dynamic economics.Marx and Schumpeter set the economic process into historical time. This is more than just adding a â€Å"t† subscript on all the variables of a model, and it is clearly different from pr oducing a growth model, although a growth model may be a useful aspect of a dynamic analysis. It means that the analysis does not violate the fundamental reality of time that the future follows the present and is unknowable, while the present has a past that is knowable and has caused the present to be what it is. In such a world disequilibrium and/or equilibrium-destroying events would be the central concern of the theorist.Thus, for both Marx and Schumpeter, capitalism has a past and is tending toward a future that is imminent in the configuration of forces at work in the present (Schumpeter, 1962: 43). To illustrate, it was capitalism's similarity with feudal and slave relations of production that led Marx to search for an explanation of how exploitation occurs under capitalism. Moreover, it was the vision of historical transformation that supplied the basis of his critique of classical political economy based on the latter's tendency to assume that capitalist production relation s were fixed and external.It is important to note that Schumpeter misses, misunderstands, or rejects Marx's value theory and the basis for Marx's theory of revolution Private property and capital represent a class relation in which wage workers, by selling their labor power, create the capitalist's private property. Furthermore, not only do they create a product that becomes a power over them, but also, by submitting to a work process organized by the capitalist for his own profit, they alienate their life activity, their work. They work to live rather than live to work.They become more and more dependent on the cash nexus of market transactions for their survival and for their satisfactions. They become alienated from their species life, the essence of the life of the human species which is human social development through creative work. Marx's basic argument, which is also an argument about logic, is that for truly human life to be possible, it is necessary (but not necessarily in evitable) for the wage-workers, for the exploited, to revolt. Schumpeter's class theory and theory of value together eliminate the possibility of revolt.It may be true that there is a high correlation between belief in the efficacy of the free market as an allocator of resources and protector of individual freedom and the method of static equilibrium theory to explain the operation of the market. However, as Schumpeter himself stressed many times, the deductions of economic analysis do not logically imply any particular ideological position. Static equilibrium theory no more proves the desirability of the free market than the labor theory proves the desirability of socialism.The fact that Marx and Schumpeter ascribed to radically different ideologies but each believed in the central importance of the evolutionary approach is itself sufficient proof that holding to a conservative, liberal, or radical ideology does not force one into the static equilibrium mold. In his works Marx wrot e about substratum of abstract labor which was an â€Å"essence† of concrete labors. Schumpeter in his â€Å"Imperialism and Social Classes† thought about social process regulated by a hierarchy of talents, organized in social classes (Schumpeter, 1955: 137, 160). In this process bourgeois class must provide the leadership role.

Conventions, The Skull Beneath The Skin

P.D. James claims to have used â€Å"the well worn conventions of the mystery to subvert them, stretch them, use them to say something true about characters, about men and women and the society in which they live† in her book ‘The Skull Beneath the Skin'. She sought out to rewrite the ‘cosy' style and she achieved this by challenging the traditional conventions. The Skull Beneath the Skin’ is almost a hybrid text because it is Contemporary but also blends classic ‘cosy’ style conventions with hard-boiled characteristics. Firstly, the fact that James has made the detective female is a significant subversion, it conveys the changing times in which it was written, 1982. During this time, roles of women and their social roles and barriers were changing rapidly, and this is reflective in the novel. As well as challenging the role of women in society another obvious challenge to the genre of crime writing is the denouement is not performed at the end of the novel, as is usually the case for many traditional ‘cosy' novels, but is instead closer to the middle crisis and unravelling of the case. Cordelia does not perform the resolution herself and no other guests are present during its unfolding. Instead, Ambrose undertakes the denoument, much to the embarrassment and fallibility of Cordelia. Other slight subversions of the genre include the fact that Cordelia Gray has an uneasy past and she lacks the intellectual capacity of the traditional cosy detective and the isolated setting at Sir Ambrose Gorringe's Victorian castle is a convention of the cosy but the blending of the cosy with the gothic genre challenges the norm for crime writing. On the other hand occasionally a convention was seen to be adhered too which is often hard to avoid. In the Skull beneath the Skin Society is left unstable, as Ambrose was never put behind bars. The killings weren’t really justified by the characters, or justified in a way we could understand as normal people. This convention holds true to Contemporary Crime Fiction.

Diversity And Equality In The Workplace Example

Diversity And Equality In The Workplace Example Diversity And Equality In The Workplace – Coursework Example Diversity and Equality in the Workplace affiliation Workplace is experiencing a significant change throughout history, and the change is expected to evolve continuously with time. The workforce of a society reflects the changes that have taken place in the society. For instance, in the past the workforce was dominated by male but currently the female gender has come along and taken various top positions thus stopping the stereotype. Diversity can be defined as the act of acknowledging, valuing and accepting the differences that exist among people. These differences can be physical, ethnical, gender and race among others (Carrell the need to maintain equality in the workplace and prevent gender-based discrimination has been the focus in the workplace. However, various challenges have been noted to encompass the diversity. Sexual harassments, racial and cultural issues and negative attitude due to prejudice and stereotyping of employees have been seen as some of the major challenges o f diversity in the workplace (Morgan organizations that embrace diversity have a wider variety of solutions because employees from different settings bring talents, ideas and experiences. A diverse organization offers a broader service range globally; this is because the employees possess different languages and cultural understanding. Organizations that encourage diversity in the workplace provides an inspiration to its employees to execute functions more efficiently thus increasing the companies productivity. Diversity can be enhanced in an organization when employers treat their employees fairly and equally, this will enhance inclusivity of all the employees. The company should have a written policy that tackles equal opportunities like equal pay reviews, promotions and employment, and the management take steps to fulfil the policies in the workplace. In addition, employees should be educated on their rights and understand what is expected from them (Bennett, 2009).ReferenceBenn ett, T. (2009). New ways of promoting equality and diversity in the workplace: The role of the union equality representative. Equal Opportunities International. Carrell, M.R. & Heavrin, C. (2008). Negotiating essentials: Theory, skills, and practices. Upper Saddle, NJ: Pearson Prentice Hall. ISBN-10: 978-0-13-186866-3.Morgan, J., & Vrdy, F. (2009). Diversity in the workplace. American Economic Review, 99, 472–485.

100 Amazing Topics for Your Strong Persuasive Essay

100 Amazing Topics for Your Strong Persuasive Essay 100 Great Topics for Your Persuasive Essay Often students are given the topic before starting their assignment. If you ask average scholars what they think about choosing a topic on their own, they would probably say that it’s associated with additional problems. In fact, choosing a topic on your own can be a great advantage if you have a correct understanding of how to do it right. If your teacher gives you a chance to decide on a topic independently, you can pick up the theme that is interesting and familiar to you. Moreover, you can check if there are enough free and available information sources for writing an essay before making your final choice. If you are given a task to write a persuasive essay and to choose its topic on your own, use this opportunity. It’s only enough to spend around 10-20 minutes to learn how to choose the topic correctly and our article is aimed at helping you with this. Why Students Write Argumentative Essays Instead of Persuasive Essays Before giving you a list of topics, we want to speak about the difference between argumentative and persuasive essays. The problem is that many students can’t tell these two types of essays apart and make a huge mistake writing an argumentative essay instead of the assigned persuasive paper. Both types have quite similar aims and it’s not easy to understand how they differ. We’ve found a definition that will make you see the features of the different types easier: Argumentative essay shows your point of view on a problem or a subject. Explaining something, you tell the reader that there are also other possible ideas about the topic, however, you choose the one you speak about due to some reasons. You explain your idea but you allow your reader to think differently and to decide whether to support your point of view or not. Persuasive essay also speaks about your point of view on a certain topic. However, this time you use the facts and statements to prove that your point of view is the correct one, the most practical or ethical one. Step by step, you have to show that different points of view are less logical. Your final aim is to make a reader support your idea. Understanding the difference between the two types, you can also see a clearer and more correct way of picking up a topic for your persuasive essay. 100 Topics for Your Excellent Persuasive Essay Working with the list of topics, you can choose a ready topic and start to work on it or to take it as an inspiring sample and to create a similar theme for your future essay. Topics for Elementary Scholars Is it allowed to have a wild-born animal as a pet? Is it better to be the only child or to grow up in a big family? If you found a home of a rare animal on your yard, would you give it to the laboratory or to the local zoo? Is having a superpower making you a better person? The best holiday of the year is Birthday/Christmas/New Year’s Eve. If the invisible potion is discovered, shall it be given to people unrestrictedly? A shop assistant/waiter/bus driver is the worst job in the world. Shall parents encourage their children to choose school/friends/bedroom decor independently? Shall we stay friendly with everyone? Shall having an expensive gadget influence the way others see us? Topics for High School Scholars Will the return of the death penalty scare criminals from committing a crime? Is it safe to allow people to change their names any time they want? Shall we pay attention at moral and personal qualities of a president? Is younger generation better adapted for positive changes in the world? Can fashion be harmful to society? Shall reach people pay extra taxes to help those who are poor? Is lowering the voting age is a good idea? How to reduce the level of crimes among high schools students? Shall privacy be violated for national security? Topics Connected to Education Existing disciplinary means are outdated to control modern teens. The modern way of holding exams and academic tests may be harmful to the development of creativity and critical thinking? Shall IT students be encouraged to create their own entertaining applications and video games? How to provide an equally high level of education for children in big cities and rural areas? Shall children with different types of disabilities study in separate classes? What is the most effective way to stop bullying among kids? Is it necessary to have a special uniform for teachers? Shall physical training lessons be held by professional sportsmen? Which measures can be taken to motivate students with lower marks? Can video games encourage students to use guns at school? Topics Connected to Technology and Scientific Progress How environmental protection can be improved on a local level? Can robots with artificial intellect replace humans completely? Shall fuel be replaced with alternative sources of energy? Is global warming a natural process that doesn’t depend on the activity of humans? What is the alternative for genetically modified food? Is terrorism the most common reason for the modern plane crash? The role of the human in the extinction of rare animals and plants. Is it ethical to restrict a number of children in a family in order to control the growth of the population? How soft drugs can be used in medicine? The ethical side of cloning animals. Topics Connected to Nature Are zoos helpful for protection of rare species of animals? Can hunting be ethical? London Zoo is one of the largest and the best zoos on a planet: do animals feel good there? Is there’s any reason to keep exotic animals as domestic pets? What is the best and most effective way to train domestic animals? Is it ok to breed different animals in order to create new species? Vegetarianism can’t be helpful for the animal world and nature. Is it immoral to wear natural leather? Is there a point of trying to return extinct animals like a mammoth? Why governmental method of nature protection can’t stop poaching? Topics Connected to Music and Arts How pirating music influences the economy of a country. Can fame of a music band or a singer bring more opportunities for development of the country they originate from? Some music types have almost no differences: why shall they be separated into different types? Can music be used in the process of rehabilitation of criminals and prisoners? Will decreasing the price of music apps and albums lead to decreasing pirating? Will ancient Chinese music be indicated as a different type of art? Will the kind of music for rehabilitation be chosen individually? How historical songs help us to understand certain moments of history? Can technologies replace artists and musicians? Music as a part of therapy for curing mental disorders. Topics Connected to Sports Shall the animal sport be banned? Is it ethical to advertise junk food, alcohol or cigarettes during sports events? Shall popular sportsmen control their behavior being a role model for teenagers? Is the popularity of extreme sports can be a dangerous trend? Shall the bullfighting be banned, even being a part of Spanish culture and an old tradition? Are genetics and an inborn talent more important than the hard work in reaching great results in sport? Is there point of creating sports teams that may include both male and female players? Shall different types of sports be separated into female and male sports? Shall sportsmen work not only with a coach but also with a psychologist to avoid serious depression and to achieve better results? Is it necessary to make anti-doping control more severe? Complicated Topics for Persuasive Essays Are those features of people that are called ‘negative’ natural and coincide with the inborn instincts? What shall be the main aim of sexual education at school? Which measures can be taken to make oil producers be more attentive to oil spills? Shall other countries answer the new US policy that may violate the rights of national minorities? Is the legislation that controls selling of guns effective? Is free internet real harm to the moral norms of society? Which changes are necessary to make the copyright laws more effective? Shall teenagers be given more legal rights like voting, buying alcohol, dealing with banks and businesses? How would the opening of borders influence the world’s economy? How the world would be different now in the case if the German army could win the Second World War? Topics Connected to Ethics and Morality How to make animal testing less unethical in a case it can’t be banned? Shall people be given a legal right to die or to suicide? How kids’ beauty contest can influence the development of psychological disorders among young children? Which conditions are necessary to make euthanasia not illegal? How can governments of developed countries stop using child labor in other countries? Is atheism dangerous for moral norms? How to reduce the number of unnecessary plastic operations that may harm one’s health? Shall college students be allowed to buy alcohol drinks? Shall college students be involved in voluntary work that is connected to their future profession? What can be an alternative way of controlling the number of illegal immigrants? Do cameras in public places help to reduce the number of crimes? Universal Topics for Persuasive Essay What is the most tolerant way to control the relationship between atheists and believers? Is it necessary to participate in war conflicts in Middle Eastern countries? The influence of ‘Sexual Revolution’ on modern art, music and idols. Why the tension between vegetarians and meat eaters is growing and how to control it? Which types of crimes shall lead to a death sentence? Shall students keep a special diet that helps their brain to work better? Would the portrait of Mona Lisa be the same popular if it’s painted by an unknown artist? Shall people change their attitude towards cheating and call it sexual freedom? Is the art for masses less important than the recognized elite masterpieces? Modern fashion trends make women feel worse and look less natural comparing to women of the past. Choosing an interesting topic is not as easy as it may look. You shall prefer those topics that may have several possible explanations and points of view. It’s always good to choose some controversial topics, however, in that case, you shall also have a clear and grounded position about it. It’s not always necessary to create the topic on your own. It’s ok to choose one of the topics that is presented in a list. Even if you choose a topic that has been discussed before, you can express different ideas about it and make your paper sound unique.

The impact of Compliance on an organisations existing information Research Paper

The impact of Compliance on an organisations existing information technology security - Research Paper Example Moving a bit more, a detailed discussion has been undertaken to throw light on how both employees and the organization fail to implement the compliance drive in the way it is planned. The shortcomings and the responses of the employees are supported by way of graphs. Lastly, the positive impacts of compliance and negatives of non-compliance to IT security has been presented with the help of survey results conducted on major international companies from all sectors. A briefing of a standard compliance program is also attached with the paper in order to let the readers know of what should actually be there to make compliance a competitive advantage for an organization. Organizations are feeling the heat of non-complaint behavior and process and technology issues leading to mammoth losses, both financial and organizational. Executing leadership in agreement with IT security policy and compliance is emerging as a challenge. Compliance in an organization runs through the policy planning component and automation centers (Elliot 2008). Security is an essential feature in most of the organizations today and compliance gives visibility to the processes and controls within an organization. Keeping the importance of Information Security and its relevance in today’s market place and market space, the present paper aims to explore â€Å"The Impact of Compliance on an organization’s existing Information Security policy.† 1. How compliance as an essential component of information security policy originated? What best practices are being followed and an overview of the major acts that are in place to adhere to the compliance rules. The research paper has tremendous scope of revealing the loopholes that exist in organizations and what remedial measures could be taken to put back things into original and desired manner. Though standard framework can be followed by