Examine the ways Sir Arthur Conan Doyle Essay

Examine the ways Sir Arthur Conan Doyle adds a sense of mystery and suspense to the typical detective story in the sign of four. (Write about the mysterious nature of the plot. The exotic nature of the settings, the variety of personalities involved in the story on both major and minor level. The personalities of Holmes and Watson. The way late Victorian society and its attitudes are depicted. Your own response to the book. ) Sir Arthur Conan Doyle starts the mystery off in the book straight away by just naming the book â€Å"The Sign of Four†, this encourages the reader to open and start reading the book. He creates suspense in the book by not including us in the crime in the first chapter, which differs from the normal detective story; he chooses to settle you in to the story by introducing you to the characters in the story. We find out that many people respect Holmes. â€Å"Mr. Sherlock Holmes-† he began; but the words seem to have a magical effect, for the window instantly slammed shut, and within a minute the door was open. And â€Å"A friend of Sherlock Holmes is always welcome,† When the author does enter Holmes and Watson in to the crime; he creates suspense by constantly solving bits of the puzzle, and introducing new problems. This also keeps the reader interested in the novel. Doyle indulges us in the novel by letting us see the story unfold from Watson’s view; this doesn’t let us know what Holmes is thinking, and keeps us guessing, â€Å"Have u read your Jean-Paul. † This again differs from the typical detective novel, thus increasing the suspense. Another way Doyle adds mystery to the book is the way he leaves the end of chapters at cliffhangers The little man obeyed in a half-stupefied fashion, and we heard him stumbling down the stairs in the dark. The typical â€Å"Who done it? Is not present in the â€Å"Sign of four† adding mystery around the crime. The reader finds out who committed the crime half way through the novel, differing from the normal rounding up of suspects in to one room and explaining the motive, chain of events and finally the guilty party. Sir Arthur Conan Doyle differs from the norm with a very relaxed detective, Sherlock Holmes and I blankly looked at each other and then burst simultaneously into an uncontrollably fit of laughter. When they do find the right trail, they find that the criminals are intelligent. â€Å"We are out of luck,† said Holmes. â€Å"They have taken a boat here. † Suspense is increased at this point, as the women knew that a man with a wooden leg came and hired a boat late at night. â€Å"I don’t like that wooden legged man,† In the first chapter the author establishes a social hierarchy; this differs from the social hierarchy of today. In the 19th Century the rich gentleman (non-working) were considered higher in status and intelligence than doctors or teachers which today would be considered higher in society than the gentleman. This attitude is reflected in Sherlock Holmes. He is a â€Å"gentleman† that is egotistical, misogynist and vain, yet he is always right. His knowledge is referred to at the start of the book when he is casually taking drugs. Again differing from the typical detective novel as usually you would not associate the hero, with being a drug taker showing differences in 19th century society to nowadays. He smiled at my vehemence. â€Å"Perhaps you are right, Watson,† As u can see Holmes is condescending Watson in the previous quote, showing the difference in society, as we would probably listen to a doctor if he told us something was bad. His intelligence shows again when he produces a likely (correct) storyline. The most obvious difference in society from the 19th century is that the language has changed, sentences are said in different orders and words have â€Å"evolved† (e. g. from thus to that). Watson is put in the Sherlock Holmes mysteries so the reader can relate to someone in the book. The reader relates to Watson because he finds out clues or puzzles the same time we do, he also finds out what Holmes is thinking when we do because Doyle chose to have a narrator involved in the story. This allows us to relate well. Watson is a very clever person making the reader relate even better as many people would not think of themselves as stupid. Watson has a personality which is a very calm, respectful, caring and modest. He never questions Holmes but is always mindful of what he is doing and obviously shows great respect for him: â€Å"He did not seem offended. On the contrary, he put his fingers together, leaned forward on his chair like one who relishes conversation. † Miss Morstan is the typical 19th Century Woman. Very frail, â€Å"angelic† woman needed to be protected by a strong man (Watson). Nowadays we would not see women as â€Å"frail† or â€Å"angelic† they are presumed competent to look after them selves. Doyle having lived in the 19th Century does not hold that opinion of women although unusually places a women at the center of the story. She, having lived in a boarding school since she was seventeen sees Watson as a â€Å"Father† figure and her feelings towards him grow stronger, and they eventually marry at the end of the book. The other characters of this story include Thaddeus Sholto, Athenly Jones and Jonathon Small. Thaddeus Sholto is a bizarre looking, bald man. He is often nervous as he has bodyguards who surprisingly are Indian. When he is first introduced in to the story he is wearing Indian clothing and smokes from a â€Å"Hookah,† his house is decorated in a typically Indian manner, he is a stereotypical hypochondriac and trusts no-one. Many 19th Century people thought that it was the best gift to be English, and people who chose to be or act a different way were considered to be mad. We nowadays would not think of foreigners as crazy unless we had met them, and got to know them well, this is associated with physiognomy, as people in the 19th Century firmly believed that they could tell if someone was bad by their facial features. He also has a great sense of moral value and respect. Athenly Jones is normally one of the people who deals with the more trivial cases in the world and only crosses paths with Holmes when he is perplexed. â€Å"When Gregson, Lestrade or Jones are out of their depths, the matter is laid before me. † When they first encounter each other Jones has a hint of envy in his voice. â€Å"You lectured us on the Bishopgate Jewell case. † He is obviously a man who does not like to be bettered and does not appear to have the same amount of respect and awe around Sherlock Holmes. We are told that Jonathon Small is, â€Å"A poorly educated man, small, active, with his right leg off, and he wears a wooden stump. † And â€Å"He is middle aged, sunburnt, and an ex-convict. † This quote in the 19th Century due to there attitudes on Physiognomy would make the readers think that he was a man to be wary of, and not trust. In the book Small is represented in a resentful, unkind manner; and is portrayed as a man who has led a hard and tiring life only wanting justification for his life, receiving what is rightfully his. Going back to the Physiognomy theory a controversial book was published in 1869 called â€Å"The Origin of the Species. † It followed the widely accepted theory of physiognomy. It made people believe that black people or â€Å"savages† were less evolutionally developed than they were. So Smalls’ accomplice from the Andaman Islands was viewed as a â€Å"savage† as well as being part of the smallest (height-wise) race on the earth. Being that they were â€Å"fierce, morose intractable people, with distorted features. † However this view was wrong and when you became loyal friends, they were loyal back. In the 19th Century many children did not attend school, either through poverty or they’re parents did not want them to go. They were left wandering the streets earning cheap money by doing errands. Sherlock Holmes refers to them as, â€Å"His dirty little Lieutenants. † He refers to them when he and Watson are hot on the trail of the Small and his accomplish. I enjoyed this book as it differs greatly from the normal detective novels creating suspense, mystery and anxiety. The way Sir Arthur Conan Doyle structured this book was very well done and deserves great praise, it kept me interested all the way through and surprised me one or two times as well. This after all did not conform to my original preconceptions of the book.

Living and non living things Essay

Abstract Whenever you are teaching student a new language that they are not used to speaking at home or around their peers; require a lot of sacrifice for the he teacher and the students that are usually speaking their native tongue. With the challenges ahead the teacher will need to dedicate more time for teaching and instruction for the English Language Learner. And for the student wishing to learn a new language it will also take some sacrifice on their end as well. For the teacher and the pupil it will be very crucial that the students know and see the different language acquisition theories; how they are used in a classroom setting and how to implement those theories in a lesson plan. Introduction As the English Language Learner’s numbers start to increase in districts around the United States; many instructors are looking for more effective ways to teach the ell a new language. The Sheltered Instruction Observation Protocol (SIOP) is an avenue that teachers use to decide how he/she will attack the different ways of delivering the lessons to the ell so they will be able to understand and gain knowledge and deliver lessons that allow English learners to acquire academic knowledge develop some English language proficiency. When the SIOP method is used all students benefit from the lessons and instructions not just the ells. The more the instructors use the SIOP model the English learner’s progress shall be seen in their academics. Since there are so many language acquisition theories that go along with SIOP; the two methods used in my lesson plans are an Innatist and Interactionist methods. Within both methods there is an emphasis on natural language development and they focus on interaction between people as the main ways to learn and develop a new language. Innatist Theory In the innatist natural language development is received by the students through materials such as books, friends and other resources. The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By  having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. During this time a students’ output is not a concern and it is shown that language will occur naturally. There is also, a silent period to be expected during this time but there should be no worries. Innatist also believes that errors should not be corrected; students will correct them over time. â€Å"Most English language learner errors among their subjects were best described as similar to errors made by children acquiring English as a first language† (Peregoy, et al., 2008, p. 53). Some students are known to make the similar mistakes of those who are learning English as a small child. So the innatist theory is a way of making the students learn on their own, at their own pace, and use the interactions they have with others to build different skills. The lesson plan discussed will work jointly with the theory; due to the fact that the students will continue to use resources and do normal activities that they do on the normal. There will be times when the students will pair off with another student who may speak their native tongue so he/she will be able to relate to his/her peers; during this time they will bouncing ideas off each other to find out what the other may have learned so the will be able to teach each other. My lesson plan was given to a teacher of 6 and 7 years students where there are quite a few of English language learners. If the teacher were using the innatist theory he/she would pair students according to language level. The students who are considered more proficient in their native language would be paired with an student who may be ELL. With this lesson plan it was a good way to use group discussion it was an interesting to keep those students attention in order to make them more interested and excited to discuss the big ideas. Interactionist Theory The interactionist theory and the innatist theory are very similar. . The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. On the student output end, speaking occurs  naturally in communication with others. This theory puts no pressure on speaking, except when the student has the natural impulse to communicate with others. As for the treatment of errors is concerned, errors that impede communication will be naturally corrected as the meaning is negotiated; some errors may require explicit corrective instruction in order to make sure that the student is not being taught in the wrong way. â€Å" Interactionists view the communicative give and take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process† (Peregoy et al., 2008, p. 55). Lesson Plan Success As you can see from the reading innatist and interactionist theories were present in the discussed lesson plan. As noted before the theories are very similar and the key purpose is to let the student learn and interact with each other in hopes that they will pick up on a new language and possibly learn to speak a new language. By using different activities that may be interesting and engaging to the students is also a big part of learning success. Many students like to hang out in groups; so with making a lesson plan around having the student to work in groups doing so can really help with the success of the students. The only major opposing view is that one theory would not make any correction on errors and the other theory would correct the wrongs. In a classroom setting it is important for teachers to correct errors as much as possible, this would help make sure that students are not abusing the language in the negative manner; and it would be easier to correct errors as they happen instead of having to force a student to change a habit he/she has been doing for a while My plans were not difficult; I made it interesting and fun for all students. As the students learn it becomes evident that the plan fits everybody. Conclusion When you have to create a lesson plan to teach students of different language backgrounds and make the plan fun and enjoyable for all students in the class; and when you also have to make the lesson where any teacher is able to instruct any group of students and keep them interested is not an easy task. And do keep in mind while creating these plans you may have some students in the selected class that may have no knowledge of the current  language being spoken in the class. In order to make the plans enjoyable for all students it is very important that a teacher or whomever is creating the plans have knowledge of the student that they may be potentially teaching and trying to get to grasp the English language. If the SIOP lesson plan broken down in it will be easier to follow and keep student interested in the learning process. If the lesson plan is followed no areas will be omitted and the students’ success will be seen in their academic increase. So as a teacher; you will have more time for teaching and less time trying to plan and focus more on ensuring that all the objectives and language acquisition theories are in place to assure that the all student have an equal chance to obtain the and learn the English or any other language. (Building Background) Students will read the book See How They Grow: Owl. Pose class discussion questions from the story such as: Is the owl from the story a living thing? Why or Why not? What does the owl do to make it a living thing? What does the owl need to survive? Steering the conversation into differentiating between living and non-living. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback) Using a whiteboard divide the board into two categories, living and non-living things. Introduce the various pictures of living and non-living things. Do not tell students which is living or non-living. Students will approach the white board and place the living and non-living pictures under the correct category. Discuss with students why these things are living and why they are non-living. Using the teacher pointer ask for a volunteers to point out living or non-living things in the classroom. Discuss the differences among the things that the students  pointed out. Practice/Application (Meaningful activities, interaction, strategies, practice/application, feedback) Two stations should be created in the classroom. One station will be the â€Å"plant station† and the other will be the â€Å"Fish station.† Students should be divided into two groups also. One group will observe like scientists at the plant station and the other group will observe like scientists at the fish station. Pass out data sheets and magnifying glasses prior to students going back to their station. At the plant station the fake plant and the real plant should be positioned in the middle of the table and be labeled plant #1 and plant #2. At the fish station the beta fish and the candy Swedish Fish should be positioned in the middle of the table and labeled fish #1 and fish #2. Students will go to their assigned station and predict which plant or fish they believe is a living thing and which they believe is a non-living thing. Students will use their magnifying glasses like scientists and record on their data sheets characteristics of each plant and fish. Water for the plant and food for the fish should be available for the students to use when recording observations. Students will complete their data sheets by concluding which plant and fish was living and non-living. Students will discuss their conclusions as a class. Review/Assessment: Content (Review Objectives and vocabulary, assess learning) Students will use their science journals to draw a picture of a living thing and a non-living thing. The students will write in their journals what makes the picture they choose to draw a living and non-living thing. Extension: Introducing the word metamorphosis and how some living things can change when they grow. Reference Peregoy, S., Boyle, O. (2008). Reading, Writing, and Learning in ESL. New York: Allyn and Bacon.

Reader Response of Monkey’s Paw Essay

The short story which is going to be analyzed in this paper is Monkey’s Paw. It is a horror short story by William Wymark Jacobs. He is an English author of short stories and novels. The story itself is divided into three parts and will be determine the constituent and supplementary events of it. The constituent event is an event, what if it is removed, will make a gap in a plot of the story. It is also known as main event. Every story must have the constituent event, in order to create a chain of plot. Certainly, Monkey’s Paw has the constituent event in it. First, it is the most important event which is constituent – the title itself, Monkey’s Paw. The title of the story is really influential. The reader can get a gap when the object of monkey’s paw is changed with a mystical lamp, for example. It may feel more Arabian and there will be an event when the user of the mystical lamp rubbed down on it. It also changes the plot of the whole story, even the title itself, and it is not the Monkey’s Paw’s story anymore. Next, it is about the Herbert White’s death. The event when Herbert died is a constituent event which can not be removed or even be replaced. The reason of deciding it in to constituent event is that the Herbert’s death influences the three wishes to the monkey’s paw. If Herbert was not died, Mr. White would not make a second wish to get her son alive. It is shown that the event of Herbert White’s death is influential, and if it is removed, it can damage the plot of the story. Besides the constituent event is the main event in a story, the supplementary event is the removable one. It can be removed or deleted from the story, because it will not make a gap and change the structure of the plot. There are so many supplementary events in Monkey’s Paw. The first is playing chess done by Mr. White and his son, Herbert White. It can be removed, actually. The reasons are the existence of that event do not change the structure of the plot and the event is meaningless. Even if the event is not removed but is replaced its activity by another game, playing bowling for example, it does not mean anything to the structure of the plot. Another example of supplementary event is the last event of the first part of the story. It tells that Mr. White sat alone in the darkness, gazing at the dying fire, and seeing faces in it. This event is a removable and replaceable event. Without the existence of this event, the structure of the plot are not changed. Even, if the event is replaced by Mr. White is going to bed immediately, it is meaningless. In conclusion, the title of the story Monkey’s Paw, is the most important constituent event that are appeared and it is followed by another constituent event which can not be removed or be replaced. Finnaly, to supporting the constituent event, there are also some supplementary events.

WITH REFERENCE TO TWO AREAS OF KNOWLEDGE DISCUSS THE WAY IN WHICH Essay

WITH REFERENCE TO TWO AREAS OF KNOWLEDGE DISCUSS THE WAY IN WHICH SHARED KNOWLEDGE CAN SHAPE PERSONAL KNOWLEDGE - Essay Example Shared knowledge is structured and systematic in its nature and it is an outcome of more than one individual. Shared knowledge is bound together in more or less distinct sections of knowledge, for instance, familiar groups of subjects studied in undergraduate program. Whereas individuals contribute to the distinct areas, shared knowledge does not depend only upon the contributions of a given individual. There are chances for other individuals to check and implement individual contributions and add to the body of knowledge that already occurs. For, instance, Chemistry is a subject with knowledge that is shared. Many individuals have access to it and can contribute proficiently to it. Teams of people, building on existing knowledge, undertake the great work. Despite the individual contribution to the body of knowledge, their work is subject to group processes such as review and replication of results of experimental results before it becomes the final paper. The building of computer al so requires shared knowledge. It is surprising to have individual who has the knowledge of constructing a compute from scratch. That is, not assembling it from pre-constructed components. Though we know how to assemble computers. The product of computer is because of a complex worldwide cooperative effort. Shared knowledge evolves over time due to the continued applications of the methods of inquiry; all processes covered by the framework of knowledge. For instance, applying the methodology that belongs to an area of knowledge changes the existing idea that we know. The changes might be slow or incremental; the areas of knowledge contain certain stability over a given duration. The changes might also be sudden or dramatic; revolutionary swing in knowledge because an area of knowledge responds to new experimental results. Therefore, shared knowledge allows

Rabbit Proof Fence Movie Review Example | Topics and Well Written Essays - 500 words

Rabbit Proof Fence - Movie Review Example Further, orders were issued to eradicate forcibly half-caste children from their paternal and maternal families. It was a disastrous and dangerous racist policy that brought about the suffering and misery of what they called the stolen generation. In the movie Rabbit proof fence, the director Philip Noyce presents a perspective of what real happened to the half-caste children in Australia during the 20th century. In addition, via the movie, the director highlights the events that happened in order to overcome the disastrous racist law. For instance, having been removed forcibly from their mothers, the three women, Gracie, Sampi, and Sansbury escape from one of the detention center in Moore and goes on mission to look for their mothers. It is rational to argue that with the incredible journey ahead of the three women in the movie, they try to free themselves from the oppressive government policies. It is depicted in the film that they tried to identify their way out of the rabbit proof fence. I think this represents the unrelenting effort to fight for equality in society. In addition, the movie depicted how racism or racial profiling in 20th century Australia. It is evident that during this time, racism in Australian society looked like cancer in that it had no cure and it would have continued were it not for the effort of the three women to fight for justice. However, separation and exclusion is seen all around Australian aborigine children. It is clear that suspicion, fear, and ignorance parting away communities. At the same time, public figures, the media, and heads of states, who are the people supposed to fight and defend pluralist and inclusive societies, initiate attacks on multiculturalism. While this negative outlook may be so widely accepted challenging it seems to be a hard but important

US History Essay Example | Topics and Well Written Essays - 1750 words

US History - Essay Example esulted into an strong sentiments against Britain, the second part discusses the revolution and how revolution failed to provide the desired result to all segments of the society and last section is about the political ideologies. This paper will discuss the historical events which took place since 1750s and how they reshaped the American history. Right from seven years war to the ideological conflicts between Hamiltonians and Jeffersonian regarding how the constitution of the country should be shaped, this paper will discuss as to how different factors resulted into the independence of United States. American Revolution is considered as one of the most significant events in history which radically changed everything. The involvement of different international players of that time has made the even as one of the significant events however, before the event can took place, there was a historical process which actually led America to the point of revolution. One of the key reasons for the expansion of colonies in the region was the systematic expulsion of Native Americans from the region. Further expansion also took place due to the disease, depopulation, war as well as the trade of Indian slaves. It is also important to understand that during 1750s and era before than, the region was critically controlled by three forces i.e. British, Spain and France and it was the continuous struggle between these powers which actually shaped the future course of history in the region. (Boyer, Clifford and Sandra) The overlapping interests of Spain, France and Britain therefore led to what is now called Seven years war. What is important to understand however, is the fact that this war actually redefined the relationships between different political entities within the region? Both, Britain as well as France sought the support of Native Americans. The initial efforts by Britain were overthrown by the French however, French were overpowered and Britain finally succeeded in

Renewable energy Essay Example | Topics and Well Written Essays - 1000 words

Renewable energy - Essay Example In the 1970 though, the first awareness of the need to raise awareness on the use of natural sources of energy had been realized through the first Earth Day. The said need is due to the discovered negative effect of the scarcity of fuel to power the planet’s need for energy. From the said concern, sustainability had been a trend but is continuously becoming a need (Maczulak, 2009). The study is aimed to explore the concept of renewable energy which specifically includes the definition of the concept, the different types, the effects and the implementation of the methods. Methodology The study is undertaken through library-based research of both primary empirical data and secondary references. The main aim in the search for references to be used in the research is to find sources that generally explore the concept of renewable energy. There are two types of references used namely reference books and journal articles. The reference books are used for the definition of the differ ent concepts and other secondary data while the journal articles are used to gather both primary empirical data and secondary review data. Results The use of renewable energy is related the concept of sustainability which is related to the proper use of resources such as land, clean water, clean air, and the species diversity in nature. One of the main issues of sustainability is the sources of the energy needed to answer the needs of the world. Energy sustainability is the specific concept that targets the efficient use of energy and the implementation of techniques that can both save the two types of energy sources, the natural fuels and the renewable resources (Maczulak, 2009, p.26). Types of Renewable Resource Renewable sources of energy are materials that can be replenished easily such as sun or solar energy; wind power; ocean waves; water flows and tides; heat flows and stored heat; and biomass (Sorensen, 2004, p.210). For each of the said sources of renewable energy, there ar e techniques and methods used to extract and store energy. There effectiveness of the method lies on the application and optimization of available resources. Thus, every nation and locality needs to efficiently use the locally available renewable resources to increase the sustainability and to lessen the costs involved (Wengenmayr and Burhrke, 2008). One of the main renewable energy sources promoted on the basis of sustainability is the solar energy. This is considered as the most basic and readily available. Thus, the technology that can capture, store and utilize the power of the sun can make a significant difference. Different developments regarding the use of solar energy are being undertaken in various places around the world. An example is the development of solar concentrators by the engineers of the Massachusetts Institute of Technology (MIT) which will be combined with solar films thus surfaces such as windows can gather solar power (Maczulak, 2009, p.108). In the European region, sustainability and the use of renewable energy sources is considered as an important part of the social policies. In 2007, the use of renewable sources of energy had been set on a comprehensive directive to intensify the 2001 directive thus covering the electrical power, heat and mobility. In Germany, Austria, and Greece, solar thermal usage is the main energy source. Biomass is the main source of energy in France specifically used to answer the heat consumption of the country. In other countries such as Sweden, Finland, and

Marketing Essay Example | Topics and Well Written Essays - 1250 words - 26

Marketing - Essay Example As discussed earlier BMW is known for its luxury cars and primarily targets the premium market segment to generate its revenues. In order to successfully develop an effective marketing strategy, satisfying the needs and requirements of the targeted consumers should be given the topmost priority by any organization. Hence, the first step towards developing an effective marketing strategy of BMW would be to analyze the consumer behavior patterns followed by the company's potential target population. The key issues that are having a significant impact on the global automotive industry are the increasing rate of urbanization, environmental issues and the changing nature of consumer behavior. The two-tier concept of the industry is changing at a rapid pace. The mature automotive markets in US and UK are expected to converge with the emerging markets like that of China and India in terms of the needs and wants of the consumers regarding safety, reliability, and quality. Moreover, the autom otive market segments comprising of low-cost and premium prices vehicles are also expected to converge. This type of changing consumer behavior and market trends indicate that the available opportunities for the automobile manufacturers would increase in relation to the increasing demand for mobility services and electric vehicles. As regards the targeted customers of BMW, they look for high standards of performance, luxury and quality in the products. There is an increasing demand for hybrid electric vehicles in the market as well.

Starbucks Essay Example | Topics and Well Written Essays - 750 words

Starbucks - Essay Example Back in the US, situations were totally different. The option to drink a cup of coffee that was prepared according to the customers’ preference was not available. The available options were fast-food restaurants or gourmet cafes which were not open in the early morning hours of the day. Schultz was influenced by these three factors; absence of coffee shops in the early morning hours or extended hours of the day, the inability of the shops to prepare coffee according to the choice of customers, and people’s interest in using cafes as places of public interaction. Thus, Schultz started his own Coffee bar that allowed customers to decide the nature of the coffee to be made. Thus, in 1986, Schultz opened his coffee bar in Seattle in the name ‘Il Giornale’ and on the first day, they served 300 customers and precisely according to his observation, most of the customers came in the morning hours. Soon, he acquired the Starbucks’ name and operation. Thus, it is evident that the success of Starbucks was largely dependent on its success in identifying the opportunity and bringing into practice what they have envisioned. 2. The five forces according to Porter’s Five-force model are: a) potential entry of new competitors, b) potential development of substitute products, c) bargaining power of suppliers, d) rivalry among competing firms, and e) bargaining power of consumers. When the first force is considered, the biggest threat comes from McDonalds’ McCafe as it is easy for McDonald to add coffee services to their existing retail services. As per reports, the income from McCafe is 15% higher than the income from a regular McDonald and presently, it is the largest in Australia and New Zealand. In addition, Starbucks has something to worry as it has not started providing canned or bottled coffee; and it is clear that one who wants to save time and money will certainly go for canned or bottled coffee instead of the Starbucks mug (Strategic Management PMS 3393). When the third point is considered, one has to accept that Starbucks is victimized to this situation very often. In 2001, Starbucks was forced to buy coffee bean at a higher price as the suppliers raised the price. However, prior agreements on price will help the company overcome this problem. In machines and technology, the company will have to go for the total ownership of supplies. However, rivalry among competing firms is the most important one. Currently, there are about 14,000 coffee outlets in the US and there are many restaurants and supermarkets where coffee is cheaper than that of Starbucks. Some other important competitors are Dunkin Donuts and Krispy Kreme followed by coffee brands like Tully’s and Pete’s Coffee. In addition, their non-coffee products are threatened by brands like Orange Julius and Jamba Juice (Starbucks: â€Å"The Non-Coffee Treat†). However, as far as Starbucks retains perfection and quality, these competitors will not raise any serious threat. The last point is the bargaining power of customers. It seems that customers bargain only when alternatives are available and hence, this will not create a threat to Starbucks. In addition, its huge popularity reduces the bargaining power of the public. In fact, the situation was totally different in the

Marketing Assignment Example | Topics and Well Written Essays - 500 words - 4

Marketing - Assignment Example A steward is usually concerned with the three disciplines of mapping, building and aligning a channel value system. Channel value system can be improved and converted from an assembly of certain elements to a highly integrated and efficient system with a deliberate strategy. Mapping is all about coming up with a strategy on how the goods or products will reach the consumer from the producer. It means detailing ones go to market world. It involves coming up with an overview of the system and what drives it. Understanding customer needs and their demand is also important in mapping for channel stewards. It also involves coming up with diagrams showing flow of products and services through the channel value chain, Gauging outside forces shaping the market, Catalog channel member division and cost of labor and calculating a case for channel stewardship investing. Building involves assembling a new and improved overall system and putting it into aligned practice. This basically means creating the stewardship plan. It also deals with targeting value chain value properties of key customer segments, Identifying levels of operation up and down the chain based on perspectives shared with stewardship groups by respected people from each channel partner and prioritizing and demarcating roles and investments is the final step in the building task. Aligning is all about harmonizing the channel value chain. It includes; Engendering the 3 T’s truth, transparency and trust, resolving channel discrepancies and reconciling differences between competing channels, and sustain senior executive engagement from all players. Internet shopping has brought a lot of changes in the marketing sector since almost all goods and services nowadays are being marketed and transacted online wise. Incorporating the internet into a channel strategy and overcoming common obstacles that prevent transformation has been

The Infrastructure of Data Management and Data Mining Capabilities Research Paper

The Infrastructure of Data Management and Data Mining Capabilities - Research Paper Example There are many forms of DBMS (database management systems) which include such company areas as accounting, human resources, and customer support systems. As large organizations generally only needed these types of DBMSs to handle the large amounts of data exchanged and stored, it is now a commonality in many companies, both large and small, and is a fairly standard part of any company's back office system. Data management is an important aspect of the enterprise server management structure. Through proper and structured management of all corporate data, a company can engage in secure and through using both proper data management tools and IT system tools. Data management is comprised of a variety of disciplines and the official definition provided by the DAMA (Data Management Association) is that 'data resource management is the development and execution of architectures, policies, practices, and procedures that properly manage the full data lifecycle needs of an enterprise". As this is an extremely broad definition it generally focuses on a server-side data management and data mining, but within this paper, there is a need to have a broader focus of the end-user data management which will encourage employees to have a central repository for their files.Many times a company will focus on just ensuring the data is secure but fail to engage their employees in training on these data management and data architecture systems. There are two formats for training that will be discussed in Chapter 11 that include an advanced training curriculum for the DBA's (database administrator) to maintain the servers using the necessary IT tools. The se cond format of training is for the average end user in how the architecture works and the new tools that will be used as a central repository for files by using such type of peer-to-peer network tools much like Microsoft SharePoint Services.  

Non resident citizens Essay Example for Free

Non resident citizens Essay Universal suffrage is a term that is used to refer to the right of adult citizens to vote. Suffrage includes the right to vote as well as the opportunities that are available to vote. Universal suffrage however refers mainly to the right to vote (wordnet. princeton. edu). A government should therefore seek the mandate of the people to continue being in office. Traditionally, universal male suffrage referred to the right of males to vote irrespective of their economic status. Each male was not required to show any wealth ownership in order to vote. France started practicing universal male suffrage as early as 1792 during the revolutionally period but only in theory. They however faced severe challenges during this period and the theory did not materialize until 1848 when resident citizens were granted this right. In most countries around the globe, voting rights were only extended to those who proved their wealth ownership who were only a few males. Other world democracies considered religion as an important factor which decided who to vote. As time went by, most of these restrictions were dropped and many citizens got the opportunity to cast their vote. This was due to the role that democratic movements played in the 19th century by unifying Liberals and Social Democrats in northern Europe. The movements were quite fruitful as their slogans like Equal and Common Suffrage finally granted full universal suffrage to even women. ( By Republican (not a Radical†) Universal Suffrage: Female Suffrage). France however denied women the right to vote until 1944. Even though full universal suffrage was practiced later, some citizens did not benefit from the privilege of voting especially criminals, the mentally ill and non resident citizens. Various movements contributed to the campaigns that saw the birth of full universal suffrage. In the 19th century, the movements aimed at removing wealth requirements for voters. It later campaigned for the right of women to participate in the voting process in the 20th century. The 2nd world war was a major setback to the enactment of the universal suffrage because it interfered with the normal legal process of many nations. Race and ethnicity are other major factors that have hindered many citizens from voting. Many nations in the world denied minority groups the right to vote on the basis of their race or ethnicity. For instance, in South Africa, the people who could only vote were whites during the apartheid era. This continued until 1994 when mult-party democracy was instituted. Similarly the blacks were also not allowed to vote in the United States of America even though they had that right. The formation of the Ku Klux Klan after the American Civil War ensured that blacks were intimidated in order not to vote. Disfranchisement refers to denying someone the right to vote. In the United States of America, the poor were denied the right to vote if they paid no taxes or if they were under a welfare system which gave them assistance. Non resident citizens are also denied this right to a certain degree; Italians are represented by a representative at-large in the Italian parliament, United States citizens who live outside the U. S. usually vote as residents of the last state where they lived while non resident Britons are not allowed to vote for their parliament.

An overview of World Englishes

An overview of World Englishes 1.1 English as an international language Among thousand languages in the world, English has become an International English since it is a multinational, multicultural and multifunctional language. The term, English as an international language (EIL) can be shortened as International English, highlights the international use of English rather than wrongly suggesting that there is one clearly distinguishable, unitary variety called `International English. Mckay (2002: 132) in her book entitled Teaching English as an International language makes use of the shorthand term and gives a definition like this: International English is used by native speakers of English and bilingual users of English for cross-cultural communication. International English can be used both in a local sense between speakers of diverse cultures and languages within one country and in a global sense between speakers from different countries. From her statements, we can see that the uses of English internationally include speakers of English as native lan guage (ENL)/English as mother tongue in all its dialects, as well as speakers of New Englishes/World Englishes/indigenized/nativized varieties. Chosen as the preferred potion for cross-cultural communication, it can be referred to as EIL. Besides, some other terms can be used more or less interchangeably with EIL, such as English as a lingua franca, English as a global language, English as a world language, and English as a medium of intercultural communication. In fact, the dramatic development of modern science and technology, the coming age of information superhighway, and the shrinking of the world into a global village are all accelerating international exchanges and intercultural communications and, for that matter, the wider spread of English. Recently, another term for EIL has been introduced: World English (Brutt-Griffler, 2002:110). She provides a carefully researched and well-argued basis for acknowledging the active role of EIL users as agents in its spread and in its linguistic development: they are not just at the receiving end, but contribute to the shaping of the language and the functions it fulfils. This is a perspective with considerable implications for English education all over the world. 1.1.1 An overview of World Englishes There are several researches of varieties of world English, two famous scholars Quirk and Krachu are worth mentioning. Quirk divides the varieties of English into three kinds: English as native language (ENL); English as second language (ESL); English as foreign language (EFL). He maintains that all the varieties of world English should base on the established rules of British English or American English. He is the typical representative who suggests the only criterion for the varieties of English in the world. However, with the fast development of the society, with the quick trend of internationalization of English, it is neither possible nor practical to hold on the sole criterion for different kinds of English all over the world. Being a very popular pioneer of the theories for the internationalization of English, a promoter insisting on the pluralistic criterions of English and a variationist, Krachu put forward the notion of World Englishes in 1970s. And in 1985 he proposed the three concentric circles to view the varieties of English that are similar to Quirks division. The inner circle refers to the traditional culture and linguistic bases of English. It includes the USA, UK, Ireland, Canada, Australia and New Zealand. The outer or extended circle represents the institutionalized non-native varieties. It involves the earlier periods of the spread of English in non-native settings, where English has become part of a countrys institutions, and plays an important `Second Language role in a multilingual setting. The countries are Singapore, India, Malawi, and more than fifty other regions in the world. The expanding circle includes the regions where the performance varieties of the language are used essentially in EFL contexts, as in China, Japan, Greece, Iran, etc. China English belongs to this circle. There are some seventy-five territories in which English has held or continues to hold a special place, as a member of either the inner or outer circles (Cry stal, 2001: 53). Crystal (2001: 54) gives the following estimates for the speakers of English in terms of Kachrus (1985, 1992) `concentric circles: the inner circle, first language, 320-380 million; the outer circle, additional/second language, 150-300 million; the expanding circle, foreign language, 100-1000 million. Kachru (1996: 241) himself maintains There are now at least four non-native speakers of English for every native speaker. McArthur (1992: 355) has a more conservative estimate, namely a 2-to-1 ratio of non-natives to natives. And to cite a voice from what Kachru calls the expanding circle, the German author Gnutzmann (2000: 357) adds another way of looking at this: It has been estimated that about 80% of verbal exchanges in which English is used as second or foreign language do not involve native speakers of English. The statistics show us its power and effect in cross-cultural, cross-lingual communications during the worldwide development of English. Besides the researches done by the above mentioned scholars, many other linguists also have done the similar researches about the internationalization of English, such as Smith (1983), Platt (1985), Stevens (1992), Graddol (1997) and so on. The common marked trait of their researches is that they all go against linguistic chauvinism. On the whole, World English is the product of the development of a world market and global developments in the fields of science, technology, culture and the media; World English is learned by people at various levels of society, not just by the socio-economic elite; World English tends to establish itself alongside local languages rather than replacing them, and so contributes to multilingualism rather than jeopardize it; World English spreads due to the fact that many people learn it rather than by speakers of English migrating to others; thus two processes happen concurrently: new varieties are created and unity in the world language is maintained. With the vast spread and quick speedy internationalization of the English language, it will lead to nativization of English in different parts of the world. 1.1.2 Nativization of English and English es in Asia A non-native English situation is basically an innovative situation involving certain well-known processes of nativization (Bamgbose, 1998: 1). English has become international in character, it cannot be bound to any culture. That is, any culture can use English as its vehicle of communication (Smith, 1983: 9). Kachru (1982: 5) has pointed out once English was adopted in a region, whether for science, technology, literature, prestige, elitism, or `modernization, it went through a reincarnation process, which is unique to another culture. Native English, unable to adequately express what is unique to another culture, should be reincarnated, changed or varied in order to fit the given culture. Such variation or reincarnation of language is called nativization, indigenization or hybridization (Kachru, 1981; Moag Moag, 1977; Whinnom, 1971). Development of English in most parts of Asia was due to contact with native English-speakers through colonialism. Many Asian countries of the outer circle and the expanding circle were former colonies or semi-colonies of countries of the Inner circle, typically USA, UK and Canada, etc. The English language was first introduced to these Asian countries, like India, Singapore, and Pakistan, as the medium of instruction in a western system of education, and was adopted as the official language by some governments for easy communication between the rulers and the ruled. The introduction of the English language may have three purposes: religious purpose, commercial purpose, and political purpose. However, it is certain that the colonists arm has not always been decisive for spread and development of English in Asia. There are some other reasons. English has often been learned because of the status it may confer on the readers and speakers, because it opens doors in modern science, technology, trade, diplomacy, and intercultural communication. In Japan, a country under little colonial influence of an English-speaking power, even though English continues to be a performance variety, it has penetrated deep into the Japanese language and culture. In its localized form, English has acquired a stable status in Japanese culture. Once English was adopted in any region of Asia, whether because of colonialism, or for science, technology, literature, prestige, or modernization, it went through various changes and adaptations, which were partly linguistic and partly cultural. The changes were essentially caused by the new bilingual or multilingual settings, as well as new cultural contexts in which English has to function. Such linguistic and cultural changes are especially well established in the regions where it has been used as an international language, in addition to serving intranational purpose, which is the case of Singapore, India, etc. Establishment of a non-native variety of English in any new culture is well illustrated for its linguistically deviation from standard native English varieties. It usually distinguishes itself from other non-native or native English varieties in terms of phonology, vocabulary, grammar, syntax, semantics, or discourse. The most conspicuous is the vocabulary, because nativi zed English varieties have to include some borrowed words from local languages in order to express some unique phenomena and ideas of local culture that is quite different from that of other cultures. This is also the case of China English. At present, most of the evidences for the recognition of China English are mainly from some of its distinctive vocabulary carrying unique Chinese culture. Besides the above countries mentioned, English is playing its international and intranational roles in many other Asian countries, as well as in other parts of the world. The fact shows that English varieties developed in Asia are either performance varieties in the expanding circle or institutionalized varieties in the outer circle. Performance varieties include those that are used as foreign language, such as in Japan, China, Indonesia and so on. They have a highly restricted functional range in specific contexts, for example, those of tourism, commerce, and other transactions. Institutionalized varieties are those used as the second language, such as in Singapore, Malaysia, India, and so on. These varieties have a more extended range of uses, registers and style range in the social context of a nation. According to Kachru (1992), The main characteristics of an institutionalized variety are the following: the length of time in use; the extension of use; the emotional attachment of second language users with the variety; functional importance and sociolinguistic status. Under the circumstance of institutionalized varieties, English is not only used i n the domains of government administration, law, military, education, commerce, media religion, etc., but also in the more private domains of family and friendship. From 1990s, the wide and fast spread of English in Asia has aroused the interest of many English scholars worldwide. In the early 1990s, Japan established an organization called the Japanese Association for Asian Englishes. And in 1999, the association published a magazine named Asian Englishes, which is committed to the study of varieties of English in Asia. A lot of well-known linguists like Kachru (1999), Smith (1999), Kirkpatrick (2000), and McArthur (2002) all published articles entitled English as an Asian Language. They all have acknowledged the common features of Asian Englishes, which decide that different varieties of English in Asia belong to the family of World Englishes from the perspective of functional nativeness. In recent years, among western academic circle, there has been a distinct change in attitudes towards English varieties (either institutionalized or performance varieties) developed in Asia, as well as in other parts of the world. Currently most institutional ized varieties have been gradually accepted by native English speakers. However, the development and nativization of institutionalized varieties has been traditionally unacceptable to majority of native English speakers. These varieties have once been considered deficient models of language acquisition. This attitude has not only been restricted to speech performance, but extends to lexical and collocational items that are determined by the new social and cultural context. But, this kind of negative attitude began to change step by step with the growth of linguistic tolerance after the Second World War. A survey (Chen Linhan/ ,# X, 1996: 46) on remarks from native English speakers on China Daily and Beijing Review shows that even in such important English newspaper and magazine there are some misuse of article or prepositions. Nevertheless, all the interviewees have acknowledged the existence of China English. 1.1.3 China English in EIL context English in China, when used as a vehicle of Chinese culture, will also be nativized or sinicized linguistically and culturally. China English was first presented by Ge Chuangui(- ,1 I) in 1980. He used the term to refer to the distinctive vocabulary carrying unique Chinese culture in Chinese-English translation, but he did not suggest China English as a variety of English. Since then, this term has aroused great interest of many scholars in China. Wang Rongpei 1991: 1-8) in his paper entitled China English an objective English variety points out, provided that English is widely used in a non-native area with certain characteristic of indigenization, whatever its function might be, it can be regarded as an English variety. There are no reasons to deny the fact that China English is an objective language phenomenon in China. Since then, China English has been popular among scholars home and abroad. Chinese speakers or learners appropriate communication in English has become one of the more heated topics for all the Chinese scholars of English teaching, translation, linguistics and cross-cultural communication. On the whole, the popularity of English has pushed forward the nativization of English in China. With the open-up and reform policies, more and more foreign people and different institutions flood into China, and more English expressions that are typically 2.3.1 Pidgin English and China English A Pidgin is a lingua franca that arises in order to facilitate communication between speakers of different languages who are in sustained contact with each other, e.g. in trade or plantation situations (William, 1992: 224). Although it is no ones native language, a pidgin usually involves mixture or compromise between the native languages of its users; in comparison with these, it is restricted in social role, and simplified or reduced in linguistic resources. Pidgins flourish in areas of economic development all over the world, and Pidgins are based on English, French, Spanish and Portuguese. Actually, Pidgin English in China originated from Pidgin Portuguese that is a hybrid language with the combination of Portuguese, English, Hindi, Malay and Chinese Cantonese. Evidences in the history show that the Portuguese were the earliest Westerners who came to China to undertake the cause of colonial expansion and activities after the establishment of the new route in the 16`h century. When they first arrived in Macau, they found it was very difficult to communicate with the local people, and the local people, who were eager to find ways of livelihood during the contact with the Portuguese and other western people, also felt hard to exchange ideas with them. Both needed a shared language as a tool for communication to open up new prospects. Gradually Canto-Portugue s (j~,*I-, j iq ) came into being, which was a business term in commercial exchan ge between China and Portugal. It was a language used by the Portuguese traders and the local businessmen. Later the language became very mature with abundant vocabulary, stable speech sound, morphology and syntax, which had been used by the local people for 300 years. It did not disappear until 19`x century when the English colonists came to South China to extend trade. With the increase of trade volume of Britain in China, a new Pidgin, Canton English, emerged as the times demanded. Many English words gradually replaced those Portuguese words. Pidgin Portuguese had a great effect on late Canton English, now known technically as Chinese Pidgin English or China Coast Pidgin. Chinese Pidgin English was greatly influenced by the earlier Cantonese Pidgin Portuguese. But little has been known about how Canton English was reborn from Pidgin Portuguese. Anyhow, it developed into a lingua franca of the Pacific that influenced the Pidgins of Papua New Guinea, the Solomon Islands, Vanuatu, Queensland, and elsewhere. With regard to its origin, the linguist Chin Chuancheng notes: The Chinese held the British, like all foreign devils, in low esteem, and would not stoop to learn the foreign tongue in its full form. The British, on the other hand, regarded the heathen Chinese as beyond any possibility of learning, and so began to modify their own language for the natives `benefit (Chinese Varieties of English, in B. Kachru (ed.), the Other Tongue, 1982). Pidgin English with typical Cantonese grammatical structures spread rapidly when the Treaty Ports were established in China in 1843, but declined towards the end of the l9`h century as Standard English began to be sys tematically taught in schools and universities. Before liberation, there was Shanghai Pidgin English too. Pidgin English is now extinct in the Peoples Republic of China and marginal in Hong Kong. In fact, Chinese Pidgin English that had been demoted by people was the earliest embryo of China English. People always consider Pidgin English as a term with derogatory sense. But it was the initial stage when we Chinese people began to get in touch with English in the specific historical times. What Pidgin English reflected was how Chinese people learned English at the initial and the most superficial stage. With the development of the society, it has been discarded. However, the traces left over by history can never be removed, and they will influence our behaviors, thoughts and attitudes unconsciously. So, facing the phenomenon of China English, we should not have the attitudes of evasion towards Chinese Pidgin English. Both Pidgin English and China English are the combined result of English with China, which are with typical Chinese language models and thought patterns to different degrees. But they cant be equated and regarded as the same thing. Du Zhengming (* 1998: 6) notes: To Chinese people, Pidgin English was an imposed English, which was the product of colonial expansion. So, they had no motives or conditions to learn Standard English, they just imposed Chinese speech sound, vocabulary and grammar into English, thus became a mixed language. However, China English is a formally learned language. People learn and master it actively and systematically through formal education at schools and universities. They cant treat it entirely as they please. Pidgin English was a language by putting English, the so-called super-state language, together with Chinese, the so-called sub-state one. It was neither English nor Chinese. It reflected the inequality in culture and society. But there are no such com positions as the so-called super-state and sub-state in China English. It is English with typical Chinese social and cultural characteristics. 2.3.2 China English and Chinglish As discussed earlier, China English is used to refer to special things of China and it exists objectively and contains three implications: China English is used only by Chinese people in China; China English takes normative English as its nucleus English; it has its own characteristics. But the first implication doesnt correspond to practice, because some words are used not only by Chinese people but also by western people. The difference between China English and Chinglish lies in the communicative effect depending on the recognition of Normative English speakers. So, Chinglish can be converted into China English, like long time no see. Many teachers and scholars home and abroad have noticed this language phenomenon and studies of Chinglish are scattered in books or articles in the field of English teaching and learning. Nevertheless, due to the unsystematic and unsteady nature of Chinglish, people do not always resonate a clear and unanimous voice on what Chinglish is and hereby present diverse and incomplete definitions from different angles in light with their own understanding. Pinkham (2000: 1-) defines it is a hybrid language that is neither English nor Chinese but that might be described as `English with Chinese characteristics; Deng Yanchang and Liu Runqing ()l Vl)i1f7 1989) views it as speech or writing that shows the interference of the influence of Chinese; Li Wenzhong ( 1993: 18) considers it as abnormal of deformed English that is produced by Chinese English learners or users when they are influenced by Chinese language rules. The above-cited definitions indicate that Chinglish is mainly caused by language learners mother tongue interference; it is caused not only by linguistic interference, but more importantly, by the interference of the language learners home culture and the thought patterns peculiar to the home culture. Whether there is a clear-cut distinction between China English and Chinglish or Chinese English is a heated debate, because people think the term Chinglish is derogatory. Actually, Chinese English and China English are at different points on the same continuum of interlanguage between Chinese and Standard English in the Chinese context, at different stages of acquisition or proficiency level. Due to insufficient acquisition or proficiency level, some of the English-using Chinese often make errors in grammar. These errors do not have an underlying sociolinguistic explanation, and English inflicted with such errors can hardly be recognized as the educated form of English, or teaching mode l in China. The violation of cultural norms may be common, however those grammatical errors are more or less related with the inadequate acquisition and insufficient proficiency of Chinglish. In chapter four, we are going to discuss this problem in detail according to the relevant theories of SLA TEFL. 3.2.1 Lexical level At the lexical level, Kachru (1982) has pointed out that a part of the lexicon is nativized in two ways. On one hand, native items are used in localized registers and styles in order to contextualize the language. On the other hand, English lexical items may acquire extended or restricted semantic markers. During the process of the nativization of English in China, the former is called cultural words, the latter, semantic shift. There is a great difference between Chinese and English culture, many a time we cant find equivalent English expressions to convey peculiar things in Chinese culture. Under this situation, people will employ different translation strategies, such as domesticating and foreignizing translations, literal and free translations, to interpret Chinese words of material and spiritual cultures into English. Domesticating translation refers to the translation strategy in which a transparent, fluent style is adopted in order to minimize the strangeness of the foreign te xt for target language readers, while foreignizing translation designates the type of translation in which a target text deliberately breaks target conventions by retaining something of the foreignness of the original. Words and phrases in China English are the main manifestations of the nativization of English in China. They get into English through the following ways. (i) Transliteration Many Pinyin words have directly entered English because of linguistic relativity and intranslatability of the applied language. Transliterated expressions in Pinyin can be considered a most conspicuous feature of China English with the technique of literal translation and the strategies of foreignizing translation. Chinese personal and geographical names and even some other China-unique facts can be romanized in Chinese Pinyin either in completeness (e.g. Wen Jiabao; Shanghai) or in part (e.g. Maotai Liquor). Actually, transliterated words from Chinese into English originated in the early 19`h century. At that time, lots of Chinese personal names and geographical names were translated into English according to the phonetic system called Wade System, a system of Romanization of Chinese, widely used in representing Chinese words and names in English, esp. before the adoption of Pinyin. It is also called Wade-Giles with some characteristics of English spelling, but it didnt stick to the principles of English spelling fully. And in the early times there were some transliterations from Guangdong dialects and Southern Fujian dialects, such as tea (*); chow mei (r); ); won ton (t; Bohea (RA*t,) ; cheongsam (1> 4) and so on. A system using the Latin alphabet, called Pinyin, has been developed in China since 1950s, and it is now in common use. Pinyin is the official standard for transliteration of Chinese language in the Peoples Republic of China now. It has been widely used by the international c ommunities and foreign countries since the International Standardization Organization passed IS07098: Documentation Service A System for Romanizing Chinese Characters into the Roman Alphabet in 1982. So, we can see transliteration in China English keeps on developing and advancing with the passing of time. Now lets compare the following different transliterated words: In the Wade Giles system In the Pinyin system, Mei-kuo Meiguo, Chung-kuo Zhongguo, Pei-tai-he Beidaihe, Mao Tse Tung Mao Zedong, Peking Beijing, Chonghwa Zhonghua, Tsinghwa Qinghua, Taipei Taibei With the fast increasing of publicity and exchange with the outside world, China has been greatly affecting the world in many different fields, like politics, economy, culture, education, science and daily life. In this case, more and more Chinese words expressing peculiar things in Chinese culture have been translated into English through transliteration and have become loanwords of English. They greatly enrich English vocabulary. Lets look at some vocabulary in China English. China English words transliterated under specific historical and cultural background: Confucius (L); Lao-tzu (Z-T); Tao Te Ching (((,t,));Yamen (Tf1); Xiucai (A.A); Yin (M); Yang(1IF9); qipao (h4); doufu (J); litchi (k); wushu (A*); quyi(1); gongfu ()i), etc. Some Chinese brand names entering China English through transliteration: Many of them are Pinyin words, but some of them are translated by using English words similar in pronunciation with Chinese words. For example, Tun Huang (WI), Da FU Gui (111-ft), E Mei(), Chang Hong(Kt), Maxam (-X.)3116.), Hisense (I;Haier (CI:), Stone ma), Lucky (ff:01,), Star (it), Rising (AW.), Transit (lifiY,) and so on, to name but a few. The above examples show that the transliterated China English words possess different traits in different periods. They reveal the significance and vitality of transliteration in the development of China English vocabulary. Nevertheless, there exists a great difference between Chinese and English, their pronunciation and spelling are quite different from each other. If we simply replace English words with Chinese Pinyin words, it will cause misunderstandings in cross-cultural communication. So while transliterating Chinese words and expressions into English, we should pay attention to translatability, readability and understandability. (ii) Loan translations When there are no transliterated borrowings, or hybridization, loan translations will be adopted. Many Chinese words and expressions have been translated into English by borrowing English words and phrases directly. There are three forms of loan translations. They are compound words, clipped words, and phrases (Zhou Feng, 1987: 111-125). The essence of their ideas can be summed up as follows: One form of loan translations is compound words. Some examples of this type are loan +English, like Canton ginger (Canton is a transliteration, and ginger is a native word); teacup (from Chinese word chabei); teahouse (from Chinese word chaguan), etc. Other examples of this kind of loan translation are the English calque, like beancurd (from Chinese compound word doufu; dou=bean or soy, fu curd); red bean (from Chinese compound word chidou; chi red, dou=bean), etc. The second form of loan translations is some special clipped word that is formed according to the pattern: a number + Chinese character (word translated into English literally). For example, sishuwujing=Four Books, Five Classics ( Sishu refers to four classic Chinese books, namely: The Great Learning (da xue); The Doctrine of the Mean(zhong yong); The Analects of Confucius gun yu) and Mencius(meng Wiijing stands for The Book of Songs (shi jing); The Book of History (shujing); The Book of Changes (yijing); The Book of Rites (li ji) and The Spring and Autumn Annals (chun qiu). Besides Four Books and Five Classics, it also includes Three Cardinals and Five Permanent Virtues, the Theory of Five Elements and so on. The third form of loan translations refers to English phrases translated from Chinese phrases literally. All these English phrases possess the peculiar characteristics of Chinese culture that cant be found in English culture. They manifest the different features of Chinese culture and things during the development of history and society. For example, things originating from the culture of Buddhism, philosophy and Chinese ancient literature: Taoism (i); Buddhism (T9 1); The Analects ( ((itiih )) ); The book of Changes ( ((1)) ) and so on. Loan translations in specific historical and cultural developing periods of China: red guard (iEJ L); one big pot (ik i^WX); ideological remoulding ( LRR CiA); paper tiger (J);); four modernizations (lThi`(tf- ); spiritual civilization material civilization (t1JAX OA); Three Represents (~ IM-M); rule by virtue (1i1); laid-off workers (TliIA); two-hundred policy ( (~one country, two systems ( ~1 IlJ); cross-strait relations etc. When discussing Chine se words and expressions, we will never fail to mention those idioms, mottos, proverbs and set phrases that carry unique Chinese culture. Some of them have the similar meanings to English idioms, mottos and proverbs, but when translated into English by applying English versions mechanically, they will be against the natural and original meanings of Chinese. In this situation the measure of loan translations or semantic shift can be adopted to translate Chinese idioms, mottos and proverbs. China English created by the way of loan translations or semantic shift can better retain the features and the detailed content of splendid Chinese civilizations. For example, to spend money like dirt (ii f) ; to draw a snake and add feet to it (i i , ); people mountains and people seas (A W ); like bamboo shoots after rain (C JA# ); seeking truth from facts (k *RE); no discord, no concord (4T7) x); one arrow, two hawks (- Mj~X),etc. All these set phrases and expressions in China English manifest c ultural activities of the different ages in human society of China. Actually, Chinese people have a preference for four-character phrases both in writing and conversation. The exis

Liquidity Risk And Maturity Transformation In Banks Finance Essay

Liquidity Risk And Maturity Transformation In Banks Finance Essay This research proposal will focus on one of the key area of risk in banking sector which is liquidity risk. There are three definitions which are commonly used for the liquidity. First one is the ease that the financial instruments can be converted in to cash. Second is market concept of the liquidity is the ability to trade the assets or securities without losing its value. The last is the monitory liquidity means the total number or total quantity of the liquid assets which are trading in the economy. (Adrian and Shin, 2008). The purpose of the literature review and dissertation is tried to address the main reasons of mismatching of assets and liabilities in banks. LIQUIDITY RISK. Mismanagement of liquidity can lead to bankruptcy. We cannot differentiate liquidity and solvency in bank. Some time the bank which is illiquid can be insolvent and on the other hand the bank which is insolvent can be illiquid. This is why the capital and liquidity adequacy performance is the major concern of the commercial bank. (Good Hart, 2008). Liquidity and solvency has the strong relationship. In Banking act of 1935 liquidity and solvency practically has become the synonymous terms. (Walter A. Morton, 1939). This is the fact that because of mismanagement of the liquidity the financial market faced some remarkable events in 2007 and 2008. Burnermair presents his view about the crisis of 2007-08. Financial markets experienced extraordinary events in 2007 and 2008. The increase in delinquency rates of subprime mortgages, coupled with the mismatch in the maturity structures of off-balance-sheet conduits and structured investment vehicles (SIVs), led to a sudden drying up of asset-b acked commercial paper and the failure of several banks, including a classic bank run in the United Kingdom. The eruptions in credit and money markets ultimately led to a run on one of the leading investment banks in the United States. (Brunnermeier, 2008). The liquidity cans effects in two ways or it has the two ways impact on the bank. One side is high liquidity ratio send a positive signal to the depositors. This shows that the bank is liquid and it increase the confidence of the depositor and the lower level of the liquidity means the bank is not in strong liquid position and will unable to pay its commitment. But if we see the other side high liquidity shows the inefficient use of the resources. This shows bank will not efficient in investment activities and will lose the profitability. (Gunsel, 2010). This is very broad topic even the word liquidity has many definitions. As Good Hart says in one of his article Unfortunately the word liquidity has so many facets that it is often counter-productive to use it without further and closer definition.(Good Hart, 2008). MATURITY TRANSFORMATION. The key face or side of liquidity which we are going to cover in this research is the maturity transformation which means that the maturity of assets and liabilities in balance sheet of bank. In normal practice bank perform a valuable activity on either side of the balance sheet. On asset side they go for long term investments or make long term loan. They make loan for illiquid borrowers because they want flow of capital in economy. On liabilities side they need liquidity on demand to depositors. There is incompatibility between these two activities. Demand for the liquidity can arise at inconvenient time and can put the banks in trouble. Other activities of the banks can be affected. This is why an army of the regulators always supervise the bank to protect them from their own fragility. (Douglas, 2001). Bank activities are link with all economy and failure of one bank can create a multiplier effect. One of the main or most important reasons for the crisis in financial sector is the failure of the bank because bank failure starts systemic risk. (Douglas W Diamond, 2005). This is why the regulation regarding liquidity and capital requirement has become too much important. REGULATIONS FOR THE LIQUIDITY. There are three main reasons for the regulation of liquidity management. According to Adrian and Shin. First, pure market failures. There are no incentives for banks to hold adequate amounts of liquid assets because: (1) liquidity is costly, especially when competition drives the search for higher returns on equity; (2) liquidity shortages are very low probability events; (3) there is a perception that central banks will step in and provide liquidity support if and when it is needed (the moral hazard argument).Second, liquidity requirements can be seen as a way of sharing the cost of the public good of liquidity and financial stability between the private and the public sectors. This would help and mitigate moral hazard; it would also compensate for other implicit subsidies, such as deposit insurance, granted to the banking sector. Finally, stronger liquidity requirements would reduce the strategic uncertainty affecting banks actions, since they would be able to withstand larger shoc ks. (Adrian and Shin, 2008). Basel committee is working since 1980 to take measures the issue of liquidity in bank. The concern of this committee is to decide what should be the capital adequacy ratio. This mean what should be the minimum level of capital that financial institutions must have to keep. There should be the prior standard regarding to maturity transformation. According to author the standard for the maturity transformation has not been maintained. The proportionate is going to be increased for financing long term assets with short term borrowings. In this aspect what bank do they Conduits financing tranches of securitised mortgages on the basis of three month asset backed commercial paper. An example of this is Northern rock. The important thing which come in our mind who should be responsible to take in to consideration the issue of maturity transformation whether it should be central bank or bank itself. For the case of maturity transformation how long the bank will able to fulfil its commitments just in case the markets on which it relies suddenly dry up. . (Good Hart, 2008). MISMATCHING OF MATURITIES. It has been seen since many years that maturity mismatches in the balance sheet of the bank can lead to liquidity crisis. It was one of the reasons of the East Asian crisis in 1998. (Rajan and Bird, 2001). This is one of the reasons that maturity mismatch and the risk associated in doing this have got the considerable attention in markets. In bank its important is central because banks are in the business of maturity transformation. They take assets and usually repaid on short notice and use these deposits to provide credit facilities to borrower for long period. In simple banks need liquidity to meet the depositor demand or with drawls, to settle whole sale commitment, to provide funds when borrowers draw on committed credit facilities. Under stress condition maturity transformation is quite crucial. Because in crisis it is difficult to raise liquidity from different sources. (Financial supervision commission, 2005). This mean banks need to manage the liquidity but from the above po int of view banks can manage liquidity to give short term loans because banks borrow for short term but this is not so easy. REASONS FOR MISMATCHING MATURITIES IN BANKS. Hendrik explained if the banks go for liquidity preference they will give the short term loans but on the other hand borrowers demand long term loans because they want steady source of debt capital. (Hendrik, 2006). In the same paper Hendrik argued that Economic theory postulates that financial institutions are exposed to a significant interest rate risk which is largely due to their engagement in maturity transformation. Banks set loans on the basis of some standards. Borrowers with low credit ratings bank gives them short term loans and borrowers having high credit rating bank gives long term loan. (Douglas, 1991). So credit rating of borrower is quite considered in maturity transformation. Some time attitude of the managers who are in decision making is really matter in maturity transformation. This phenomena regarding risk is explained by James. He said the idea of risk is embedded, of course, the larger idea of the choice as affected by the expected return of an alternative. Virtually all the theories of the choices assume that decision maker prefer larger expected returns to smaller one provided the other entire factors constant (risk). (Lindley, 1971). In general they also assume that decision maker prefer smaller risk to larger one, provided other factors (expected value) are constant. (Arrow, 1965). Thus the expected value is assumed to be positively associated, and risk is assumed to be negatively associated with the attractiveness of an alternative. (James, 1987). So above argument shows manager risk taking or risk seeking attitude can effect maturity transformation decision. In normal practice during maturity transformation banks prefer high interest or high profit. They mismatch their liabilities and assets means borrow for short term and lend for long term. This practice leads to liquidity risk. This practice of mismatching of assets and liabilities in balance sheets of banks is continued since many years and is the main reason of the liquidity crisis. This mismatching of liabilities and assets has the significant part in East Asia crisis 1997-1998. Bank pays insufficient attention to maturity transformation because they prefer high risk and high return. This self interest behaviour leads to liquidity crisis. It is to reconfirm that liquidity crises can occur in the absence of bail out provisions and can result simply from maturity mismatches that themselves reflect the outcome of self-interested optimising behaviour by commercial banks. (Rajan and Bird, 2001). Bank capital structure also influence on maturity transformation. Some bank have excess capi tal this mean their capital to asset ratio is good. So this thing also affects the lending behaviour of the bank. By considering their capital structure they take the risk and mismatch the maturities of assets and liabilities. (Gambacorta and Mistrulli, 2003). From the above paragraph the different views of the authors come in front regarding reasons for the mismatching of the maturities. Following important reasons have been indicated. Borrowers demand for the long term loan, credit rating of the borrowers, risk taking behaviour, high profitability and banks capital structure. MATURITY TRANSFORMATION STRATEGIES BY THE FINANCIAL INSTITUTIONS. Most of investors prefer the loan having short maturity or terms. Now the commercial banks have created the off-balance sheet vehicle that converted or shorten the maturities of the long term products. Investment banks now rely on overnight repo markets to finance their balance sheet. So the question is what these off- balance sheet vehicles are. Off balance sheet vehicles are the structured investment vehicle. This means invest in long term illiquid assets and issue short term maturity paper in the form of asset backed commercial paper which have an average maturity of 90days and medium term notes which having the average maturity of one year. Asset backed commercial paper was very popular in 2006. The off-balance sheet vehicles strategy of investing in long-term assets and borrowing using short-term paper exposes them to funding liquidity risk, since the commercial paper market might suddenly dry up. To ensure funding liquidity, the sponsoring bank grants a credit line, or a so-cal led liquidity backstop.3 Thus, the banking system still bears the liquidity risk from the maturity transformation-like in the traditional banking model of banks, in which commercial banks take on short-term deposits and invest in long-term projects. (Brunnermeier, 2008). While transforming the maturities the banks or financial institutions has to see the concern of the investors. Investors are concerned with return which they can obtain on short notice. Because they are uncertain about the need of the funds. So the activities of the bank to provide the liquid investment opportunity. Banks do this through two channels. First bank deposits offer an option to obtain funds on short notice at lower opportunity cost as compare to market. (James, 1987). IMPORTANT OF LIQUIDITY W.R.T MATURITY TRANSFORMATION. Above views of the authors shows that how important is the management of liquidity in banks. No doubt it is important in banking sector because of different reasons but this not means that other sectors not face liquidity risk. All sectors combine to make economy and failure of one sector will affect overall economy of country. Holmstrom has explained in his article that management of liquidity for both real and financial sector is important. If both sector will manage their liquidity need, will be better able to run their operations efficiently and effectively without facing liquidity shortages. (Holmstrom, 2000). Liquidity risk management is important because liquidity shortfall affect the whole system and effect the overall economy. (Basel Committee on Banking Supervision, 2008). CONCLUSION. We have discussed the liquidity which means the ease that the financial assets can be converted into cash. Liquidity is very important and mismanagement of the liquidity can lead to bankruptcy. Banks can be insolvent because of the liquidity mismanagement. This is the reason that capital adequacy ratio has the greater concern for the regulatory bodies. Basel committee is working since 1988 to overcome the issue of capital adequacy. Because the stability of the financial institution is the concern of overall economy. In banks how they transfer their maturities means assets and liabilities in balance sheet of banks so that to avoid liquidity risk. Because the reason for the financial crisis in past this maturity mismatching structure of the banks. They finance long term loans with short term borrowings and when the time come to fulfil their commitments they are unable to generate liquidity. Why these institutions go for this mismatching structure because there are different reasons bor rowers demand for the long term loan, credit rating of the borrowers, risk taking behaviour, high profitability and banks capital structure. So the financial institutions must have the proper strategies regarding liquidity. BIBLOGRAPHY. Tobias Adrian and hyun song shin. (2008). Liquidity and financial contagion. Financial stability review-special issue of liquidity. No.11. Feb. 2008. Charles Good hart. (2008). liquidity risk management. Financial stability review-special issue of liquidity. No.11. Feb. 2008. Markus K. Brunnermeier. (2008). Deciphering the 2007-08 Liquidity and Credit Crunch Nil Gunsel. (2010). The deteminants of the bank failure in north cyprus. Journal of the risk finance, vol 11, NO . 1. Douglas W. Diamond and Raghuram G. Rajan. (2005) Liquidity Shortages and Banking Crises. The Journal of Finance, Vol. 60, No. 2 (Apr., 2005), pp. 615-647 Walter A. Morton. (1939). Liquidity and Solvency. The American Economic Review, Vol. 29, No. 2 (Jun., 1939), pp. 272-285 Hendrik Schulz, Stephen Simon, Marko Wilkins. (2006). Maturity Transformation Strategies and Interest Rate Risk of Financial Institutions: Evidence from the German Market. Oct 2006. Ramkishen S. Rajan and Graham Bird. (2001). Banks, Maturity Mismatches and Liquidity Crises: A Simple Model Leonardo Gambacorta and Paolo Emilio Mistrulli. (2003). Does bank capital affect lending behavior? Bengt Holmstrom and Jean Tirole, 2000). Liquidity risk management. Journal of money, credit and banking, Vol. 32, No. 3 (Aug., 2000). Financial supervision commission, 31 January 2005. A Consultative Paper on Liquidity Risk Management Policies for Banks. Douglas W. Diamond. (1991). Debt Maturity Structure and Liquidity Risk. The Quarterly Journal of Economics, Vol. 106, No. 3 (Aug., 1991), pp. 709-737 James G. March and Zur Shapira, (1987). Managerial Perspectives on Risk and Risk Taking Management Science, Vol. 33, No. 11 (Nov., 1987), pp. 1404-1418 Basel Committee on Banking Supervision, June 2008. Principles for sound liquidity risk management and supervision. Paul Sharma, 8 October 2004. Financial services authority speech.

Plagiarism On The Increase Essay -- Writing Cheating Essays

Plagiarism seems to be an increasing problem in today's society, especially on college and university campuses, with the immense resources presently available to people. Previously, individuals were restricted to finding information in resources such as books, magazines, journals, encyclopedias and newspapers, but with the technology and the growth and popularity of the Internet, plagiarism has truly become an issue. There seems to be a direct correlation with the increasing use of the Internet and decreasing amount in student writing. Plagiarism.org defines plagiarism as "the improper use, or failure to attribute, another person's writings or ideas". Plagiarism can actually include such things as copying, downloading or merely altering facts and data from published work, such as websites, books, encyclopedias or magazines, copying from friends or another's work, using media without acknowledgment from the original source or citing the source in a bibliography and using work from another class without permission from professors. There is also plagiarism that occurs accidentally. Accidental plagiarism occurs "when a writer does not intend to plagiarize, but fails to cite his or her sources completely and correctly". An tremendous misunderstanding that many students tend to have is that when they put information in their own words, which is called paraphrasing, they are not committing plagiarism. However, it is plagiarism until they properly reference where they actually received the information Obviously, plagiarism involves a great number of factors and our concern. In this day and age, students are faced with huge amounts of pressure to produce many assignments and get good grades. They may resort to plagia... ...g a chocolate bar from a local convenience store and stealing another person's ideas and work? Both of these situations are wrong , yet people continue to become involved in these illegal actions. People seem to be taking advantage of the immense resources in the world today, especially because computers and the Internet have become a necessity, instead of a luxury, in households. Certainly, the Internet is an excellent source of information, only if it is used wisely and cautiously. References "What's Wrong With Copying?". Economist. April 1997. Pg 77-78. "Your Idea Is Brilliant; Glad I Thought Of It". Fortune. October 2000. Pg 412. "Cybercheats". New Republic. March 1998. Pg 14-15. Online. www.ehhs.cmich.edu. 2000 Online. www.plagiarism.org. 2001. Online. www.virtualsalt.com. 2001. Online. www.writing.northwestern.edu. 1996.

Children Interacting with Television Advertising Introduction :: essays research papers fc

Children Interacting with Television Advertising Introduction The following research has sought to understand the influence of television on children over the past twenty years using a variety of social models, from public policy and industry self-regulation, to how children receive and process media messages and the parental responsibility in monitoring what is acceptable for children to view. As a baseline, our research used a model of children interacting with television. We expounded on this model in an effort to seek current data and information that affects children today. Our group divided this model into the following categories:  · Decision to View Television  ·Public Policy Makers  ·Consumer Protectionists  ·Industry Self-Regulation  ·Television Advertising Message  ·Receiving and Processing Message  ·Cognitions  ·Behaviors  ·Parents After analyzing this model, we conducted our own research to study current trends and determine whether childrens’ b ehavior has changed significantly in the past 20 years. Our empirical research includes studies in contemporary advertising techniques, changes in children’s television viewing preferences, and the relationship to childhood development. Each category explains a different element of the process of how children interpret and act upon the medias influence. The Decision to View Television and Parental Influence Today, children in the United States watch an average of 3 to 5 hours of television every day, and up to an average of 24 hours of television a week. Did you know that on average, children will see 576 or more commercials each week? Children’s programming devotes up to 12 hours to advertising a week. Research has demonstrated that the effect of television viewing on children leads to a number of possible problems. Television affects social and emotional behavior, creativity and language skills, and school achievement. There is an organization out there in support of children and parents who are concerned with the way television is being viewed. The name of this organization is CARU, Children’s Advertising Review Unit, and it is an industry supported self-regulatory system of the children’s advertising industry. â€Å"CARU works with the industry to ensure that advertising directed to kids is truthful, and above all fair.† (Better Business Bureau) The purpose of CARU is to maintain a balance between controlling the message children receive from advertising, and promoting the important information to children through advertising. Another organization working towards controlling advertising towards children is the â€Å"Children’s Television Act of 1990 who limited advertising on children’s programs to 10.5 minutes per hour on weekends and 12 minutes per hour on weekdays.

Explain Why Pope Urban Ll Called for a Crusade

In 1095, at the Council of Clermont, Pope Urban ll made a powerful and well planned speech. His message was clear and precise, ‘go to the holy land in Jerusalem and claim back what is rightfully yours or die trying, and in return remission of all your sins with the assurance of the imperishable glory of the kingdom of heaven’. He was addressing Christians from all over France calling for a ‘Crusade’ in the name of God and as many would argue, abusing his authority and status he received from the Catholic Church.What occurred during the First Crusade is well known to many, whereas the reason behind Pope Urban ll calling the Crusade is a highly debated and contradicting issue. One of the reasons which are occasionally cited for Urban’s calling of the First Crusade is the call of help which Alexins Comnenus had sent to Urban at the Council of Piacenza. This letter was sent in response to the loss of Byzantine land which had occurred after the battle of M anzikert in 1072.The letter When Urban received this letter it is debateable as to whether he was actually galvanised by the thought of helping Alexins or if his main motive was an attempt at ending the schism between the Catholic Church and the Greek Orthodox church in Constantinople. This is likely as it was one of the ideals of the papal reform movement which Urban belonged to, following in the footsteps of his predecessor, Gregory VII. By making out to help the Byzantine emperor in their time of need, Urban hoped to heal the schism.Another reason behind why Urban called for a Crusade is for religious purposes. He felt Christians in the East needed to be rescued from persecution and had ‘suffered mightily at the hands of the Turks’ and there men and children were being persecuted and there women raped , this was also backed up in Alexins letter to the Pope. Christians were supposedly suffering under Muslim rule after the Byzantine Empire was defeated by the Seljuk Tu rks who reverted to Islam, at the point when Islam was a religion quickly rising in power and dominance.Urban saw this violation of the Christian race as a great disrespect of Christianity and used it as a stimulus in his speech at the Council of Clermont which angered and therefore manipulated the Christian race into heading to the holy land for the First Crusade. Finally, an additional reason for Urban’s calling for a so called Crusade was that he felt ‘the lands of Christ needed to be reclaimed’ and in the control of Christianity not in the hands of ‘infidels’. Jerusalem is at the centre of the Christian faith and is the eligions birth place. It is the land in which Jesus was crucified and then, as Christians believe, bought back to life in a miracle event. Urban said in his speech, ‘wrest that land from the wicked race, that land which the scripture says floweth with milk and honey and was given by god to the children of Israel’. By these few words we can understand why Urban felt so strongly that it the land of Christians and why he ordered for it to be reclaimed, even if it mean death.At the time of Urban’s speech Jerusalam was under the rule of Muslim, who also have a strong attachment with the land as it is the place where the holy prophet descended to heaven. Urban however believed that it belonged to the Christians and therefore ordered it to be reclaimed in the ‘name of god’. Pope Urban ll called for a Crusade at the Council of Clermont to claim back what he believed rightfully belonged to the Christians and unite the Catholic and Greek Orthodox churches. Through the cover of Alexins plea for help Urban strengthened relations with the Byzantine Empire and called on a Crusade that was to claim thousands of lives.