The Impact of Increasing Import Prices With Respect to Economic Research Paper

The Impact of Increasing Import Prices With Respect to Economic Variables - Research Paper Example At current market prices, the GDP is at its highest during the year 2004 whereas it is at its lowest during the year 2001. During 2004, the US economy experienced consistent growth with almost over 4%, on average, growth rates during each quarter. This was mainly due to the strong demand created through business spending, the sector which witnessed almost double-digit growth during the period whereas consumer spending was increasing too i.e. it showed an improvement of more than 4% during the year. Similarly, new jobs were created and the employment level fell sharply which not only stimulated spending but also increased the income level of individuals. Similarly, an increase in consumer spending resultantly caused an increase in the business sector when the business expansion was witnessed as it has been discussed earlier. However, what is also important to discuss, here is the fact that inflation during this period was at high level i.e. the current price level was high therefore t he GDP at current market prices was at its highest? Similarly, in the year 2001, GDP at current market prices was lowest because the US was hit by the terrorist attacks on 9/11 which significantly damaged its economy as most of its stock exchanges closed down for a substantial period of time. Secondly, the price level was relatively at a lower level as compared to the base year i.e. 2001 was just one year after the base year of 2000 therefore it was at the lowest level since at the base price GDP growth rate was around 6 – 7% whereas it showed negative growth from 2000 to 2001 at current market price level.

To His Coy Mistress Essay Example for Free

To His Coy Mistress Essay The poem is a deductive poem written by a much older person to the little mistress. The 46 line poem can be said to be divided into three different parts where the author tries to make a point. The first part, lines 1- 20, introduces the limitation of time in for the poet to sing of the mistresses’ beauty and shyness. This is seen in line 1 where the poet says â€Å"Had we enough time† and â€Å"†¦an hundred years should go to praise†¦Thine eyes, and on thy forehead gaze†. Generally, the poem is an argument that follows procession of the poet’s thought. In the second part of the poem, lines 21-32, poet says that with the poet arguing that time is indeed short and unfavorable to lovers as they can not enjoy their love for long as â€Å"†¦time is winged† â€Å"†¦And you quaint honor turn to dust, And into ashes all my lust†. In the third part, lines 33-46, the poet draws a conclusion that due to the fact that life is short and time unlimited, they should throw away any care and tear their pleasure with rough strife. The tone of the poet used a flirty and seductive tone in conveying his message to his beloved mistress. The setting of the poem is in medieval times when it was socially unacceptable for ladies to express their desire for a man even though they are in love with him. They are to show some â€Å"coyness† at first so feign indifference to the romantic advances of men. He used seductive words like â€Å"†¦two hundred to adore each breast† (line 15), â€Å"†¦and your quaint honor turns to dust†¦ and into ashes all my lust† (lines 29 and 30). The poet uses rhyme scheme that follows the aa, bb, cc pattern. He also uses metaphorical expression in the poem. This can be seen in lines 11, 22, 35 and 36. In addition to this, the poet used imagery as a tool in the poem. This can be seen in lines 6, 12, 16, 24, 27, 29, 30, 36, 38, 39. He also used simile in lines 34 â€Å"†¦like morning dew†, and lines 38 â€Å"†¦like amorous birds of prey†. He also used allusion in line 11 where he said â€Å"†¦vegetable love†.

Problem Based Learning Essay -- essays research papers

What is PBL Problem based learning is any learning environment in which the problem that is asked is what drives the learning. In other words, to answer the problem that is given to you, you will need to look things up and learn some things before being able to answer the question correctly. The problem is given so that the students discover that they need to learn some new knowledge before they can solve the problem. The first use of PBL was in medical schools, which test the knowledge base of graduates. PBL uses real world problems, not hypothetical cases where the answers are neat and convergent. The struggling with the actual problem is what makes the students learn. Through this struggling they learn both content and critical thinking skills.   Ã‚  Ã‚  Ã‚  Ã‚  Problem based learning has several distinct characteristics, which may be identified and utilized in designing a curriculum. One of these distinctions is the reliance on problems to drive the curriculum. The problems do not test skills; they only assist in development of the skills themselves. The problems are not normal problems; the answers will not be able to be solved until the students themselves do more work. The second distinction is that the problems should not mean to have only one solution, and as new information is gathered, perception of the problem and thus the solution changes. The third distinction, a very important distinction is that the students solve the problems. The teachers are merely coaches and facilitators. The fourth distinction, closely related to the third is that the students are only given guidelines to solving the problem. There is no such thing as a formula or direct way to solve the problem. The fifth and last distinction is the as sessment. It is an authentic and performance based assessment and it is a seamless part and the end of the instruction.   Ã‚  Ã‚  Ã‚  Ã‚  There are five main stages for instructing with problem based learning and there are four main stages for a student to use. First we will discuss the stages for the instructor to use. The instructor has a choice of either having everyone stay as individuals or form small groups of about 3 – 5 people. The instructor can ask the students to form their own groups, assign them, or draw from a lottery. The next stage the instructor must complete is presenting the problem. To do th... ...tage is testing your solution. Seek from your instructor the data that you need to run tests on your ideas. If all your possible solutions are eliminated, begin the cycle again. When you encounter data that confirm one of your hypotheses you may be asked to write an explanation of your solution and justify it using the available evidence.   Ã‚  Ã‚  Ã‚  Ã‚  Problem based learning is a way of teaching that most teachers do not use right now. However it is a great way of learning if used properly. PBL can be used for individuals or small groups and can be effective either way. The instructor has only five main stages in developing a curriculum: Forming the groups, presenting the problem, activating the groups, providing feedback, and asking for a solution. The students, although they do all the work, only have four stages: Defining the problem carefully, exploring the possible solutions, narrowing the choices, and testing the solution. http://www.saltspring.com/capewest/pbl.htm http://www.biology.iupui.edu/Biology_HTML_Docs/biocourses/K345/PBL_Web_Pages/SmallGroupPBL.html http://score.rims.k12.ca.us/problearn.html http://www.chemeng.mcmaster.ca/pbl/pbl.htm

Does the globalization of supply chains favors a leagility solution to a supply chain? Essay

The globalization of supply chains favors a leagility solution to a supply chain. Nowadays organizations can no longer efficiently and effectively compete in isolation of their suppliers, customers or other interest, supply chains, not organizations, compete against each other, those who will survive are those who can provide management to the fully integrated supply chain, entire supply chain must be viewed as one system. It implies that organizations across the supply chain must take interest in each other and work together to make the entire supply chain competitive. (Andersson, R. , 2007) To be successful in the future the supply chain should be market-driven or demand-driven, where the key model is oriented toward virtual networks, information bases and perceived customer value (Andersson, R. , 2007) . References â€Å"The Institute for Working Futures†. Supply Chain Issues and the Push-Pull Boundary. Retrieved June 13, 2009. http://www. marcbowles. com/courses/adv_dip/module4/module10/m10four. htm Goldsby, Thomas J. , 2006.MODELING LEAN, AGILE, AND LEAGILE SUPPLY CHAIN STRATEGIES. Retrieved June 13, 2009. http://www. allbusiness. com/professional-scientific/management-consulting/4089028-1. html Mason-Jones,Naylor,B. ,Towill, D. R. â€Å"Lean,agile or leagile? Matching your supply chain to the marketplace†. Retrieved June 13, 2009 http://ihome. cuhk. edu. hk/~b103313/Exetrain/lean%20agile%20or%20leagile. pdf Andersson, R. â€Å"Quality-driven logistics†. Retrieved June 13, 2009. Division http://bada. hb. se/bitstream/2320/1777/1/Quality-driven%20logistics. pd

Translation of image in metaphor

The present study Is an attempt to Investigate the translation of image In metaphors. In translation of metaphor, It Is necessary to start with Investigating the concept of metaphor. So the definition of metaphor and different kinds of metaphor are presented. Imagery is a key concept in metaphor that helps the reader to visualize and experience the author's writing. Different type of imagery also presented. Then translation of metaphors ,including cognitive approach, is considered. At last the translation of metaphor in Persian poetry is investigated.Introduction Translation plays an essential role in transferring message from one culture to another (Batavia,2008). Deference between SSL and TTL can sometimes pose challenges in the process of translation. One of these challenges is the translation of metaphor. Metaphors can become a translation problem, since transferring from one language and culture to another Is difficult. â€Å"Translation of metaphor will be always seen as probl ematic, no matter which approach to metaphor Is chosen† (Olivier, 1998:5).Literature review There are no Instructions for devising metaphors; there Is no manual for determining hat a metaphor â€Å"means† or â€Å"says†; there is no test for metaphor that does not call for taste. A metaphor implies a kind and degree of artistic success; there are no unsuccessful metaphors There are tasteless metaphors, but these are turns that nevertheless have brought something off, even if it were not worth bringing off or could have been brought off better. (Davidson 29) According to Adage(1987:77) â€Å"metaphor presents a particularly searching tests of the translator's ability'.Furthers Olivier (1998:5) claims: â€Å"the translation of metaphor (†¦ ) Is problematic no matter which approach to metaphor is chosen†. Degrees of translatability of metaphor are classified as follows: 1 . Metaphors are untranslatable: the advocates of this are Nadia, Avian and Darlene , and Adage. They believe that translation creates a different metaphor In the target language. 2. Metaphors are fully translatable: Sloppier, Reels and Mason claim that there is no problem in metaphor translation. Metaphor is translated as a new metaphor in target language. 3.Metaphors are translatable but pose a degree of interlinguas in equivalence: Van Den Broke, Arabian Olivarez, Tour and Newark have this view. 4. Conciliatory approach: Snell Horny said that he text type determine the range of rendering. Mandible(1 995) focus on the translator's reaction time to show differences in the translation of SCM ( similar mapping condition) and the DIM ( different mapping condition). The work of other theorists like Coves(2005), AH Hosannas(2007), Male(2008) and Rainmakers and Gaur(2010) are all product-oriented, show that translation products depend on SCM and DIM.The common basis between all of these studies Is that â€Å"the more the two languages conceptualize metaphors In a salar y way. The easier the task of translation will be. Also some research have been done In relevance to the effect of translation on metaphor by Schaeffer(2004) and Starriest(1993). Towboats (1993: has to be culture specific, thus presenting what amounts to often insurmountable problems for translation, which is by definition a transactional process. Schaeffer (2004): Discussed some implications for a cognitive theory of metaphor to translating metaphor without trying to draw a theory or a model. Dickens (2005): Simplified Model, Full Model, a reworking of Newark in terms of legalized and non- legalized metaphors, where Arabic-English translation of metaphor is reduced to exuberance and congruence. First, it is claimed that if two languages have radically different conceptual systems, then translation from one language to the other is impossible.Second, it is often claimed that if translation is impossible, then speakers of one language cannot understand the other language. Third, it i s often claimed that if the languages have different conceptual systems, then someone who speaks one language will be unable to learn the other language because he lacks the right conceptual system. Fourth, to confuse matters further, it is sometimes claimed that since people â€Å"can† learn idiotically different languages, those languages couldn't have different conceptual systems (Alaska, 1987: 311). What is metaphor? According to Newark metaphor is † any figurative expression: the transferred sense of a physical word, the personification of an abstraction, the application of a word or collocation to what is doesn't literally denote, to describe one thing in terms of another. † He also introduces the polygamous words and English phrasal verb as metaphor. Most people think that metaphor is used only in the literature and is a feature of language. They introduce metaphor as â€Å"matter of words instead of thought r action†. But metaphors are used in every day conversation, in language, in thought and in action.George Alaska claims that â€Å"our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical nature. † Tall metaphor is described in two senses: in narrow sense, metaphor is figure of speech, one thing is described in terms of another. So metaphor is the combination of three components: tenor(object), vehicle(image), ground(sense) and is described as a resemblance between image and object. To explain more, we can say that the tenor and vehicle are connected by a verb that creates resemblance. The verb â€Å"to be† is often used to say the tenor is the vehicle.In broad sense metaphor is explained as what Newark define metaphor. In this broad sense metaphor is the relation between mind and cognition. From historical point of view, metaphor is a Greek word for transport and is defined as a transportation of concepts from its normal location to a new location. In the past, me taphor was figure of speech or form of figurative language that defined in terms of aesthetic and rhetorical points. It has been analyzed in term of components (image, object, sense) and types (dead, click, recent†¦ ). But nowadays, metaphor is seen in perspective of conceptualization and idealization.So the cognitive conceptual stylistic approaches are chosen. Metaphor is similar to simile. In simile A is like B, but in metaphor â€Å"like† or â€Å"as† are not used. It means that in simile the comparison stated explicitly, while in metaphor and simile depends on this point of similarity between topic and image. This implicit similarity may be understood from context. Different type of metaphor Newark expresses six types of metaphor. 1 . Dead metaphor: â€Å"Dead metaphors are metaphors where one is hardly conscious of he image, frequently relate to universal terms of space and time, the main part of body and main human activity. In translation of dead metaphor the same image is transferred. â€Å"An example of a dead metaphor would be the ‘body of an essay. ‘ In this example, ‘body' was initially an expression that drew on the metaphorical image of human anatomy applied to the subject matter in question. 2. Click metaphor: â€Å"Click metaphors are metaphors that have outlived their usefulness , that are used as substitute for clear thought , often emotively , but without corresponding to the facts of matter. Different image is made from SSL to TTL. Absence makes the heart grow fonder is a proverb click.Achilles heel is an allusion click. Acid test is an idiom click. Age before beauty is a catchphrase click. Alive and kicking is a doublet click. Avoid like the plague is a simile click 3. Stock or standard metaphor: Stock or standard metaphor is an â€Å"established metaphor which in an informal context is an efficient and conscious method of covering a physical or mental situation both referentially and pragmatically and which is not deadened by overuse. † In translation of standard metaphor the same image must be constructed n TTL. 4.Adapted metaphor: This type of metaphor â€Å"is actually a stock metaphor that has been adapted into a new context by its speaker or writer(fleetness' of a stock metaphor has been adapted or personalized in some way)† It can be translated by an equivalent adapted metaphor. 5. Recent metaphor: â€Å"This type of metaphor is produced through coining; they are often ‘anonymously' coined†. Recent metaphors should be translated using continental analysis. 6. Original metaphor: â€Å"Original metaphors, are created or quoted by the SSL writer or speaker usually to make discourse more interesting and often used to highlight particular points. Translator has some choices: literal translation, reduction to sense or modification of the metaphor. Alaska and Johnson determine 3 type of metaphor under the title of conceptual metaphor: 1 . Orientation metaphor: spatial orientation (up-down, in-out) is the concern. For example: happy is up. Sad is down: I'm feeling up today. He's really low these days. 2. Ontological metaphor: an abstraction such as emotion and ideas is replaced by a concrete thing such as object, substance or entity. In this definition some words need some explanation.Entity is made when an abstraction is replaced by concrete physical object. For example, the mind is represented as a machine: my mind Just isn't operating today. When abstraction is represented as material, substance is made. For example: there was a lot of good sprinting in the race. Container is one ontological metaphor: when one concept is shown as something that has outside and inside, and holds something else. For instance: get the most out of life. 3. Structural metaphor: this is a conventional metaphor in which one basic domain of experience is transferred to another basic domain.This is the most complex metaphor. For example: argument is w ar, so we can say: your claims are indefensible. The conventional metaphor in this definition is a metaphor that is used in everyday example: if life is a Journey so we can say: it's time to get on with your life. George Alaska represents another type of metaphor that is called image metaphor. According to Alaska â€Å"image metaphor maps conventional mental image onto other conventional mental image by virtue of their internal structure. † Image metaphor is different from conceptual metaphor.Some metaphors are used in advertising slogans, so they are o common and convert to something that is used in every day conversations. For example consider the metaphor of â€Å"life is a Journey' â€Å"Life is a Journey, travel it Airlines) â€Å"Life is a Journey. Enjoy the Ride. â€Å"(Ionians) â€Å"Life is a Journey. Enjoy the ride with a GM reward card. â€Å"(General Motors) â€Å"Life's a Journey–travel light†(Hugo Boss Perfume) Some metaphors used in the lyri cs. For example: Life's a Journey not a destination And I Just can't tell Just what tomorrow brings. From the album A Little South of Sanity) Poets use metaphor in poems. A common poem by the use of â€Å"life is a Journey† is The Road Not Taken† from Robert Frost: Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. Then took the other, as Just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. And both that morning equally lay in leaves no step had trodden black.Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh somewhere ages and ages hence: Two roads diverged in a wood, and I– I took the one less traveled by, and that has made all t he difference. Function of metaphor description of entities more comprehensively than in literal language (referential purpose). The second purpose is to delight, to please (pragmatic purpose). The third purpose is to show similarity between two comparable things that have one characteristic in common.Metaphors are also used to suggest the reader to think positively and beautifully to their life and world. â€Å"Love is a homeless guy searching or treasure in the middle of the rain and finding a bag of gold coins and slowly finding out they're all filled with chocolate and even though he's heart broken, he can't complain because he was hungry in the first place. â€Å"(Boo Burnham, â€Å"Love Is†) â€Å"Time, you thief†(Leigh Hunt, â€Å"Rounded†) â€Å"Memory is a crazy woman that hoards colored rags and throws away food. â€Å"(Austin Maloney) â€Å"Life is a zoo in a Jungle. (Peter De Varies) â€Å"Life is a game played on us while we are playing other games. â€Å"(Even Sear) The application of metaphor Metaphor is an important device for communication. The work of Alaska and Johnson wows the application of metaphors in cognitive linguistics, as well as cognitive anthropology, computer science, and philosophy of language also in psychology. In psychology, the work of Alaska and Johnson shows interest in study of metaphor in cognitive and clinical psychology. In a cognitive perspective, metaphor is example of mental model as well as analogical reasoning and problem solving.Analogies and metaphors make sense f the word. Gentler (1983) argues that metaphors help to understanding, decision- making, and action. Duke (1994) shows the effect of metaphor in applied field of software ergonomics. Tahiti, Photos and Grasses (1999) represent the effect of metaphor in communication process. Clinical psychology, concentrate on the role of metaphor in communication processes in psychotherapy. Imagery Imagery is not only the representation of v isual image in our mind. Imagery is more complex. And can be categorize in five types, each relevant to one of our sense.Newark claims that language refers to visual image and metaphor is the language reference to other senses. Hearing and touch are more powerful than taste and smell. Different type of imagery Visual images are mental pictures that are constructed in your mind. It means that in order to compare two things use picture rather than word. For example: the Tavern was worn down with age, the wooden bar chipping away, the floors looking black from the dirt, and the ceiling carrying dark brown stains from water damage. Auditory images relate to sound. It is a form of mental imagery that is used to organize sound.This image divided to two auditory modalities; verbal imagery and vividness and detail of auditory imagery depend on the background and condition of brain. As an example of auditory imagery we can express from an ode: â€Å"Or sinking as the light wind lives or die s; And full-grown lambs loud bleat from hilly bourn; Hedge-crickets sing; and now with treble soft The redbreast whistles from a garden-croft, And gathering swallows twitter in the skies. † Kinesthesia images: where the reader can imagine the movements and action of a person or an object.For example: his body moved fluidly throughout the obstacle course, dodging every object thrown at him with agility and grace while speeding down the path. Olfactory images which refers to smell of the odors and scents. Example: the perfume she sprayed reminded her of the sweet and calming scent of mangos and vanilla, a wave of relaxation soon overcoming her. Gustatory images refer to the words in your mind that make you think of taste. For example: the artificial cherry taste of the cough medicine was overly flowery and sweet. Tactile image: allow reader to imagine a feel or texture of certain things.As an example: the blanket was as soft as cotton and as smooth as silk. Organic imagery which is the imagination of feeling what the character feels, such as thirst, hunger. As an example: he was completely drained of energy, his knees buckling from carrying his own weight and eyes drooping from exhaustion. Imagery used in three senses in literary eroticism: in the broad sense, the image need not be mental pictures. In narrow sense, imagery is description of visual objects and senses. The third, imagery means figurative language. Function of imagery Imagery is used in poetry and literature.In poetry is as a backbone of poem because imagery used in poem to evoke a response in reader. Imagery has different connotation and meaning, but for the poet they convey a complete human experience in every few words. Imagery in literature is a collection of techniques that appeal to the senses. There are two main types of language used in literature: secretive and figurative: in the descriptive language we can refer to the senses directly, while in the figurative language we should use some description and invoke other meaning. To create imagery in literature, both types of languages are used.The descriptive language use imagery directly to create a vivid, realistic description of the sense. This describes the appearance and setting, the different senses. Comprehension of metaphor There are some theories related to metaphor comprehension: 1 . Interaction theory: (proposed by Richards (1965), black (1962)), in this view the interaction between tenor and vehicle creates metaphor. . Mapping theory: (proposed by Alaska(1987)), this view use the terms of â€Å"source domain† and â€Å"target domain† to show the directionality of relation between these domains that called mapping. 3.Blending theory: in metaphor there are two psychological spaces: source psychological space and target psychological space. These two spaces make a new space. The sense of metaphor called generic space. If the source, target and generic spaces create a new space metaphor is mad e. Metaphor translation According to Newark, â€Å"whilst the central problem of translation is the overall choice translation of metaphor†. Unremarkable; 104) In order to interpretation of metaphors, translator can choose among some possibilities: 1 . Exact equivalence of original metaphor, 2. A metaphorical phrase which express a similar sense, 3.Untranslatable metaphor replaced with approximate literal paraphrase Problems relating to metaphor translation Adage points out â€Å"since a metaphor in SSL is, by definition, a semantic novelty, it can clearly have no existing equivalence in the TTL†. Another problem relates to what Limier claims † most words in a language have absorbed cultural aspects and historical experiences†. Metaphors often are culture-bound, and the best way for translation is direct translation. Metaphor as an issue in translation study Prescription versus description These two polarities (prescription and description) are one aspect o f translation problem.The advocates of prescriptive approach are Nadia, Van den Broke, Newark and the advocates of descriptive approach are Tour, Snell Horny, Baker. (Fernando et al 2003:61) These approaches seeking SST faithfulness have been increasingly disregarded in favor of target oriented studies, which had an impact on the concept of equivalence. Transgenic equivalence thus doesn't pursue ‘perfect' but rather ‘acceptable' rendering (Arabian-Lavaliere's) Classical versus conceptual perspective Another classification in study of metaphor is the polarities of classical and conceptual approach.While the principal of these two approaches are different, in recent decades some attempts have been done to combine these two approaches. In the classical view, metaphor was a rhetorical figure or a device to add interest to the text. At the same time, metaphor has been seen as something interesting, peripheral, as an object in realm of poetic rather than empirical analysis. Tr aditional understanding of metaphor as a figure of speech has been recently replaced with a more complex conceptual, cognitive approach(Schaeffer 2004).The publication of ‘Metaphors we live by (1980) by Alaska and Johnson change the whole world of study. In recent years the new conceptual view of metaphor is the most important view. Alaska and Johnson argues that marathons are nothing less than demonstration of the whole system of experience and thought of human society- in other words, â€Å"metaphor permeate and pervade both languages and thought†( Fernando 2003:65). So metaphor is an expression of conceptual mapping, while this view is the same of lassie view but it is said that mapping is a surface demonstration of the relation in a deeper level.Descriptive: _cultural Horny(1988-95), Towboats(1993) _(UN)translatability and cultural overlap(Adage(1976-1987) _(UN)translatability and structure of cultural information(Van Den Broke(1981) Prescriptive keeping the same me taphorical image _changing it into a simile _substituting by equivalent metaphor in the TTL _keeping the same metaphorical image and adding explanation _paraphrase Horny(1988-1995) claims that some abstract rule cannot describe metaphor, and the unction of metaphor within a context should be considered.Newark never said anything about the choice from among the procedure. Alaska and Johnson argue that â€Å"the metaphors that are most alive and most deeply entrenched, efficient and powerful are those that are so automatic as to be unconscious and effortless†. In recent work related to metaphor translation, the cognitive approach is adopted by different theorists and statisticians. They look at the metaphor not as stereotyped types, but as a process of mapping between two different domains that called the source domain and target domain.For example in the statement â€Å"this room is an oven† the target domain is our understanding of the concept of heat for it is the con cept we wish to express through the metaphor. The source domain is conceptualized as â€Å"an enclosed heated compartment_ an extremely hot place, which is vehicle for the metaphorical transfer. The whole metaphor can be expressed as â€Å"heat is an enclosed heated compartment. † The selection of translation method In order to preserve the image of metaphor 1 . Literal translation: the image in the target text is the same image transferred from source text. 2.The image in source text is replaced by another form in 3. Image is transferred but annotation is added. This is used when target text. There are cultural differences. So by the use of annotation the reader with different cultural background can understand metaphor. Mapping In this view instead of terms tenor and vehicle, two other terms are used that called source domain and target domain. In this theory, metaphor is the projection from source domain to target domain. Mapping between these two domains helps the reader to understand conceptual metaphor and the translator to translate effectively. Translation of metaphor: 1 .There isn't the same metaphor In the target text 2. The metaphor existing in target text, but the mapping doesn't follow directly. There are three possible reasons for this. -in target text another meaning is created. -the mapping doesn't occur in target language -the mapping has restriction. Now the choice of translator depends on the existence of conceptual metaphor. If the conceptual metaphor doesn't exist in target language, the translator has two choices: whether translate literally and add an explanation or without any consideration to mage-schematic mapping, translate the meaning of metaphor.But if conceptual metaphors are the same in source or target language the translation is as follow: if mapped instance is the same, an exact translation is used. And if different mapping is created in target language there are two choices: Use an explanatory simile or an instance wi th the same meaning is replaced. Finally if there isn't image-schema mapping in two languages, an explanatory simile is used or explanation added to direct translation. Cognitive approach Mandible In this model the cultural beliefs and values between two culturally different faculty is added when cultural differences are existed.If cultural background of two language readers is the same so we can say mapping conditions in the SSL and TTL are similar, and cultural gap create different mapping condition. These two conditions are basic terms used in mandible's Cognitive Translation Hypothesis. Mandible(1995) argues that translation of metaphor with a similar mapping condition(SCM) is simple and less time-consuming. When translator face with different mapping condition(DIM), has some choices: rendering the metaphor to simile, paraphrasing, footnote, explanation and omission.Mandible intended to show the translator needs to make a shift between mapping condition of source and target lang uage. Coves Coves (2005) expresses the regularities of the ways conceptual metaphors are expressed linguistically in different languages. In this model the translation of sixteen English metaphorical linguistic expression of â€Å"Time is money' metaphor as described in Alaska and Johnson is examined. Coves characterized each example by one or several patterns to show whether the form, literal meaning, figurative meaning, conceptual metaphor are similar or different.He compares the linguistic expression of conceptual metaphor in two languages of English and Hungarian. He explain that different kind of possibilities or patterns are as follows: a. Metaphors of similar mapping conditions and similar lexical implementations. B. Metaphors of similar mapping conditions but different lexical implementations. C. Metaphors of different mapping conditions but similar lexical implementations. D. Metaphors of different mapping conditions and different lexical implementations.AH Hosanna In the criticism of Mandible approach, AH Hosanna(2007) added one scheme, and present three schemas for metaphor translation. . Metaphors with similar mapping condition ( these are cultural universal SSL metaphors) 2. Metaphors have similar mapping condition but lexically implemented in different way( in this category, the ethical system in the TTL and SSL make metaphors different in lexical aspect) 3. Metaphors have different mapping condition( include culture-bound SSL metaphors) AH Hosanna also criticizes the Naiad's equivalents.Nadia believes that the translation should create the same response in TTL reader as in the SSL reader. AH Hosanna claims that this equivalence is impossible practically and can be applied only under two notations: the translator knows the experience and world view of TTL readership or translator knows the best way to adapt text with experience of TTL readership. Alaska and Johnson(1980) believe that metaphor is not only a linguistic things, but also is perceive d in thought and action.So in the cognitive view of metaphor, the psychological, coloratura and linguistic aspects are considered. Another model for metaphor translation is the model of Schaeffer(2004) and Strainers(1993). Their approach is descriptive. The political texts in English and German are compared. Schaffer express five type of metaphor translation. . Manifestation having been accounted for at the micro-level 2. Structural components of the base conceptual schema in the SST are replaced by expression that make entailment's explicit. 3. Metaphor is more elaborate in TTT. . SST and TTT employ different metaphorical expressions which can be combined under a more abstract conceptual metaphor. 5. The expression in teeth reflects a They criticize the models of Mandible(1995), Coves(2005), and AH Hosannas(2007). They noted that translation of metaphors in this model is different from mapping condition and lexical implementation. In this model there are six logically possible sche mes on a cog native basis. Some English metaphors and their Persian subtitles in 3 American movies (Face off, Con Air, Speed) are considered.These six schemes are as follows: 1. Metaphors of similar mapping conditions and similar lexical implementation For example: I'd like to stand on my own two feet Definition: to become independent Translation in Persian: The word for word translation: I'd like to stand on my own feet 2. Metaphors of similar mapping conditions but different lexical implementations. For example: she is real 10. Definition: talented and knowledgeable Translation in Persian: The word for word translation: she is 20. 3.Metaphors of different mapping conditions but similar lexical implementations. For example: he calls his teacher by his first name. Definition: to have a friendly relation with Translation in Persian: ss Is-a The word for word translation: he calls his teacher by his first name. 4. Metaphors of different mapping conditions and different lexical impleme ntations. For example: somebody gets the gasohol out here Definition: annoying person Translation in Persian: The word for word translation: somebody get the stick out of here. The SSL metaphor doesn't exist in TTL For example: he is a late bloomer There isn't any equivalent in TTL So the TTL speaker use literal language to explain 6. The TTL metaphor doesn't exist in the SSL (the SSL speaker use literal language, TTL speaker conceptualize an identity in metaphorical structure. Metaphor in Persian poems In Persian poetry, especially the lyric (odes), feeling, thought and situation or even the persons are described by metaphor. There are two reasons for this; first of all are the poetic aspects of metaphor; the other reason is that it is politically incorrect to express feeling explicitly.Different aspects of love and characteristics of beloved, nature, wine are described by metaphor. Hafiz employs metaphor to mask his real meaning. He uses code words which do not represent their ord inary meaning. Metaphoric wine Wine is used in Persian poetry either in actual sense or in metaphoric sense. Hafiz sometimes use wine to refer to beloved, friend, teacher or master or God. Attar also refers to wine metaphorically as follow: 15 Metaphor in describing beloved: The beloved often is image of an idealized abstract entity rather than a physical

Gerunds, Participles, and Infinitives Explained

Gerunds, Participles, and Infinitives Explained A verbal  is a word derived from a  verb  that functions in a sentence as a  noun  or  modifier  rather than as a verb. In other words, a verbal  is a verb that acts like a different part of speech. Verbals include  infinitives,  gerunds  (also known as  -ing  forms), and  participles  (also known as  -ing  forms  and  -en  forms). A word group based on a verbal is called a  verbal phrase. Each of these verbals is often part of a phrase, which includes related modifiers, objects, and  complements. What Are Participles? A participle is a verb form that can be used as an adjective to modify nouns and pronouns, as in this example: The children, crying and exhausted, were guided out of the collapsed house. Crying is a present participle, formed by adding -ing to the present form of the verb (cry). Exhausted is a past participle, formed by adding -ed to the present form of the verb (exhaust). Both participles modify the subject, children. All present participles end in -ing. The past participles of all regular verbs end in -ed. Irregular verbs, however, have various past participle endings- for instance, thrown,  ridden, built, and gone. A participial phrase is made up of a participle and its modifiers. A participle may be followed by an object, an adverb, a prepositional phrase, an adverb clause, or any combination of these. For example, in the following sentence the participial phrase consists of a present participle (holding), an object (the torch), and an adverb (steadily): Holding the torch steadily, Jenny approached the monster. In the next sentence, the participial phrase consists of a present participle (making), an object (a great ring), and a prepositional phrase (of white light): Jenny waved the torch over her head, making a great ring of white light. What Are Gerunds? A gerund is a verb form ending in -ing that functions in a sentence as a noun. Although both the present participle and the gerund are formed by adding -ing to a verb, the participle does the job of an adjective while the gerund does the job of a noun. Compare the verbals in these two sentences: The children, crying and exhausted, were guided out of the collapsed house.Crying will not get you anywhere. Whereas the participle crying modifies the subject in the first sentence, the gerund crying is the subject of the second sentence. What Are Infinitives? An infinitive is a verb form- often preceded by the  particle  to- that can function as a noun, an adjective, or an adverb. Compare the verbals in these two sentences: I dont like crying in public unless Im getting paid for it.I dont like to cry in public unless Im getting paid for it. In the first sentence, the gerund crying serves as the direct object. In the second sentence, the infinitive to cry performs the same function. Exercise: Identifying Verbals For each of the following sentences, decide if the word or phrase in italics is a participle, a gerund, or an infinitive. The childrens singing and laughing woke me up.Jenny likes to dance in the rain.There are many ways of breaking a heart.A broken heart will mend over time.Happiness is having a large, loving, caring, close-knit family in another city. - George BurnsI believe that laughing is the best calorie burner.I dont want to achieve immortality through my work. I want to achieve it through not dying. - Woody AllenI dont want to achieve immortality through my work. I want to achieve it through not dying. - Woody AllenIt is not enough to succeed. Others must fail. - Gore VidalSucceeding is not enough. Others must fail. Answer Key Gerund: In this sentence, the words  singing  and  laughing function as nouns, making them gerunds.Infinitive: You can tell that  to dance  is an infinitive because to precedes the word dance.  Gerund: The verbal  breaking  serves as a noun. It is also the object of the preposition  of.(Past) participle: Implied in this sentence is the verbal phrase, that  has been  preceding the verbal,  broken, making it a past participle, which indicates something that happened and was completed in the past.(Present) participles:  Loving and caring  are actions that are occurring in the present, making these verbals present participles.Gerund:  Laughing  is a noun making it a gerund.Infinitives: The verbal to achieve, in both cases, is an infinitive because its a verb preceded by  to.Gerund:  Dying  is used as a noun in the sentence.Infinitive:  To succeed  is an infinitive- a verb preceded by  to.Gerund:  Succeeding  is a noun here; indeed, it is th e subject of the first sentence, making it a gerund.

Free Essays on The Word Of God

of prophets and other writings†¦ These make up the scriptures. Scriptures were dramatically important for the Jewish story of God. God had spoken to Moses and inspired the prophets and other writers long ago. The results from searching for the meaning and application of the origina... Free Essays on The Word Of God Free Essays on The Word Of God The Word of God The Word of God is not something that originated all by itself or from the dictionary. It is not even truly the whole set of words collected in the Bible†¦ Rather, the word of God is the patterns of experience that move us to praise and worship our co-creator. The Bible is here on Earth to teach us and help us to better direct our paths on this journey that we call Life. This path is dead when we do not collaborate with God to re-create and grow. Through our reading of Scripture and our encounters with other human beings, we can acquire all the knowledge that we need of the Father, the Son and the Holy Spirit. The Bible is given its name because the writers of its several books were Gods organs in communicating his will to men, (Hebrew 4:12) it is by his â€Å"word†, because he speaks to us in its sacred pages. Whatever the inspired writers here declared to be true and binding upon us is that God declares his word to be true and binding. This word is infallible, because it is written under the guidance of the Holy Spirit and therefore free from all error of fact or doctrine or precept; All saving knowledge is obtained from the word of God, in the case of adults it is indispensable means of salvation, and is efficacious thereunto by the gracious influence of the Holy Spirit (John 17:17, 2 Timothy 30:15, 16, 1 Peter 1:23). The Torah is a formal commitment marked as a new departure in accepting God as a guide to life. The Torah became the living word of God spoken to the people. It was often regarded as the eternal and unchanging word of God, but many things have been added to it over the course of several centuries such as the words of prophets and other writings†¦ These make up the scriptures. Scriptures were dramatically important for the Jewish story of God. God had spoken to Moses and inspired the prophets and other writers long ago. The results from searching for the meaning and application of the origina...

Where to Find Free Accounting Courses Online

Where to Find Free Accounting Courses Online Free accounting courses provide an excellent opportunity to learn more about accounting  and related topics, like finance, auditing, and taxation, without any out-of-pocket expense. These courses typically go beyond the types of tutorials you might find on YouTube or a general accounting website; they delve into the advanced topics you might find at an undergraduate-level, or even a graduate-level, course at a college, university, or business school. For example, rather than just a short tutorial on how to prepare a balance sheet, a free accounting course will explain how to accurately prepare all of the required financial statements for a business. Earning a Credit for Free Accounting Courses There are some free accounting courses that grant a certificate of completion when you finish the course, but most free courses will not result in an  accounting degree  or college credit of any kind just because you complete the course. Why You Take Free Accounting Courses Online So, you may be asking yourself, why bother taking a course if you cant get earn credit toward  a degree? There are actually a few reasons why you might want to consider taking one or more free accounting courses online: Knowledge: The main reason why people take any type, of course, is to gain new knowledge. You can  acquire education  and skills in a free course, just like you could in a course that you paid money for.  Preparation: Free accounting courses can help you prepare for exams, such as the CLEP Financial Accounting examination. If you pass these exams, you could earn college credit toward a degree.  Practice: A free accounting course is a good way to practice for postsecondary-level studies. If you plan on attending a formal undergraduate or graduate degree program, taking a few free courses online will help you understand the types of lectures, reading and case studies you might encounter in future courses. Schools With Free Accounting Courses Online There are quite a few different colleges and universities that offer free courses or  OpenCourseWare (OCW). OCW varies by school but typically consists of class material like suggested reading, online textbooks, lectures, course notes, case studies and other study aids.   Here are a few respected colleges and universities that offer free accounting courses online: Kutztown University of Pennsylvania:  The Small Business Development Center at the Kutztown University of Pennsylvania offers more than 70 free business courses, including courses related to accounting, finance, and small business tax.  Massachusetts Institute of Technology (MIT):  MITs Sloan School of Management has an extensive OpenCourseWare program that provides course materials like video lectures, lecture notes, exams (with solutions), etc. for undergraduate and graduate-level students. Courses cover a wide range of topics, including finance theory, financial accounting, and managerial accounting.  Open University: The UKs Open University provides free educational resources through their OpenLearn website. Courses are categorized by topic and education level (introductory, intermediate, and advanced). Free accounting courses, videos, and reference materials can be found in the Money and Management category.  UC Berkeley: The University of California Berkeley offers fr ee video and audio lectures on topics like accounting, economics, mathematics, and statistics, among others. These lectures were posted in the spring of 2015 or before. For more recent UC Berkeley courses, you could visit edX, which offers free online courses from top universities around the world.

Innovation in Gurit Case Study Example | Topics and Well Written Essays - 2750 words

Innovation in Gurit - Case Study Example Gurit, the company is one of the leading contenders in the composite materials and solutions industry. The customer base of the company is spread all over the world. The company has three decades history of providing innovative composite materials, engineering solutions and technical support to its customers all over the world. The potential target market of the company is in the sectors of Wind Energy, Transportation, Marine and selected other application areas. The company has cutting edge over other competitors of manufacturing tailored materials according to the unique requirements of customers. These composite materials are manufactured by pre-impregnating the composite materials also known as "prepregs". Important components of composite material solutions include structural foam products, formulated resins, adhesives and gel coats. The company has continued research in order to manufacture materials having unique characteristics of minimal weight, maximal stability and stiffness combining with unlimited suitable design properties catering the needs of today's modern construction and interior decoration. "The Company has production sites in Switzerland, Germany, Spain and the United Kingdom in Europe, large facilities in Canada and China as well as the support of engineering, sales and service subsidiaries in the United States of America, India, Australia and New Zealand, Gurit is excellently positioned to serve a truly global customer base" (Gurit, 2007). The Company is listed in SIX Swiss Stick exchange and have it s headquarter in Zrich/Switzerland. Market position of Gurit: Market share is a good indicator of economic growth as compare to the financial analysis and raw sales data. The business model adopted by Gurit helped the organisation in increasing the yields in 2008 by improving the cash flows and increasing the returns on capital. According to the figures presented by the Gurit management the following trends were observed: "Target market sales up 6.7% in reported CHF; up 17.8% at constant December 2008 currency translation rates; Group sales including divestment effects up 1.6% to CHF 456.2 million Operational EBIT up from CHF -4.1 million to CHF 23.9 million Net income up from CHF 1 million to CHF 17 million Net Cash flow from operations at CHF 31.1 million CHF 1.7 million net cash 2008 vs CHF 45.7 million net debt 2007 Net working capital ratio reduced from 19.6% to 14.1% Flexible staff adjustments to volatile markets in Q2, 2009" (Figures taken from http://www.gurit.com/news.aspitemid=1277&itemTitle=Financial+year+2008+earnings§ion=000100010029§ionTitle=Market+News+items+from+around+Gurit) Full year 2008 results: The company reported an increase in net sales by 1.6% or CHF 456.2 million for the year 2008. The growth of 6.7% was also reported in

Ethics in Real Business Life Essay Example | Topics and Well Written Essays - 500 words

Ethics in Real Business Life - Essay Example According to Le Blonde (2013) the strike was mainly caused by Workers who were â€Å"demanding a collective wage agreement to meet pay standards in the German retail sector.† However, the management on the other hand is arguing that the employees are getting what they are supposed to get. â€Å"The Head of Amazon Germany indicated that there was no need for negotiation with regards to the issue of compensation. He said: â€Å"Amazon already pays [workers] above average for the logistics sector and we are in a direct dialogue with our workers – we dont need Verdi for that" (Le Blonde, 2013). This shows that there is a conflict of interest between the management and the workers. It is unethical for business to pay poor wages to the workers. Employees are also human beings with needs and interests in their lives and they can fulfil them through the money they get from their respective workplaces. Paying low wages to the employees amounts to exploitation and this is unethical in as far as business operation is concerned. The management in the organization should see to it that the employees get fair wages that are commensurate with the work they are doing. Failure to do that may result in conflicts emanating from wage disputes. These are counterproductive since the workers will down tools and this can impact on the effectiveness of the organisation as a whole. In my own opinion, I think it is unethical for the company to offer little wages to the employees. The company should be socially responsible and it should ensure that the employees are getting satisfactory wages in order to create loyalty among them. Workers who are disgruntled are not productive and this can impact on the overall performance of the company as a whole. The performance of the company mainly depends on the effort put by the employees in their performance. In order to gain the trust of people, organizations should ensure that they put in

Topic 7-1 Essay Example | Topics and Well Written Essays - 250 words - 1

Topic 7-1 - Essay Example Individuals are given an exercise in which they complete self-assessment forms and provide information on skills, competencies, attitudes, and interests. Career planning workshops form the next component of career development programs. These allow individual to share their self-assessment results with supervisors and colleagues hence get feedback from others and evaluate if their own plans are realistic. Individual counselling is the other crucial component. This element of the programs help individual employees in understanding their personal objectives, making changes where necessary and working to improve important skills and competencies. A very important component in career development programs involves organisational assessment programs. These are important in evaluating the potential of employees to grow in the organisation. Developmental programs on the other hand help organisations in developing their employees to hold future positions that may arise within. Job rotation, organisational trainings, seminars, mentorship and tuition refunds are some of the techniques used in developmental

Evolution of Mass Communication Essay Example | Topics and Well Written Essays - 500 words

Evolution of Mass Communication - Essay Example There had been past references to the power of mass media to influence its audience in a large measure, but it was in the 1920s and 1930s, through the growing influence of radio and newspapers, that theories were formulated. One of the earliest theories on mass media is called Magic Bullet. This concept is anchored on the early thinking that messages were like magic bullets that struck the audience equally, creating uniform effects in terms of perception. It is postulated on the belief that everyone is passive and equally susceptible to media messages. A classic application of the Magic Bullet Theory happened on October 30, 1938, when on the eve of Halloween, regular radio program was interrupted for the first time with a "news bulletin" that Martians had begun an invasion of Earth in Gover's Mill, New Jersey. About 12 million people in the United States heard the broadcast, with at least one million actually believing that a serious alien invasion was happening, creating a wave of hysteria that triggered traffic jams and clogged communication lines. The aftermath of the broadcast suggested that media could manipulate a passive and gullible public, leading media theorists to believe the power of mass media. Not everyone believed in

Sales Management Assignment Example | Topics and Well Written Essays - 1000 words

Sales Management - Assignment Example There were also reports of overstating his performance for assigned products. In this regard, as the Sales Director, the following concerns are hereby addressed: a. Explanation on How Paul can Create an Ethical Work Climate in his Department Upon review of the scenario, it was apparent that the top performing salesperson evidently violates codes of conduct by exhibiting unethical behavior, such as use of company resources and time for personal goals and interests; overstating reported individual performance to supposedly comply with the department’s quota, and coercing customers to purchase products with ill-intent. Therefore, to respond to Paul on the ways to create an ethical work climate, the following areas need to be appropriately addressed: i. Policies and rules There is a need to evaluate the policies and rules of the organization in terms of provision and clear dissemination of policies on strict adherence to ethical, moral and legal standards. Likewise, there must be a system of rewards and punishments to impose sanctions for violating these rules and to provide incentives for exemplary performance. There should also be a system of reporting (even through confidential means) of noted violations and appropriate committee to investigate the allegations. If proven that an employee indeed violates policies, sanctions ranging from reprimand, warning, suspension without pay, and dismissal must be enforced. ii. Trust and responsibility The organization must encourage corporate values of trust, responsibility, professionalism and social responsibility. These values must be clearly communicated to all personnel, together with the mission and vision statement; as well as the code of discipline and ethical behavior. Any violations noted on policies, rules, and code of discipline should be subject to sanctions, as recommended. iii. Peer behavior It is the responsibility of colleagues within the organization, irrespective of rank or position, to ensure that ethical behavior is manifested at all times. Any manifestation of unethical behavior contrary to the values indicated and in violation of the policies and rules should immediately be reported to higher authorities for proper review, evaluation, and imposition of sanctions. iv. Bottom line sales emphasis The actions, roles, responsibilities of salespeople and other members of the organization should be noted as contributory to the increase in sales and bottom line (net profit). These financial figures are needed in order for the organization to sustain and support continued operations in the future. In no way should employee behavior be exemplifying conflict of interests by focusing on personal gains and the use of company time and resources. v. Book and Hold Recording future sales transactions in current periods are contrary to the rules in accounting. Any transactions made to comply with sales quota for the current period could not be subject to reversals or refund. In cases that c ustomers refund products purchased, any recorded credits to salespersons’ quotas would be reverted to new levels (after the return) and any rewards or bonus rendered would be deducted in current sales performance. b. Description of the â€Å"Perceived Seriousness† of the Salesperson’s Behavior The behavior manifested and exemplified by the supposedly top performing salesperson is unethical and clearly violates policies, rules, codes of conduct and ethical behav

Evolution of Mass Communication Essay Example | Topics and Well Written Essays - 500 words

Evolution of Mass Communication - Essay Example There had been past references to the power of mass media to influence its audience in a large measure, but it was in the 1920s and 1930s, through the growing influence of radio and newspapers, that theories were formulated. One of the earliest theories on mass media is called Magic Bullet. This concept is anchored on the early thinking that messages were like magic bullets that struck the audience equally, creating uniform effects in terms of perception. It is postulated on the belief that everyone is passive and equally susceptible to media messages. A classic application of the Magic Bullet Theory happened on October 30, 1938, when on the eve of Halloween, regular radio program was interrupted for the first time with a "news bulletin" that Martians had begun an invasion of Earth in Gover's Mill, New Jersey. About 12 million people in the United States heard the broadcast, with at least one million actually believing that a serious alien invasion was happening, creating a wave of hysteria that triggered traffic jams and clogged communication lines. The aftermath of the broadcast suggested that media could manipulate a passive and gullible public, leading media theorists to believe the power of mass media. Not everyone believed in

The effect of advertising on alcohol consumption by young people Essay

The effect of advertising on alcohol consumption by young people - Essay Example This essay "The effect of advertising on alcohol consumption by young people" outlines the impact of the alcohol advertisement on the extent of alcohol consumption by young people. Ringold (2008, 139) states that her research study revealed moderate consumption of alcoholic beverages as the norm in the United States. This is similar to the results of the Gallup polls (2004) which have indicated the same outcome since 1939. The recommendations given by the United States Dietary Guidelines on moderate drinking was consistent with the consumption found in 90% of people who consume alcohol. This is supported by Saad (2005), who states that underage drinking and alcohol abuse have considerably reduced in the last three decades. The per capita consumption of alcohol has continued to decline over the past twenty-five years, states NIAAA (2006). The results of the study by Ringold (2008, 139) reveal that alcoholic beverage advertising does not exert a material influence on total consumption or abuse. On the other hand, it models normative drinking behaviour, hence may be a crucial inhibitor of alchohol misuse. Responsibility efforts sponsored by industry, by government and by nonprofits lead to desired changes, modeling desired drinking behaviours, and may be more beneficial for heavier drinkers. The research study is timely, because of the continued trend of increased expenditure on advertising, undertaken by alcohol manufacturers. This is supported by several studies conducted by governmental agencies.

Partnership and Its Types Essay Example for Free

Partnership and Its Types Essay A partnership arises whenever two or more people co-own a business, and share in the profits and losses of the business. Each person contributes something to the business such as ideas, money, or property though management rights and personal liability will vary. In Pakistan the partnership firms are registered under the partnership act 1932 which defines the partnership as â€Å"The relation between persons who have agreed to share the profits of a business carried on by all or any of them acting for all† There should be at least two or maximum twenty partners in a firm with the exception of banking where maximum of ten partners could make the partnership A partnership may be registered with the Registrar of Firms of an area where the office of the firm is situated or proposed to be situated. A statement in prescribed form must be delivered to the relevant Registrar stating: †¢Firm name †¢Place or principal place of business of the firm †¢Names of any other places where the firm carries on business †¢Date when each partner joined the firm †¢Names in full and permanent addresses of the partners †¢Duration of the firm †¢Foretasted statement signed and verified by each partner Types of partners Active or working partner: Such a partner contributes capital and also takes active part in the management of the firm. He bears an unlimited liability for the firms debts. He is known to outsiders. He shares profits of the firm. He is a full-fledged partner. 2. Sleeping or dormant partner: A sleeping or inactive partner simply contributes capital. He does not take active part in the management of the firm. He shares in the profits or losses of the firm. His liability for the firms debts is unlimited. He is not known to the outside world. 3. Secret partner: This type of partner contributes capital and takes active part in the management of the firms business. He shares in the profits and losses of firm and his liability is unlimited. However, his connection with the firm is not known to the outside world. 4. Limited partner: The liability of such a partner is limited to the extent of his share in the capital and profits of the firm. He is not entitled to take active part in the management of the firms business. The firm is not dissolved in the event of his death, lunacy or bankruptcy. 5. Partner in profits only: He shares in the profits of the firm but not in the losses. But his liability for the firms debts is unlimited. He is not allowed to take part in the management of the firm. Such a partner is associated for his money and goodwill. 6. Nominal: Such a partner neither contributes capital nor takes part in the management of business. He does not share in the profits or losses of the firm. He only lends his name and reputation for the benefit of the firm. He represents himself or knowingly allows himself to be represented as a partner. He becomes liable to outsiders for the debts of the firm. A nominal partner can be of two types: 7. Minor as a partner: A minor is a person who has not completed 18 years of age. A minor cannot become a partner because he is not qualified to enter into a contract. But he may be admitted to the benefits of partnership with the mutual consent of all the partners. On being so admitted, a minor becomes entitled to a share in the profits of the firm. He can inspect and copy the books of account of the firm but he cannot take active part in the firms management. His liability is limited to the extent of his share in the capital and profits of the firm. He cannot file a suit against the firm or its partners to get his share except when he wants to disassociate himself from the firm. After becoming a major, the minor must give a public notice within six months if e wants to break off his connections with the partnership firm. If he does not give such a notice within six months or if he decides to remain in the firm, he becomes liable to an unlimited extent for the debts of the firm from the date he was admitted to the benefits of partnership. He also becomes entitled to take active part in the management of the firms business. 8. Sub partner: He is a third person with whom a partner agrees to share his profits desired from the firm. He does not take part in the management of the firm. He is not liable for the firms debts.

The Importance Of Performance Assessment Education Essay

The Importance Of Performance Assessment Education Essay Introduction Assessment had undergone a major shift from that as a measure of students performance in pencil and paper test to assessing a broader area that does not only include students knowledge and understanding but also essential skills. These skills for instance, communication, problem solving, investigation and even thinking skills are few of the intended abilities that are required for teachers to instil in their teaching. These are also one of the aims of the Ministry of Education in the new education system, SPN 21. In Brunei itself, the secondary schools have begun to implement such task in their curriculum. Brunei Common Assessment Task or better known as BCAT has started in the year 2011. Students are assessed base on their performance on the task by using rubric which comprised of three assessed dimensions. The first dimension is knowledge and understanding while the second dimension includes thinking skill, problem solving and investigation skill and the last one is communication skill. The Importance of Performance Assessment Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. It is designed to provide a more complete picture of student achievement in a particular area (Sweet, 1993). In other words, students are assessed through observing their performances and examining the products they have produced throughout the lesson. The purpose of performance assessment is to evaluate the actual process of doing an object of learning. Students are expected to be able to apply knowledge learnt in class to solve problems in the task. Apart from that, students may need to use their thinking skill in order to complete the task. Teachers as evaluators will be able to judge the quality of their students abilities, witness their students progress and facilitate them to a higher level of conceptual and procedural knowledge (Slater, n.d.) during which the task is conducted. Tasks that are meaningful may enhance students interest towards mathematics learning as they could make sense of what they learnt while performing (Ng, Koh, Kelly Yue, 2009). With further understanding on the tasks, students will be able to apply mathematical concepts learnt in real life context (Goldman Hasselbring, 1997; Lim, Tan Wei Lin, 2011). Not only that by giving performance assessment tasks students are well guided on their level of achievement as they get immediate feedback based from the rubric assessed by their teachers. Self and peer assessment are also encouraged in order to acknowledge their level of competencies in that particular topic. The importance of performance task does not focus on the students only. Teachers also benefit from implementing such tasks in their teaching. Different topics could be integrated into one performance task, thus teachers need not to give up certain topics or favourite activities in their classroom and time would be managed efficiently. This kind of integration along with traditional testing would give a comprehensive picture of students performance. The aforementioned was suggested by Hibbard, Wagenen, Lewbebel et al. (1996) whereby traditional testing should be simultaneously working with the performance task in order to produce a better way to deliver the curriculum (Figure 1). http://www.ascd.org/ASCD/images/publications/books/hibbard1996_fig1.gif Figure 1. Students literacy. Students Difficulty in Learning and Understanding on Fractions The topic being assessed was on fractions in real life. Fraction is considered one of the most difficult topics encountered by students. Many studies had reported of its difficulties where students struggled in understanding the concept on fractions. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei had found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of the students. Description of the Task The task comprised of six questions with the first four related to each other. The next two questions are the application problems which are quite similar to the first four (refer to Appendix A). Question 1 until 4 assesses the students knowledge and understanding of their concept on fractions. These include the interpretation of fraction and understanding the key word which is remaining and remainder. Meanwhile Question 5 and 6 are the application of operation in fraction to solve problems, through which the thinking skills, problem solving and investigation, and communication skills are assessed (refer to Appendix B for rubrics). Each dimension were given a score from 1 to 5 depending on the different criteria as stated in Appendix B. Lesson plan for carrying out the task was designed prior the class (refer to Appendix C). Class Observation The task was conducted on the 27th September 2012 in an all girls school in Brunei Darussalam. It was intended for Year 7 students and the topic being assessed was on Fraction in Real Life. There were 22 students involved in this study with an average mathematical ability. The duration of the study followed the mathematics period which was 50 minutes. The session started with a brief review on the topic specifically on the four operations of fractions. After 5 minutes, the task sheets were distributed to the students including the rubrics. Students were given an explanation of what they should do for the task and what was expected according to the rubric. Students were asked to work together in a pair and the use of calculators was allowed. Teachers involved were making rounds while giving help when necessary to the students throughout the lesson. During the lesson, most of the students were working on their task with few of the students did not communicate with their partners. It could be observed that few students were struggling in understanding the first question. These students managed to shade the boxes with their colour pencils. However, they did not label their shadings as they were instructed in the question. Furthermore, students were found having difficulty to proceed to the next question. Since the second question was asking the students to shade three-eighths of the remainder, few students had shaded three boxes on their diagram. More problems arose as they moved on to the next question where students were found to shade ten boxes rather than four, which was the actual answer. As for the fourth question, since they got it wrong from the second and the third question, their final solution was also incorrect. Questions 5 and 6 were the application problems. Students need to understand the problems and think before they could proceed. The first part of the question was an easy and straight forward question which a lot of the students managed to answer. Whereas the second part of Question 5 was difficult for students to solve even though it was a similar problem to those in Questions 1 to 4. Question 6 was the least answered by the students during the lesson. Results and Discussions Table 1 Mean Scores for Each Dimensions Knowledge and Understanding Thinking Skills, Problem Solving and Investigations Communication Skills 3.59 1.77 1.68 From the analysis of the rubrics, it was found that the mean score for each dimension were as shown in Table 1 above. Based from the results, most students were able to show correct fraction diagrams in Question 1, 2 and 3. This showed that the students had basic knowledge on fractions but little on understanding the problem. Meanwhile, students only managed to apply a strategy and obtain incomplete solutions to both application problems which indicated that they were unable to reach the standard intended for their level. This further affected their communication skills by which they were unable to illustrate and reason their solutions. From the observations, teachers found out that there was a slight improvement throughout the lesson for knowledge and understanding dimension only. This was because the students spent more time trying out Questions 2 and 3 compared to the rest of the questions, a reason why Question 6 was the least answered. This was also the reason why the teachers involved were unable to rate the students on the other two dimensions during the lesson conducted.. Analysing at each question, all the students had no problem with attempting Question 1. However, students were having difficulty in finding the right number of squares to be shaded in Question 2 and 3. This was mainly due to the misunderstanding of the word remaining in the question. Students were using the original number of squares to find the number of squares to be shaded in Questions 2 and 3. This led to their inability to find the correct response for Question 4. With regards to Questions 5 and 6, students were also having similar problem of understanding the word remaining and remainder as posted in the previous questions. This brought an impact towards the overall performance of the students for these two application questions. Few tried the questions but were unsuccessful in getting the correct answers, others left it unattempted. Reflection and Conclusion From the above discussion, it could be concluded that overall the lesson ran smoothly and only the first objective was achieved as indicated from the mean scores of the rubric. Students were found to be quite engaged in the activity. Students thinking could be observed through their working and when they asked questions clarifying their difficulties. However less communication with their partner could be observed during the lesson. Low students interaction resulted in different scores achieved by few groups. Apart from that, students were seen more focused on finishing the first task rather than the application problems. Perhaps, this is because the first activity targeted on the basic understanding on fractions in real life and students assumed that the questions were easy since diagrams were provided. Feedback from the students was asked towards the end of the lesson where commonly they claimed that the tasks were overly difficult. This kind of response had shown that the students who participated in this task were not exposed to this kind of assessment approach. It was also found from the above analysis that there were few limitations on the task. Firstly, difficulty in rating students scores was encountered. This is because few of them had left their task unanswered and the rubric designed had specified one mark for no attempt in the third dimension, the communication skill. This had shown that the rubric itself was lacking of fairness. This should be modified in the future if one would implement the task in their class. Secondly, a proper classroom observation checklist which assesses other attributes apart from what the rubrics had specified should have been developed. At least, from this checklist, a wider perspective such as students interaction with their peers and also with the teachers involved could be further evaluated. Finally, as discussed before, the tasks only concentrate on a key word remaining which is a confusing concept to the students. This can be modified by adding different concept rather than focusing on just one.

Control, Empowerment, and the Fake World: Converging Metaphors :: Metaphors Education Educational Papers

Control, Empowerment, and the Fake World: Converging Metaphors "Metaphors not only structure the way we think about school, they also help create the world of the school" (Cunningham, "Metaphors of Mind" handout). This quote speaks the truth! Metaphors are the tools we use both to structure thinking about our culture and to create culture at the same time. An excellent example of this dual and interconnected role of metaphor is Marshall's belief that "the dominan t metaphor in many schools is SCHOOL IS WORK" (Cunningham, "MOM" handout). Marcel Danesi would say that this metaphor underlies a way to "conceptualize the world" of school (Danesi 107). By thinking about school in this way, the world of school is "crea ted" to be a work-filled experience. Students need to do homework and work harder at their lessons and teachers must manage their classrooms (Cunningham, "MOM" handout). It is in this way that the metaphor is the "cognitive phenomenon that converts fact ual feeling states into artifactual conceptual structures" (Danesi 107). Together, people create metaphorical ideas that turn into "real" artifacts, the representative structures of culture. The metaphorical idea of "school is work" pro duces the artifac tual world that fosters homework, working harder, earning grades, and managing classrooms (Danesi 108). These artifactual signs in turn perpetuate the controlling metaphor. Metaphors, then, are at the heart of understanding the way we view aspects of our culture while we simultaneously build that culture. Umberto Eco stresses that culture is a collective experience. In his view, "there is no such thing as a single mind, un connected to other minds or to their (collective) social cultural constructions" (Cunningham, "MOM" handout). If this is taken as fact, the "social, cultural, historical, and institutional contexts" humans find themselves in contribute to creating their metaphors and in turn, their artifactual worlds. Therefore, the situational context and the metaphors found there are intertwined and must be examined together. For example, I work in a juvenile prison. Prison is an interesting cultural context to investigate from its various perspectives. Many metaphors may be made about the same system depending on a person's immediate cultural group, or what Eco better terme d as humans' "local cultural organizations" (Cunningham, "MOM" handout). The sign of school and its object, the prison school program, has at least three distinguishable interpretants in the facility in which I work. These interpretants can be viewed as metaphors and are different depending on whose point of view and "local cultural organization" one is investigating.

Political Concepts Essay

1) Mass Media as the `Fifth Branch` of government Definition: Mass Media is the fifth branch of government because it can shape public opinion and influence the national agenda. Importance: It is important because today’s media is so assertive and liable to such adversarial, negative reporting that they can be downright obstructive of government policy 2) Agenda Setting Definition: On a national level, this is a role usually reserved for the President, such as when he makes his State of the Union Address. Importance: As the leader of the nation it is his duty to set the Agenda for the coming year. Without a clear vision the nation will drift aimlessly. 3) Electoral College (how does it work?) Definitions: A ‘vote’ that will be counted purposes of electing a president; each state has a set number of electoral colleges.   The term refers to a â€Å"collegium† or assembly of 538 President Electors who meet after the popular vote and cast their votes for President and Vice-President. Importance: A presidential candidate may have technically ‘won’ by getting more of the popular vote overall but if he loses in too many States with a high number of Electors, he can still lose the elections. 4) Who votes (what kind of person is MOST likely to vote)? Why has voter turnout in America declined since 1960? A person who is involved in the campaign of some one running for election is most likely to vote. A charter member of the Republicans or the Democrats because they owe it to their group.   Those at the extremes of political opinion, who feel strongly for or against the candidates in question. Importance of voting: Voting is an essential political right, a chance to speak and be counted and an opportunity to affirm or reject state policy. It is often the only political exercise that the average person will have a say in. 5) Congress: What do they do? The Congress makes laws for the President to sign as well as attend to the needs of their constituency. Importance of what they do: Congress also provides an important check-and-balance to the power of the Executive, the President and the line departments because the framers of our Constitution did not wish the President to act arbitrarily without enabling laws from Congress. For example, he cannot wage war on Iraq without going to Congress to ask for appropriations that will cover soldiers’ salaries, aid to civilians, ammunition, fuel and support services. 6) Congress: What are Standing, Joint, and Conference Committees? A standing committee is an ordinary permanent committee. By U.S. Congress rules, a conference committee is â€Å"A temporary, ad hoc panel composed of House and Senate conferees which is formed for the purpose of reconciling differences in legislation that has passed both chambers. Conference committees are usually convened to resolve bicameral differences on major and controversial legislation.† This means differences between the Senate and House versions of a bill.   A â€Å"joint committee† refers to all other bicameral committees convened for some special function or other except reporting legislation.   Examples of the latter are joint committee hearings on controversial matters or on impeaching the President. Importance of committee work: Laws are not made arbitrarily, often there is a need to consult with others before a bill is proposed in the floor. At the same time it is too chaotic present a half-baked bill to the general assembly of congress without refining it first. This is the work of committees. 7) Congress: How does a bill become a law? A bill must be authored, be deliberated on in committee then pass three readings in both houses of Congress. The President then signs the bill to make it law. Importance: On paper a bill must first pass through one house before it is forwarded to the other house for its own three readings there. But in practice a bill is often authored and filed simultaneously in both houses with each version differing little from the other. 8) Presidential Powers: The president is the commander-in-chief of the army. He can mobilize the armed forces even without a formal declaration of war for up to 60 days. Domestically, he has the power to make or break a bill with the stroke of a pen. He can also propose priority legislation to Congress. 9) Presidency: To be a successful leader of Congress, the President must be able to read the pulse of congress well. He must know when to act and push for his agenda. He is important because Congress must be united under strong leadership if it is to be an effective counter balance to the President’s domination. 10) Judiciary: Judicial Activists versus Judicial Restraintists. A Judicial Activist is a radical who tries to pursue social justice in his decisions. While a Judicial Restraintist is a conservative who tries to maintain the status quo. Importance: The judiciary needs a balanced mix of both kinds of Justices in order for it to be a fair and just final adjudicator of legal disputes. If it were made entirely of Restraintists or Activists, decisions would be biased. Section II: Short Essays. Answer ALL parts of each question in as much detail and depth as possible. 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass Media is referred to as the fifth branch of government because of the sway it holds on public opinion. Media can reach into every aspect of our lives and influence us in ways the other branches of governance can only dream off. Regretfully, media is biased these days. It is biased for the highest bidder and for its own overly-liberal agenda. Media is a commercial proposition hence profitability is a concern. Since controversy creates cash, media is known to play up scandals and negative aspects of life because the shock value is known to create high ratings, which then attract more advertising money. As a result news today appears to be a parade of bad news and shocking events because media mercenaries know that by showing these they will get more advertising money and social responsibility be damned. 2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 2000 George W. Bush won as a result of the disaffection people felt with the Democrats. Bill Clinton’s presidency was rocked by scandal (Monica Lewinsky comes to mind) and economic depression (among other things, the frenzied dot-com bubble burst). People were tired of what they thought was the misrule of the Democrats and were eager to try what the Republicans had to offer. In 2004 Bush was flying high on the euphoria generated by his still successful War on Terror; both Afghanistan and Iraq had fallen in just a few weeks of fighting. His bold fighting stance was still supported by many then.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However Bush, in my humble opinion did not defeat Gore in 2000. Based on the total number of voters, first of all, Gore actually won the elections. He lost in the electoral vote, though. This is another reason why the electoral college system should be abolished, it devalues the principle of one man, one vote. In the extreme example, Gore could have had an overwhelming majority of the total voters but so long as he lost in enough large-college states like California, he would still lose the elections. Therefore, the electoral college system overvalues certain states if they have a large number of Electors. Kerry, for his part, lost during the 2004 elections because he could not present a strong alternative to Bush. 3.)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The iron triangle is a corrupting influence in the American political process because it takes away from the sanctity of the political process enshrined in our Constitution. Congressmen are loved by their constituents for the benefits they can provide. A Congressman being a representative of his or her state tends to keep (and vote for) the best interest of the state in mind. After all if he votes or acts in a way detrimental to his constituents he will have to answer to them in the next elections. Also a Congressman’s recommendation is necessary to enter West Point.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Congress is hated, almost universally, because of its poor image. Recently, it has been unable to stem Bush’s warmongering. The economy is slowing down and Congress is getting a share of the blame for not doing anything to prevent it. Also, Congress is seen as a breeding pit of vested interests and lobbyists who push their agenda to the detriment of legitimate concerns of the country as a whole.

Comparison Of Napoleon And Hitler Essay

The world as we know it has seen the likes of the most feared and infamous dictators and military geniuses. Some of these people have even shaped the way the world is today and their influences are still felt. Among such dictators are Napoleon Bonaparte and Adolf Hitler, leaders of France and Germany respectively at two different periods. Adolf Hitler’s reign of power begins in 1933 when he is appointed Chancellor of Germany and his reign ends with his suicidal death on April 30 1945. Napoleon Bonaparte’s reign of military power begins in 1783 until he resigns in 1814, yet he has a slight military rebirth after that but it only lasts for a very short time. Both leaders’ careers are filled with massive successes yet they are also littered with massive defeats that truly change the way the world is today. Although these leaders can be considered geniuses, it does not mean they are perfect and not susceptible to the pull of human nature. Adolf Hitler and Napoleon Bonaparte are two of the foremost military strategists and totalitarian leaders yet both had lapses in their judgment, both exhibit episodes of cowardice and both fail in their battles with Russia, ultimately ending their reigns. Adolf Hitler and Napoleon Bonaparte both have several lapses in judgment on the battlefield, and in the planning rooms, during their reigns. While these lapses in judgment immediately may not result in the defeat of an army, when they are added together the results can and often were disastrous. Though Hitler had a strong army that could fight well, the mismanagement of that army and the people around it eventually lead to his personal demise as well as his army’s demise. Napoleon too is responsible for making several irresponsible and debilitating decisions during his reign. The Rhineland, a buffer zone between France and Germany that was formed at the end of World War I in the treaty of Versailles, is a very sensitive area that cannot be occupied by any German military forces. When Adolf Hitler announces to his political party and advisors that he wants to occupy this area, they are incredibly shocked and disappointed at their leader, as this would bring massive retaliations from the French and its allies. Amazingly enough, Hitler gambles on this decision and wins, as the French are initially shocked and eventually just let it go, giving Germany a front in which to attack France from. This action is discussed by all of the leagues and officials at this time and it still is accepted and Germany receives no penalty for occupying the Rhineland. If there had been opposition stemming from this incident though, the Germans would surely have been destroyed, as their army is not even close to being prepared for a major battle. The second decision that Hitler puts into effect is the occupation of Czechoslovakia, an occupation that sends to the rest of Europe the message that Hitler is hungry for land. Most states do not voice their opinion at this stage of Hitler’s reign though, and the one of the only areas that at least thinks about stopping Hitler is France. Hitler’s decisions continue to upset France and throw the balance of European power into a chaotic state. First the Rhineland is occupied by Germany, and now Czechoslovakia is taken by force; these tactics taken by Germany make France decide that the next detrimental decision made by Hitler should have a detrimental effect on his own forces, an effect that will be delivered personally by the French forces. The third decision that Hitler executes improperly is the invasion of Poland at the precursor of World War Two. With Germany simply ignoring the previous alliance with Poland it makes it very hard for Hitler to convince other nations and people to trust him. He also makes it seem that he is only running military maneuvers in the area, which is another example of how other political leaders can distrust him. Because of these decisions, Italy will not fight on Germany’s side and Germany’s unwillingness to back from Poland prompts France and Britain to prematurely enter into direct conflict with Germany, a conflict that Hitler does not believe will take place. Although the Germans easily win the Polish War, it sets an ominous tone for the events to come. Perhaps one of the biggest lapses in judgment that Hitler makes during World War II is the Battle of Britain. Operation Sea Lion definitely is not a success for Germany as they lose their battle as well as fully bring Britain into the war. The people of the beleaguered Great Britain, which is under constant attack at all times, are drawn together to fully strengthen the war cause. If there was ever any doubt about why Hitler and Germany should be  stopped it is pushed away and full on hatred for Germany forms. Germany’s Luftwaffe loses quite heavily as its planes and equipment simply is not up to the English advances in technology, such as radar. The Battle of Britain is an unnecessary and disastrous venture for the Germans and they are faced with heavy losses and morale issues, as Berlin is counter attacked by British warplanes with relative success. Another small defeats adding up to a huge failure in the long wrong include losing the campaign in North Africa, and leaving forces in the area for quite some time while the rest of the war continues. These supplies could have been used for other campaigns occurring at the time and the tanks that are being utilized in North Africa can also be used in the defence of Germany when Allied forces invade it. Napoleon Bonaparte too is susceptible to making bad decisions. While his early military career is littered with amazing and wild successes, his first campaign in the East is a miserable failure. While the initial invasion is a success, the British forces catch most of France’s navy anchored and destroy it, thus leaving much of France’s army stranded in Egypt, Napoleon included. With plague and the constant destruction of French forces, Napoleon knows that the campaign is doomed to failure and leaves his men to die in Egypt while he makes his way towards France once again. The way Napoleon and his soldiers conduct themselves in their occupied Spain is also quite disturbing. After taking over Spain there are continual attempts by the people to overtake their new French government. Napoleon does not take kindly to such actions and begins the slaughtering and torture of his enemies. Napoleon and his men before simply did not practice this type of warfare and now getting into this type of war is definitely the wrong thing to do. There is no definite winner or loser in Spain as Napoleon simply keeps it occupied with soldiers for five years. The most incredible lapse of judgment of both Hitler and Napoleon occurs when they both decide that they want to conquer Russia. Hitler and Bonaparte both failed in Russia thus ending their full-fledged military advancement. The  Russian campaign is considered a huge failure asked for by Hitler and Napoleon. Each leader’s decision for invading Russia is very different with Hitler invading for lebensraum (space for living) and Napoleon invading to somewhat defend France with Russian forces on France’s borders. While both reasons can be seen as rational to a totalitarian leader, neither leader could decide just what to do while inside of the Red country. Although both campaigns lasted much longer than expected, with Hitler and his advisors expecting Operation Barbarossa (the German codename for the invasion) to be a success in eight to ten weeks and Napoleon prophesized his battles would be complete within twenty days. While both can be reasonable estimates while simply looking at the equipment, training, and manpower involved, the leaders of both campaigns do not factor in human resistance, weather, and simply sheer luck. Both campaigns immediately take the same face from the get go, with both forces finding very slim lines of defence to stop them. While Hitler simply engages and destroys the forthcoming Russian defence, Napoleon is faced with a much more daunting situation as the Russian forces employ a strong scorched earth policy, leaving nothing behind for Napoleon’s forces to use for the remainder of the campaign. Because of this policy Napoleon and his forces dwindle on a massive scale, as soldiers fall out from exhaustion, sickness, and desertion at a staggering rate of five thousand per day. After two months, and before Napoleon’s forces could fight a single major battle, one hundred and fifty thousand soldiers are out of action. One of the most disabling situations that occur in Germany’s quest for Russian supremacy is the continual confusion and debate occurring between Hitler and his cabinet, something that many believe cannot happen in a totalitarian regime. Hitler continually intervened on his advisor’s decisions and made all final decisions on his own, something that is very dangerous when you consider Hitler’s mental stability. In Russia he changes his mind several times before settling for Leningrad as the primary objective and Moscow as the secondary objective in Barbarossa, much to the chagrin of his advisors. In what could be one of the unlikely and unusual decisions of the campaign, Hitler decides to merely surround Leningrad  instead of taking it by force, something that could be accomplished within weeks. Instead of actually taking Leningrad, Hitler then decides that Moscow is the primary objective after all and sends a bulk of his forces towards it. The first of Germanyâ €™s weather problems occurs in the taking of Moscow as heavy rainfall hinders the German offensive. An additional major mistake that can be attributed to Napoleon’s downfall in Russia is the fact that great portions of his fighting forces are not even French. Due to this situation most of these soldiers simply left because they did not have a personal attachment to the cause. The fight was being fought simply for the fulfillment of their leaders’ alliance with Napoleon. Hitler could not crush the Russian cities while he had the chance and Napoleon waited too long to retreat. This fact coupled with Russia’s troops fighting in a religious manner results in a downshift in Russian morale. Although Napoleon successfully takes Moscow he accomplishes it in a ridiculous manner. He does not fight the strategic battle style that he is greatly known for and simply throws throngs of his soldiers at the inspired Russians and although his forces do win the battle it does not come with massive personnel and morale losses. The scorched earth policy being employed by the Russian forces definitely takes a dramatic increase when the French forces take Moscow. When Napoleon and his forces enter Moscow they find it mainly abandoned and by the end of the night it begins to burn with fire, fire lit by the Russians themselves. French forces cannot stay in Moscow and use its shelter, food, and water resulting in a losing situation for France. The scorched earth policy also takes a very crucial part in Russia’s victory in Operation Barbarossa as Stalin implores his soldiers and citizens to employ such a tactic that would deprive the oncoming Germans of important supplies. This can lead one to believe that the Russian campaign is won on the basis of nationalism and the idea of helping your fellow citizen the same that you help yourself, a very basic and fundamental communist belief. While all of the other factors involved in taking Russia are very important and crucial, by far the most important of them is the Russian winters that decimated both offensive forces. The winter to Napoleon means the end of his campaign in Russia, and the end of his military supremacy. The Tsar of Russia uses the winter as a great defensive tool as he knows that the French forces cannot take a winter battle and he is definitely correct. The French forces disembark from Moscow in the fall and three weeks later the harsh Russian winter arrives. The temperatures quickly fell and so too did the number of soldiers. The French simply cannot survive with starvation, fatigue, and the extreme cold constantly hounding them. With few French soldiers behind him, Napoleon finally returns to the French capital faced with the daunting task of rationalizing his disgusting defeat. The few Russian winters that Germany has to deal with are among the worst the world has ever seen. In the December 1941 to March 1942 portion of the campaign Germany suffers heavy losses and cannot take Moscow, Hitler’s prime directive and the German forces now have to halt their offensive. In the winter the German forces take a huge blow as the Russians accomplish counter offensive attacks. These attacks are highly successful due to the failing equipment of the Germans coupled with the lack of personal equipment such as jackets and proper footwear coupled with Hitler forcing the soldiers to not retreat and make the soldiers fight as long as they can. The German military commander resigns during this time due to Hitler being overbearing and Hitler takes full command of the forces. Finally realizing his forces are being decimated on a massive scale, Hitler calls for full withdrawal in January, a task that is much easier said than done. Oddly enough, Hitler actually gains more support from his soldiers and the citizens at home because of his actions. Again, though, Hitler begins the spring and summer offensive with relative success and then begins to lose it again. The Russian front is much too large for Germany and its now dwindling supply of soldiers and forces are being spread much too thin. The country is simply much too large to be taken for Germany and Hitler soon begins realizing this. Russia forces Germany  into a war of attrition that is simply cannot compete with and Hitler must withdraw all offensive troops except ones stationed at Stalingrad and other very important points. Eventually, during the following winter the Germans are once again decimated by Russian forces and are forced to evacuate from Stalingrad after many requests to Hitler. Although Hitler makes many plans and tries to implement them with relative success, the German withdrawal takes place between 1943-1944. The German forces are finally removed from the Russian territory with a resounding sense of success emanating from the allies. The defeat of Germany in Russia very greatly depletes the Germans of supplies and forces the Germans to now fight on many fronts while throwing the German military strategists into a state of confusion. Further bombing runs by England begin to eliminate most of the raw materials processing plants employed by the Germans. The invasion of Normandy is carried out by the Allied forces with success and the liberation of Germany begins, and all simply because the taking of Russia is not accomplished. While both Hitler and Napoleon are widely considered military geniuses their lack of effective judgment, courage, and success in Russia equaled a long and tiring end to their military careers.