How to Talk About Wondering in Spanish

How to Talk About Wondering in Spanish Although you can translate the English verb to wonder, meaning to not know and to be curious about using the Spanish verb preguntarse, Spanish speakers often convey such a sense of uncertainty in their choice of verb tense. Using Preguntarse Use of preguntarse is straightforward if youre familiar with reflexive verbs. It can be literally translated as to ask oneself, and has basically that same meaning. Me pregunto si es amor lo que siento o es solo un capricho. I wonder if it is love I am feeling or if it is only a whim.Nos preguntamos si este invierno volver a nevar. We wonder if it will snow again this winter.Yo me preguntaba lo mismo. I wondered the same thing. ¿Quà © es la vida buena? se preguntaban los griegos. What is the good life? the Greeks wondered.Nunca se preguntaron como podà ­a ser posible. They never wondered how it could be possible. Using the Future Indicative Tense When speaking of wondering about something that is occurring in the present, it is common in Spanish to use the future indicative tense in the form of a question. For example, to say, I wonder where my keys are, you could say,  ¿Dà ³nde estarn las llaves? (The same sentence might also be translated as Where can my keys be?) It is important to understand that  ¿Dà ³nde estarn las llaves? does not (unless the context makes clear otherwise) mean Where will my keys be? There is a difference, however, between asking the direct question,  ¿Dà ³nde estn las llaves? (present tense, Where are my keys?) and using the future tense as in  ¿Dà ³nde estarn las llaves? In the latter case, the speaker isnt necessarily looking for an answer. Following are some other examples of what is sometimes called the suppositional future. In the examples below, two English translations are given. Either one (and possibly others) would be possible.  ¿Quià ©n ir a la fruterà ­a? I wonder whos going to the fruit stand. Who might be going to the fruit stand? ¿Quà © querr decir el autor en esta oracià ³n? I wonder what the author is saying in this sentence. What could the author be saying in this sentence? ¿Quà © pensarn de nosotros en Japà ³n? I wonder what the Japanese think about us. What could they be thinking about us in Japan? Using the Conditional Tense In the same way, the conditional tense can be used to express speculation about the past, although this is less common than the use of the future tense explained above:  ¿Quà © querrà ­a la policà ­a con à ©l? I wonder what the police wanted with him. What would the police have wanted with him? ¿Dà ³nde estarà ­an los secuestrados? I wonder where the hostages were. Where could the hostages have been? Both the future and conditional tenses have uses other than those explained in this lesson. As usual, context rules when seeking to understand what Spanish speakers are saying.

African Nobel Prize Winners

African Nobel Prize Winners 25 Nobel Laureates have been born in Africa. Of those, 10 have been from South Africa, and another six were born in Egypt. The other countries to have produced a Nobel Laureate are (French) Algeria, Ghana, Kenya, Liberia, Madagascar, Morocco, and Nigeria. Scroll down for a full list of winners. The Early Winners The first person from Africa to win a Nobel Prize was Max Theiler, a South African man who won the Nobel Prize in Physiology or Medicine in 1951. Six years later, the famed absurdist philosopher and author Albert Camus won the Nobel Prize for Literature. Camus was French, and so many people assume he was born in France, but he was in fact born, raised, and educated in French Algeria. Both Theiler and Camus had emigrated out of Africa at the time of their awards, however, making Albert Lutuli the first person to be awarded a Nobel Prize for work completed in Africa. At the time, Lutuli (who was born in Southern Rhodesia, which is now Zimbabwe) was the President of the African National Congress in South Africa and was awarded the 1960 Nobel Peace Prize for his role leading the non-violent campaign against apartheid. Africas Brain Drain Like Theiler and Camus, many African Nobel Laureates have emigrated from their countries of birth and spent most of their working careers in Europe or the United States.   As of 2014, not one African Nobel Laureate has been affiliated with an African research institution at the time of their award as determined by the Nobel Prize foundation. (Those winning awards in Peace and Literature are not typically affiliated with such institutions. Many winners in those fields were residing and working in Africa at the time of their award.)  Ã‚   These men and women provide a clear example of the much-discussed brain drain from Africa. Intellectuals with promising research careers frequently end up living and working at better-funded research institutions beyond Africa’s shores. This is largely a question of economics and the power of institutions’ reputations. Unfortunately, it is hard to compete with names like Harvard or Cambridge, or the facilities and intellectual stimulation that institutions like these can offer. Female Laureates Including the 2014 awardees, there have been 889 total Nobel Laureates, meaning that individuals from Africa make up only about 3% of Nobel Prize winners. Of the 46 women to ever win a Nobel Prize, however, five have been from Africa, making 11% of female awardees African. Three of those awards were Peace Prizes, while one was in Literature and one in Chemistry. African Noble Prize Winners 1951   Max Theiler, Physiology or Medicine1957   Albert Camus, Literature1960   Albert Lutuli, Peace1964   Dorothy Crowfoot Hodgkin, Chemistry1978   Anwar El Sadat, Peace1979   Allan M. Cormack, Physiology or Medicine1984   Desmond Tutu, Peace1985   Claude Simon, Literature1986   Wole Soyinka, Literature1988   Naguib Mahfouz, Literature1991   Nadine Gordimer, Literature1993   F.W. de Klerk, Peace1993   Nelson Mandela, Peace1994   Yassir Arafat, Peace1997   Claude Cohen-Tannoudji, Physics1999   Ahmed Zewail, Chemistry2001   Kofi Annan, Peace2002   Sydney Brenner, Physiology or Medicine2003   J. M. Coetzee, Literature2004   Wangari Maathai, Peace2005   Mohamed El Baradei, Peace2011   Ellen Johnson Sirleaf, Peace2011   Leymah Gbowee, Peace2012   Serge Haroche, Physics2013   Michael Levitt, Chemistry Sources Used in this Article   Ã¢â‚¬Å"Nobel Prizes and Laureates†, â€Å"Nobel Laureates and Research Affiliations†, and â€Å"Nobel Laureates and ​Country of Birth†all from Nobelprize.org, Nobel Media AB, 2014.

Project times ans costs Assignment Example | Topics and Well Written Essays - 1250 words

Project times ans costs - Assignment Example One would need to consider time and costs in project management since these are the major inputs that need accuracy. To control any project well, accuracy of estimates in mandatory since good project control entirely depends on the extent to which the estimates are accurate. There is no need for under/overruns in a project. In fact, poorly managed project shows such symptoms majorly because of inaccuracies that existed during estimation or estimations were totally absent Project managers usually need to make good and informed decisions concerning the amount of the estimates that they require for the specific projects. For instance, in a project to construct a building, the construction manager would need to make accurate estimates of all the materials required so that cost estimates can be made. This will enable the manager to make informed decision on how much the cost of completing the construction would be without making any losses. This show how important accurate estimates are i n decision making. Another important factor to know in a project is how long the project would take as well as the total cost that the project will need to completion (Michael, 2008). These are questions that can only be responded to well by carrying out accurate estimation of both costs and time. Resources are very scarce, therefore the available ones should be planned well with to meet the intended needs. This can only be achieved in project management by good management of time and financial resources through accurate estimates. To control and manage a project well, one needs to develop cash flow needs. This will enable the project manager to predict the payback period of the project and even make the breakeven analysis. From the payback period, is easy to know whether the project is viable or not. It also becomes easy to know how much funds are required for the project maintenance and to achieve all these correctly, accurate estimate is required. Any good managed project require s a time phased budget. To develop this and establish a baseline for the project, accurate estimates must be done. The time passed budgets include the prices of different materials and how they change with time. Time might cause changes in the prices of materials; therefore, proper estimates need to be done to give accurate allowance for such adjustments when they occur in the future. Errors normally occur to anyone doing anything. The only difference is to what significant is the error to the project. Normally errors occur when estimations are not done correctly or just not done at all. To avoid or reduce errors in a given project, there is need for an accurate estimation to be done. This also helps in reducing under/overruns. The differences between bottom-up and top-bottom estimation techniques One must first appreciate that both bottom-up and top-bottom are project estimation techniques. However, bottom-up technique proves more accurate as compared to the top-bottom technique an d this marks the major difference between the two (Mark, 1997). The bottom-up technique, however, takes much time to carry out in as much as it is accurate. The top-bottom technique on the other hand is very fast to execute but less accurate. Bottom up technique is carried out by thoroughly by estimating each and every package of work in a WBS. This technique is normally applied once the management and its client are already committed to the project and

The Driver Responsibility Law Essay Example | Topics and Well Written Essays - 1500 words

The Driver Responsibility Law - Essay Example According to the Driver Responsibility Law, the revenues collected are entered in the General Fund of the state. Since the year 2003, the collections made from the Driver Responsibility Law have exceeded $65 million. In the year 2008, the revenue generated from the Driver Responsibility Law summed up to $114.2 million out of which, about $8.5 million went to the fire protection grants whereas the remaining money was added to the general fund (â€Å"Lawmakers should stop†). The rate of collection is roughly 50 % as the fees when added to the regular fine become punitively high. According to an estimate, â€Å"[m]ore than half of the surcharge notices had resulted in license suspension for non-compliance (53% or 60,723). There were a total of 112,561 DWI offenders participating in the program. Of these offenders, only 11% were in compliance (12,493 drivers)† (Price 29). ... They are common respectable citizens, who somehow could not get the license renewed before driving their cars. Reasons for which their licenses are suspended include but are not limited to having unsatisfactory driving record in terms of too many points, and drunk driving. Many drivers are penalized for committing even minor offenses like forgetting to pay a ticket. For some reason, they are not able to make it to the court, and are thus suspended. Many among these people are unemployed, foreclosed, and poor, with no money to afford such expenses. A vast majority of them are found guilty of not paying the draconian Driver Responsibility Law imposed upon them by the state. Its charges supersede those of any other offense. Currently, lawmakers are advancing towards the eradication of fees that are overly punitive because such fees play a role in filling the budget holes while being ineffective in deterring dangerous driving behaviors. However, one of the most significant hurdles in thi s way is the replacement of the driver responsibility charges worth millions of dollars a year for a cash-strapped state. The Driver Responsibility Law is imposed when a driver fails to compensate or keep-up with a plan of payment. As a result of this, the Department of Treasury sends a notice to the Secretary of State, which in turn suspends the license. The concerned driver is not even notified of the same. To make it worse, the Driver Responsibility Law offers no protection against anything. Now when the very driver displays any kind of unacceptable traffic behavior including having an expired plate on the car, having a cracked windshield, or over-speeding, the police officer stops the driver and tells him that his driver’s license is

Interventions Case Study Essay Example for Free

Interventions Case Study Essay The case study chosen is about Sean which comes from chapter 7 in the Crisis Intervention Case Book. Sean is a 19 year old sophomore who is currently on disciplinary probation for getting in a fight during freshman year and breaking the other students jaw. Sean admits to drinking and also smoking marijuana since high school and occasionally on campus. Currently Sean was brought to the emergency room by a friend after passing out on the lawn at a beer party. His friend had seen that Sean vomited all over himself and would not wake up. His friend then called 911 and an ambulance came. At the emergency room Sean’s stomach was pumped and a blood test shown an extremely high level of alcohol along with marijuana and oxycontin. Sean’s case is considered a medical crisis because if his friend would of left him there Sean could have choked on vomit and died. Crisis components Sean’s case starts off as a medical crisis because of the circumstances Sean being unconscious and having an extremely high blood alcohol level. In this case if Sean’s friend would have left him on the lawn thinking he was going to let him just sleep the situation could have become critical. Many individuals can vomit or aspirate while intoxicated and could possibly die of asphyxiation especially when they become unconscious or unable to wake up. The individual should be brought to a hospital immediately where they can be observed and treated. Sean combined three different substances that night which included alcohol, marijuana (THC), and oxycontin. This is a lethal combination, which could have ended in Sean being in a coma or possibly even death; because of this Sean could be considered suicidal. It was also mentioned that Sean had alcoholism in his family and it can be genetic. Sean admitted to not being able to control his drinking and not remembering what happened the night before. This is a dangerous aspect of  drinking. Intervention strategies When Sean’s medical crisis was stabilized, he was evaluated and began speaking with a counselor. When speaking to the counselor Sean admits that, he does not remember what happened last night or how he came to be at the hospital. He remembered being at the Sigma house and playing a drinking game around 10:00 pm and did not remember much after that. He even mentioned a story about drinking when he was in high school. Sean was very worried that his parents would find out and that they would make him come home. He seemed to be very nervous about not knowing whether his parents were called or not. Sean admitted to smoking marijuana before the party. He also stated that a friend gave him oxycontin. Sean mentioned that his father was an alcoholic and used to come home all the time drunk, which caused tension between his father and mother. His father would come home slurring his speech, coming home buzzed or sometimes not coming home at all. His father attended AA meeting and he no longer drinks. The counselor asked Sean if it would be okay to set an appointment for him at the outpatient center at the medical center, which Sean seemed willing to do anything to stay in school. The counselor also agreed to meet with Sean’s parents to discuss the plan they have made to make it easier for Sean to confront them. There are other intervention strategies that could have been provided such as a support group that Sean can be involved in with other students who are in the same situation as Sean or who have been there. When trying to stop drinking, peer support groups can be an invaluable source of guidance, assistance, and encouragement. Groups are very helpful, not only in maintaining sobriety, but also as a safe place to get support and discuss challenges. Connecting with others who know first-hand what you’re going through can help reduce feelings of isolation, fear, and hopelessness. Staying motivated and positive is much easier when you have others you can turn to and lean on to help you get through tough times. It would also benefit Sean to join a school club or sport. Sean would feel part of a team and can spend extra time practicing and keeping busy instead of drinking. If Sean’s drinking escalates then he may need to attend weekly AA meetings. Sean could also look into changing dorms to one that I think the last draw would be moving back home and getting away from the partying environment. His parents could  give him support and he would have a safe place to come home to after classes and on the weekends. Strategy to implement change There is not much that can be done to change someone who doesn’t believe they have a problem and who doesn’t want to change. However the university that Sean attends could set a new policy to make changes within the school and students. It seems to me that there are many parties which include drinking, and drugs on school property and any plans would have to include limiting drinking on campus and in the dormitories, a strong drug enforcement policy and disiplines when these policies are broken. A strategy could be for the school to ban excessive partying to the point where people are passing out and are in danger. It can be impossible to eliminate partying all together, but there can be rules such as partying must not proceed past 12:00 on school campus. On an extreme level the university could put a ban on all alcohol on campus and enforce it strictly. They can put students on an academic probation, or even expel them altogether if found with drugs, or alcohol. If authorities are involved which would include a student being brought to a hospital from drugs/drinking that person will be banned from living on university property if continued. This can eliminate the amount of partying and the level of partying going on. It can even come to a point where a student may be kicked out of the university because of multiple warnings. This can promote change to the campus and the students knowing that the university does not support drug abuse, or alcohol abuse. The university would have to take a strong stand and enforce these rules for them to be successful. In conclusion there are many aspects that would qualify Sean as an alcoholic. Sean cannot control his drinking and will not remember what happened the night before. Sean has had drinking altercations in the past. He also admits to using marijuana and other drugs such as oxytocin. Sean’s counselor set an appointment at an outpatient center and agreed to meet with his parents to discuss their plan. Further interventions such as support groups and AA meeting may be necessary if Sean’s drinking does not decrease. To implement change the university may need to add policy’s that relate to drinking on campus and partying. This will help students like Sean who may struggle with alcohol and other drugs. Reference: Cavaiola, A. A., Colford, J. E. (2011).Crisis intervention case book. Belmont, CA: Brooks/Cole Cengage Learning.

Students at Risk and the Digital Divide :: essays papers

Students at Risk and the Digital Divide As the world advances in technology, there are many benefits and disadvantages. In the school systems, students profit from having use of more technology. Then there are schools that have this technology and schools that don’t. There are classes that have it and classes that don’t. There are students in the same class that have access to various forms of technology and others that don’t have that luxury. There is not a definition of students at risk, but rather common characteristics: (a) children/youths from families living in poverty, (b) children/youths with different backgrounds (e.g., experiences, education, and origins), (c) children/youths of color, and (c) children/youths from limited English-speaking families (Davis & McCaul, 1990). Low achievement, poor attendance, low economic status, and attendance at schools with large numbers of students living in poverty contribute to the likelihood of not earning a high school diploma. But students at risk ar e also characterized as students who are likely to leave school without the necessary skills to succeed academically, socially, or vocationally in today's society. These students become victims in the sense that the likelihood of reaching their full potential is diminished. The digital divide is a problem that these students at risk face. It is a divide among household computer and internet access by race/ ethnicity, income, education, location, and disability. The purpose of this research paper is to analyze the inequities that exist with respect to children's educational technological opportunities (Means, 1997). Relationship between Poverty and Students at Risk There is a link between poverty and students at risk. The Office of the United Nations High Commissioner for Human Rights (2005) defines poverty is defined as â€Å"a human condition characterized by the sustained or chronic deprivation of the resources, capabilities, choices, security and power necessary for the enjoyment of an adequate standard of living and other civil, cultural, economic, political and social rights.† 1 billion children live in poverty, which are 1 in 2 children in the world. The price these children pay for being born poor is enormous. Carta (1991) cites several sources indicating that low-SES (socio- economic status) children living in inner cities are much more likely to have educationally damaging circumstances as part of their life experiences than are higher SES children. The dangers these children could suffer include prenatal exposure to drugs and AIDS, low birth weight, poor nutrition, lead exposure, and personal injuries and accidents.

Having a Dream Becomes Reality Essay

Obstacles always hinder people when they are trying to reach their goals, and those are just ordeals to test their perseverance. In reality, nothing can be obtained or achieved smoothly without going through any difficulties, but once people overcome the obstacles they will achieve the desired goal. In the movie October Sky, directed by Johnston, is about a young man named Homer Hickam who grows up in Coalwood and aspires to become a miner like every male in the town. He becomes obsessed with building his own rockets after he witnesses an artificial satellite goes into orbit, and he achieves a wonderful goal even though he needs to surmount difficulties. However, his passion for building a real rocket makes him willing to take risks and explore new adventures even though he fails several times. There are many kinds of obstacles people face in life, if I had not persuaded myself to keep trying, my dream of going to a better college may not have come true. Indeed, successful people are never giving up their passion to achieve their desired goal even when they are encountering challenges. Accordingly, being adventurous, persistent, and never giving up can be the key characteristics needed for making a dream come true. Adventurous people look for solutions to seek out the answers to the problems they do not understand. Most adventures have elements of uncertainty and fear surrounding them; fear about an uncertain outcome can be a huge deterrent to do adventurous activities. Adventurous people have a mindset that teaches them to seek out new events or activities that can be scary since they do not know what is going to happen, but that is where people need to go. People challenge the difficulties, which is how they can get experience and surmount the obstacles. The main character from the movie, Homer Hickam likes to take risks and challenges himself by building a real rocket after he witnesses the Soviet Union successfully launch the first artificial satellite into orbit. Homer has never touched a welding machine and has no idea how to build a rocket due to limited experience and no professional help. His curious mind makes him studies the instruction books about building rockets. Homer tries so many times to rebuild the rockets due to the failure of launching. There is one time he even blows up his mother’s garden fence, and fortunately no one gets injured. Moreover, when he and his friends test out their rocket at a wasteland, the rocket almost kills his neighbor, Leon Bolden. Even though Homer does not earn his father’s support, and launching is dangerous, he still likes to take risks and continues building rockets. Homer’s adventurous mind makes him successfully launch his real working rocket into the sky eventually. Nevertheless, having only an adventurous mind is not enough to surmount obstacles; being persistent is another key characteristic overcomes obstacles and makes dreams come true. In fact, persistence is the key to success because perseverance will take people a long way, but being willing to be patient while they achieve their goal will take them even further. Homer never quits his dream even when he is accused of having started a forest fire with a rocket that has gone astray, and despite many launching failures, Homer still continues building his dream rocket. Although Homer does not get his father’s permission to build a rocket in their basement, and his father throws his equipment away and prohibits him from doing such unrealistic activity, Homer never gives up even though his launches fail so many times due to his father’s demands. He finds a wasteland and starts building rockets with his friends hoping to go for a national Science Fair. Moreover, Homer does not give up his dream after his father gets injured in the mine. He takes over his father’s work as a coal miner to support his family, and he quits his jobs immediately after his father recovers from injury. Furthermore, Homer proves that his rocket has not gone astray and started a forest fire by showing people where his rocket has exactly landed. Homer’s continuous trying eventually leads him to win the national Science Fair, and he receives a scholarship to go to college. Consequently, without Homer’s persistent mind that leads him keep trying new methods, his dreams would not have come true. Never giving up is the first way to overcome obstacles. People failing do not mean they cannot accomplish their dreams. Never giving up always gives them a second chance, they fail sometimes but it absolutely does not mean that they fail every time. Never giving up is my motto and is what I keep reminding myself to reach where I want to be. I was born in a small and remote village in China. Technological developments and education were relatively poor in my village. As I grew up, I realized the sense in my parents’ emphasis on my education. I discovered that I was their only hope for a lifestyle change, so I decided to study hard in order to help my family to have a better life. The language barrier was one of the difficulties I met when I immigrated to the US. It cost me a lot especially in my grades since I had an extremely difficult time in communicating with my classmates and my teachers. The effect was so immense that I even thought of quitting school at one time. All this negativity came regardless of my dream and promise. However, it completely changed when my parents came for a visit, which was due to a concerned call about my poor grades. To my amazement and shock, my parents had changed significantly with a lot of gray hair replacing with the black. Their thin bodies reflected on the efforts that they had sacrificed for my stay in school. Ever since that day, I have focused on surmounting any barriers. After a lot of efforts, I finally secured a place in a college with a better reputation. Therefore, without having never giving up mindset I might not have a chance to go a college. No matter what impedes them from reaching a desired goal, successful people face difficulties instead of avoiding them. Obstacles give people a chance to get insight on many new aspects and even change their perspectives on many situations. Surmounting obstacles is an essential step people face in order to make their dreams come true. For instance, if Homer is not willing to take risks and challenging the difficulties, he cannot launch his real working rocket into the sky successfully. Persistence means continuing to work toward a goal even when it takes a long time, without persistent belief that leads Homer keeps trying new methods, his dreams of building a rocket would not have come true. Furthermore, if I did not keep reminding myself of never giving up, I probably cannot secure a place in a better college. All the examples listed above demonstrate that being adventurous, persistent, and never giving up are the key characteristics needed to conquer obstacles and make a dream come true.

Soft Skill

Soft Skills That Is Important For University Students. Introduction. â€Å"Soft skills refer to the cluster of personality traits social graces, facility with language, personal habit, friendliness and optimism that mark people to verifying degrees. Soft skills complement hard skills, which are the requirement of job† (Wikipedia, 2007). Communicating, conflict management, human relations, making presentations, negotiating, team building and other such ability defined in terms of expected outcomes and not as a specific method or technique such as statistical analysis.Soft skills have its own dimension and it is based on one`s perceptual attitude. Mostly how he or she shows interest in things around him or her and reacts to that. No premature thoughts should occupy the mind and it should be flow freely from the cognitive reactions. This is a given from God. Course on human relations and dealing effectively with subordinate’s are often included. The soft skills might inclu de maintain eye contact when speaking with the people. Soft skills can`t really be taught as a course on its own. One picks up leaderships qualities.Soft skills have more to do with who we are than what we know. As such, soft skills encompass the character traits that decide how well one interacts with others, and are usually a definite part of one's personality. Whereas hard skills can be learned and perfected over time, soft skills are more difficult to acquire and change. Soft skills often relates to the abilities such as communication, team work and leadership skill. What I would typically include as parts of the soft skills package include good manners as well as a positive and pleasant disposition.Many students, who are not aware of the importance of leadership skills in his career, would prefer to be the â€Å"followers† when getting involved in co-curricular activities both in and out of school. Some are natural leaders, some are not, and they don`t know â€Å"the ho w†, perhaps â€Å"lacks of confidence† to lead, or could be due to â€Å"lack of interests† in giving ideas and brainstorming activities. However, if the students must do a practical assignment that will determine his marks, that will also test his leaderships, human interaction skills, then the students will be more â€Å"alert† of the importance of â€Å"soft skills†.Soft skills can be taught and learnt as well. However, at the end of the day it is the student who decides whether he/she will practice what was preached. The lack of soft skills in student in Malaysia is due to a combination of factors. What is more difficult is some of these factors are bigger for some students. It does start with our education system that make pitiful attempt to address the issue. What is difficult about soft skills is that it developing it work differently for different people and hence a mas-education system is ill-suited to address the worst of the problem.Examp le of the soft skills that’s important for university student. There are three examples of the soft skills: 1. Communication skills The first important soft skills is, good in communication skills. Effective of communication skills can be some of the most important skills we can learn. Communication is involvers both listening and speaking. The person in a good communication must have an open mind and idea to make people like to easy to understand. Influence a negotiating skill.Good negotiating skills are inherent these skills must be learned and practice in a verity situation. Listen carefully to the arguments and clarify the issue and also plan for the alternative outcome. Good communication skills. Good communication skills are having effective communication and communication will certainly increase the opportunities to find in a university. The communication skills may include body language. Do not shy away from the person whom you are speaking.Be sure to maintain a relax ed, but not slouching posture, regardless whether you are on speaking or listening. Make an eye contact and be aware what your body is saying. Body language can says so much more than a mouthful of words, and open stance with arm relaxed at your sides tells everyone around you that you are approachable and open to hear what they have to say. Communication is successful only when both the sender and receiver understand the same information. â€Å"Good communication skills are what separate the distinguished, from the good, from the indifferent teacher.The distinguished teacher delivers the message with enthusiasm, ensures that it is understood, and has it remembered; the good teacher delivers the message with enthusiasm and ensures that it is understood; while the indifferent teacher merely delivers the message† (Zemke R, Raines C, Filipcak B, 2000) 2. Critical thinking The second important soft skills are the good critical thinking. For the university student, it`s required e vidence and follow the evidence leads. Critical thinking is more concern with finding and explanation that being apparent confusion and asking question. It also makes people understand logical connection.Critical thinking should not be confused with being argument. â€Å"This research has direct implications for undergraduates and curriculum builders in tertiary education. The study sets out to discover respondents’ perceptions of their own abilities in critical thinking strategies and their perceptions on the importance of these strategies in their future employments† (Shah, N. Z. 2007). 3. Good listening skills The third important in soft skills is good listening skills. When you are really listening, you demonstrate your interest in what being said and you show your respect for the individual saying it.Leaderships skills. Leader want teams to get better, but often don`t set specific goal annual improvement. Listening is an essential part of communication and it is d ifferent from hearing. Being a good and patient listener helps not only solve many problems at university or home, but also to see the world through the eyes of others, thereby opening understanding and enhancing the capacity for empathy. How to be a good listener? Place yourself in the other person`s shoes. It is often too easy to wonder about how what the other persons is telling you is impacting you. Active listening is not about inward thinking.Instead you must look at the problem from the other person`s perspective and effectively try to see his or her point of view. Stop talking and try to be silent. Likewise, many think that empathy means sharing with the listener similar experiences that the listener has had. Both can be helpful, put a side your own needs and went for the other person to talk at their own pace. Remove distractions. Good listener means willing to turn off the television, close the door or stop reading the mail. Give the speaker your full attention and let the m know they are getting your full attention.Give no sign you are ready to respond during conversation, wait 2 seconds after the person finish speaking to make sure they have finished their thought. Watch your own emotions. If what they are saying creates an emotional response in you, be extra carefully, with attention to the intent and full meaning of their words. Make a comments, answered questions. When their stop or pauses, you can be a good listener by making comments. When people are angry, they usually want to be heard and understood. What they don`t want in return in critism, patronizing comment, denial of their feelings or attacks on their position or personality.One of the reasons why some university are not well in good listener is because they do not listen. Listening skills start with paying attention. Not interested to hear other people problems. People who just keep on blabbing or practice take listening are thinking I’m smarter then you and I know what you`re g oing to tell me, so let make this really efficient for both of them. I won`t have to listen and we can get to really important part of the conversation, that`s why some student are become a bad listener. â€Å"This study aimed to assess whether effective listening was associated with leadership emergence in a small group situation.Findings showed that these two attributes where positively related suggesting that emergent leaders may possess good listening skills† (Johnson S. D. and Belcher C. ). Why soft skill is so importance. The soft skills are importance for the university student is easy to understand the subject. A student must develop specific generic skills like reading, writing, speaking, listening and presentation positive attitude, etiquette and manners. They must learn to manage themselves understand their strengths and weakness. With the soft skill student and tutor are close and easy to communicate and take an explanation.Many fields are becoming ever increasing ly competitive. Clearing a job interview requires much more then academic and an impressive resume. Many a times we come across people who fail to make to the top in spite processing the best of technical knowledge. Soft skill are shaping human being`s personality. The people who are good in soft skills like a role model to the colleagues. They were like to share and close to this person. Soft skills are qualities like making a friend easily, being punctual or being able to both hard. Reduce gap between tutor and student.A tutor helping students to improves their soft skills. Soft skills in that sense are just technical skills. We need to practice them to keep them sharp. Demonstrate effective classroom leadership skills, communicate professionally with student and provide opportunities’ for them to improve in areas they work. It truly is a win-win for both tutor and student. Soft skill can make them to be leaderships. Being equipped with leadership skills allow you to be gro omed for bigger roles in times to come. In the present role, you could be seen as an employee with potential and be given more importance task to perform. There is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers† (Totten, Sills, Digby, & Russ, 1991). Why some university students are not well equipped in soft skill. Why communication skills are not well equipped in soft skill is because some of students write well, but they are not able to express themselves orally.They are not confidence on communication in English and very limited vocabulary. While conversing in English with someone give importance to the massage and do not be occupied with grammatical accuracy. If they are much worried about grammar and pronunciations errors, they will not develop fluency kill the language without fear. Some people are comfortable speaking among themselves and do not compare with other people. No one was born with all the language skills required for effective communication. They must confident and trust themselves that they can do it. This is in fact the first and foremost primary step to being good communicator.Given here are some of the barriers that occur in communicating effectively. Understanding these barriers will help one comprehend examples of communicating skills. Some are having problems with their body language and difficult to maintain eye contact whenever you are in conversation with someone, keep the majority of your focus on the other person. If have a difficulty knowing exactly how to make eye contact, you can benefit from practicing in front of the mirror or with other person. But if eye contact and body language is been your bad habit to share intently into the eyes of people without looking a way.You have been making your conversation partners very uncomfortable. The fact is that one needs to constantly work towards developing effective communication skills. And primarily they need to overcome the barriers to effective communication. And this can be done when they are aware of the barriers and shortcomings. Critical thinking skills give students the ability to not only understand what they have read or been shown but also to build upon that knowledge without incremental guidance. Critical thinking teaches students that knowledge is fluid and builds upon itself.It is not simply rote memorization or the ability to absorb lessons unquestioningly. Critical thinking is thinking that assesses itself. To the extent that students need us to tell them how well they are doing, they are not thinking critically. Didactic instruction makes students overly dependent on the tutor. Because of the importance of self-assessment to critical thinking, it is important to bring it into the st ructural design of the course and not just leave it to episodic tactics. Virtually every day, for example, students should be giving (to other students) and receiving (from other students) feedback on the quality of their work.They should be regularly using intellectual standards in an explicit way. This should be designed into instruction as a regular feature of it. Why team working skill also not equipped in university is because conversations can be misconstrued and others in a team may slack off more than expected. Some leave things to the last minute and don't make proper use of team members when not meeting face to face. Explain their own ideas. All the group members agree on what needs to be done and by whom and able to give their own ideas by sharing with the team member.The problem will solve by helping from group discussion. Some people don’t have internet at home so can’t communicate very well when have to do assignments. Some students do not wish to coopera te and not everyone has an internet connection of the same speed and the same level of access making it not so desirable for use or collaboration on what it seems to be designed for. Teamwork is defined in Webster's New World Dictionary as â€Å"a joint action by a group of people, in which each person subordinates his or her individual interests and opinions to the unity and efficiency of the group. This does not mean that the individual is no longer important; however, it does mean that effective and efficient teamwork goes beyond individual accomplishments. The most effective teamwork is produced when all the individuals involved harmonize their contributions and work towards a common goal. Express their feeling. Good team member also have a sense of humour and know how to have fun. Listen carefully to others. There is a time and a time to listen and the time to listen come twice as often find us so concerned about what they here to say.While providing and requesting feedback is vital to team success, most avoid doing so because it feels uncomfortable or embarrassing. However, successful companies capitalize on the opportunity to examine those contributions that will make the team more effective, by creating a culture of conversation. Why some university students are not well with the teamwork skill is because some of the student is not confident by themselves and some of student impresses their self-negative feedback without being too offended to continue.Also some of the attitude of student is poor, and there are not professional in applying soft skills in their life as a student. Suggestion. I suggest that for future graduates, and government bodies is to improve their teaching about soft skills. Opinion expressed by the student indicate that the team project helps to improves their communication and negotiation skills among the student to developed soft skills based on formal and informal activities at the university level. And their also have to activ e in the seminar and conference to make the soft skills is more effective.Tutor also should show their soft skills to the student to be role model to them. I also like to purpose for university and others were most impressed by the ability of our graduates to adapt themselves to any work situation, their ability to communicate clearly, their ability to solve problems, to work in groups and to contribute effectively and meaningfully to their work situations. In addition to the knowledge gained by students in their course of study, equally important is the University’s role in producing innovators.Those with whom we consulted spoke of the greater opportunities afforded to students who have opportunities to participate in research. A connection needs to be made between work experiences, appropriate work behaviour, and student learning. Work-based learning offers young people meaningful hands-on learning opportunities by connecting classroom learning with work experience. This ki nd of learning opportunity can help a young person make better career decisions, select more appropriate courses of study, and develop job skills relevant to future employment.Conclusion. A carefully designed and well planned education system is critical to developing such human capital. Thus, institutions of higher learning play a very important role in producing human capital that is highly knowledgeable and skilful and can meet the demands and expectations of society. The teaching and learning processes in institutions of higher learning must be capable in providing such knowledge and skills to future graduates. Most university students spend half of their academic life living in university residences on campus.As such, institutions of higher learning should use this golden opportunity to develop their soft skills. And we must do all these things in collaboration with government, the community, other institutions and the world at large. The University must continue to pursue new partnerships to ensure that our students have the exposure and opportunities they need to succeed. Reference. Johnson S. D. and Belcher C. , Small Group Research, 29 (4), Pages 452-471, August 1998, IDS 108DU, ISSN 1046-4964 Shah, N. Z. (2007).Final year students’ perceptions on their critical thinking strategies and the importance of these strategies in future employment. Retrieved September 23, 2009, from http://h08. cgpublisher. com/proposals/65/index_html Totten, S. , Sills, T. , Digby, A. , & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland. Zemke R, Raines C, Filipcak B. Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in your Workplace. New York: AMACOM, 2000. http://www. ndt-ed. org/TeachingResources/ClassroomTips/Teamwork. htm

Altering Articles of Association (2,500 words) Essays

Altering Articles of Association (2,500 words) Essays Altering Articles of Association (2,500 words) Essay Altering Articles of Association (2,500 words) Essay Changing Articles of Association ( 2,500 words ) .the power. [ to change the articles of association ] must, like all other powers, be exercised capable to those general rules of jurisprudence and equity which are applicable to all powers conferred on bulks and enabling them to adhere minorities. It must be exercised, non merely in the mode required by jurisprudence, but besides bona fide for the benefit of the company as a whole, and it must non be exceeded. ( per Lindley MR, Allen v Gold Reefs of West Africa Ltd [ 1900 ] 1 CH 656 at 671 ) As the gap citation shows, the tribunals have taken the issue of companies seeking to change their articles of association really earnestly. This reflects the delicate balance that has been striven for, between the rights of a company, or instead of its managers and bulk stockholders, to change its objects, and the demand to move bona fide in the best involvements of the company, which reflects the rules of equity which seek to protect minority stockholders from enduring at the custodies of the larger shareholding co-workers. First, the articles of association themselves must be discussed. Under subdivision 7 of theCompanies Act 1985, commercial organic structures that are seeking to integrate as companies must outline a papers known as the articles of association. This, together with the memoranda of association, will organize the constitutional paperss of the company which, in the instance of limited companies ( which the huge bulk of newly-incorporated companied will be ) , outline the objects, or the intent of the peculiar company. The memoranda of association, pursuant to subdivision 2 of the CA 1985, will incorporate the name of the company ( s2 ( 1 ) ( a ) ) , whether the registered company is to be situated in England and Wales or in Scotland ( s2 ( 1 ) ( B ) ) and the objects of the company ( s2 ( 1 ) ( c ) ) . In the event that the company has a portion capital, the memoranda must besides province, pursuant to subdivision 2 ( 5 ) , the sum of the portion capital and the division of the portion c apital into fixed sums. The memoranda of association is comparatively noncontroversial, peculiarly as most companies adopt a statement of their objects as a general commercial company’ which is permitted under subdivision 3A. This entitles the company to transport on any trade or concern whatever’ , and to make all such things as are incidental or conducive’ to that trade or business’ . The company must besides, nevertheless, outline its articles of association, and here there is more room for contention. This is in big portion due to the more extended function played by articles of association, and hence the increased capacity for maltreatment relating to them, possibly in the involvements of bulk stockholders, for illustration. As has been mentioned, the function of the company’s articles of association is to modulate the company in its internal workings and operation. The articles will cover such countries as the responsibilities and powers of the managers, and behavior and proceedings at board meetings and general meetings. The fact that companies can choose to follow a prescribed set of articles of association should non take away from their importance. Often companies will outline bespoke articles instead than following the general 1s set out at Table A of theCompanies ( Tables A to F ) Regulations 1985, or will follow the Table A articles but with amen dments to do them more suited to the peculiar company. It is easy to see why issues of changing articles of association might come up during the life-time of a company. The size and resources of the company may increase, necessitating a larger figure of managers and members, or the line of trade may change, for illustration. In these cases, proviso is made for changing the company’s articles in subdivision 9 of the CA 1985. This states that subject to the commissariats in this Act and to the conditions contained in its memoranda, a company may by particular declaration alter its articles.’ This, so, is the statutory place. If a company wishes to change its articles of association, it simply needs to go through a particular declaration to that consequence. This means that pursuant to subdivision 369 CA 1985, three-fourthss of the members voting at the general meeting must vote in favor of the change. There is, nevertheless, a 2nd of import provisions even in the statutory place on change of articles of association. This is deserving observing, although the existent consequence is one of common sense more than anything else. It means that amendments to the articles of association can non be made that do them incompatible with other parts of theCompanies Act. An illustration would be a particular declaration to amend the articles of a company in order to do it impossible for stockholders to exert their right under subdivision 303 to take managers. Another illustration relates to segment 16 of the CA 1985. This states that a member of a company is non bound by an change made after the day of the month at which he became a member if the change requires him to take or subscribe for more portions than the figure held by him at the day of the month on which the change was made’ or in any manner increases his liability a at that day of the month to lend to the company’s por tion capital or otherwise wage money to the company.’ Even in the statutory place on this country of commercial jurisprudence, so, we see some of the rules which Lindley MR was elaborating inAllen v Gold Reefs of West Africa Ltd( 1900 ) . Further statutory commissariats associating to changes of articles of association include subdivision 459, which gives a class of action to members of a company who are prejudiced against by an change to the articles. Sections 125 – 129 are concerned with what are known as category rights. This refers to the different rights and powers attaching to different types or categories of portions. Amendments to category rights ( which is done by manner of amendment to the articles ) must be approved by three quarters of the members of the relevant category ( the equivalent of a particular declaration ) . It may look that the gap citation is seeking to restrict the change of companies, and in that it seeks to set up the rules with which any such change must harmonize, it does so. It is more accurate, nevertheless, to state that the government regulating change of articles instead promotes flexibleness. It is non possible, for illustration, for a company to do, either through its constitutional paperss or by manner of a stockholder declaration, its articles inalterable. This can be seen to keep the flexibleness of stockholders to take which action they consider in the best involvements of the company with respect to the articles. In malice of this, nevertheless, in the instance ofRussell v Northern Bank Development Corporation( 1992 ) , a contractual understanding concluded between the stockholders of a company to the consequence that they would vote a certain manner on a declaration to change the company’s articles was held non to be null. This highlights the differentiation be tween a constitutional agreement of a company, and an understanding ( albeit contractual ) between the company’s stockholders. The former can non restrict the change of the company’s articles ; the latter can adhere the members to a peculiar class of action. At this point, it is necessary to separate between the statutory government regulating the change of a company’s articles of association, and the common jurisprudence government. Under theCompanies Act 1985, there is no proviso for disputing the cogency of the change of a company’s articles. As has been mentioned, if the change is incompatible with any portion of the Act, or if it contradicts the memoranda, it will be null. Beyond this, nevertheless, what right does a stockholder, or a group of stockholders, have to dispute an change? Lindley MR’s statement seems to propose that any change must be made in conformity with certain rules of jurisprudence and equity, but where are these to be found if non in the relevant statute law? First and first, it originates from this really statement of Lindley MR. the thought that changes be made bona fide in the involvements of the company as a whole’ is a common jurisprudence rule that originated here. It is hard to abstract the rule of what is, so, in the best involvements of the company. As Slorach and Ellis point out, and as was apparent in the instance ofFoss V Harbottle( 1843 ) , the tribunals have traditionally been really loath to interfere with concern determinations merely on the footing that some stockholders are unhappy with what has been decided. The first determiner of what is bona fide in the best involvements of the company is what the stockholders have voted for. Conventionally, in instances where a bulk of stockholders have voted in favor of a peculiar amendment, and it is simple a few dissatisfied stockholders who do non O.K. , the tribunals have seen this bulk in favor as being an avowal of the amendment’s being in the involvements of the company. This is, nevertheless, of limited usage in set uping the court’s attitude towards changes in general, as needfully, to amend a company’s articles, a particular declaration is required which, of class, is a three-quarters bulk of the members. An exemplifying instance in this country is the 1 from which the gap citation hails ;Allen v Gold Reefs of West Africa Ltd( 1900 ) . Here, the articles of the company in inquiry provided for a lien to be imposed on partially paid portions. As a consequence of one single stockholder owing money to the company, it was resolved to change the articles of the company to let for a lien to be imposed on to the full paid portions in add-on to partially paid portions. This was to be used as a agency of pull outing the money owed by the person. The fact that it was merely an single stockholder who owed money to the company at the clip of the change caused intuition. Despite this intuition, nevertheless, the tribunal decided that it was so in the best involvements of the company to do the change. This was based on the consideration that it was so in the involvements of the company that it should be able to take security for money owing to it. Furthermore, the amended articles did non know apart against the peculiar member. This, so, reflects the willingness of the tribunals to see single instances on their virtues, instead than use the philosophy excessively stiffly in all instances. A 2nd exemplifying instance foregrounding the courts’ attack to amendments of articles of association isShuttleworth V Cox Brothers and Co ( Maidenhead ) Ltd( 1927 ) . The instance concerned a member of the board of the company in inquiry, whom it was believed by the remainder of the board was involved in misconduct. The managers sought to change the articles of the company so as to let the bulk of the managers, if they so wished, to coerce the surrender of the member. The instance was important because it highlighted what the kernel of the trial relating to the change by a company of its articles is ; viz. , whether a sensible individual would come to the decision that the change was in the best involvements of the company. If such a individual could come to that decision, the amendment would be valid. There was besides, nevertheless, an of import caution added. Where it could be proved that the change had been brought about in bad religion, it would still be invalid. This, s o, provides an of import protection to minority and little stockholders against determinations of the bulk that are designed to ache the minority involvement, even if it can be seen that the change would usually be in the best involvements of the company. InShuttleworth V Cox, the tribunal decided both that a sensible individual could so reason that the change was in the best involvements of the company, and besides that the complainant in this peculiar instance could non turn out existent bad religion. The change by the company and its subsequent actions in coercing the remotion of the manager was hence valid. It is an of import characteristic of the courts’ attack to the inquiry of change of company articles that it will non be considered to be in the involvements of the company as a whole if the change in inquiry discriminates against some members. In the above instances, it was held that there was no such favoritism, and this enabled the changes to be valid. InAllen v Gold Reefs, the change in inquiry, although it was a response to a peculiar shareholder’s unbarred debt to the company, was non prejudiced as it applied to all to the full paid portions in the hereafter, whoever owned them. Nor was at that place any favoritism against a peculiar stockholder, or group of stockholders, inShuttleworth V Cox. The altered article in inquiry, once more though it was amended in response to a peculiar state of affairs, would use to all future managers who fell foul of the remainder of the board. These instances, so, can be contrasted with the Commonwealth Australian instance ofAustra lian Fixed Trust Proprietary Ltd v Clyde Industries Ltd( 1959 ) . Here the article in inquiry was altered to do an burdensome demand of a peculiar part of stockholders ; viz. those who were besides unit trust directors. This was held to know apart against a part of the stockholders, and as such, the amendment was nothingness. As assorted observers have pointed out, there is sometimes a really narrow differentiation between what is considered prejudiced and what is non. In the instance ofSidebottom V Kershaw, Leese and Co Ltd( 1920 ) , the company sought to change its articles in order to let for the managers to oblige a stockholder who held an involvement in a viing concern to reassign his portions. The tribunal held this to be a valid change, as it could be moderately considered to be in the best involvements of the company to except rivals from rank of the company. The tribunals, so, have adopted a reasonably consistent attack to the change of articles of association. By and large, it is for the members themselves to make up ones mind when an change is in the best involvements of the company, which they do so by go throughing the particular declaration enabling the change. Bibliography Legislative acts Companies Act 1985 Companies ( Tables A to F ) Regulations 1985 Cases Allen v Gold Reefs of West Africa Ltd [ 1900 ] 1 CH 656 at 671 Australian Fixed Trust Proprietary Ltd v Clyde Industries Ltd ( 1959 ) SR ( NSW ) 33 Foss V Harbottle ( 1843 ) 2 Hare 461 Russell v Northern Bank Development Corporation [ 1992 ] 1 WLR 588 Shuttleworth V Cox Brothers and Co ( Maidenhead ) Ltd [ 1927 ] 2 KB 9 Sidebottom V Kershaw, Leese and Co Ltd [ 1920 ] 1 Ch 154 Secondary beginnings Boyle, A.J. ( 2002 )Minority Shareholders’ Remedies( Cambridge: Cup ) Keenan, D. ( 2005 )Company Law, 13ThursdayEdition ( London: Longman ) Sealy, L. ( 2005 )Cases and Materials in Company Law, 7ThursdayEdition ( London: Butterworths ) Slorach, J.S. and Eliis, J. ( 2005 )Business Law( Oxford: OUP )

6 Skills You Need to Become a Call Center Representative

6 Skills You Need to Become a Call Center Representative A call center representative serves customers, first and foremost. Some job responsibilities include: answering inquiries, determining requirements, fulfilling requests, resolving problems, troubleshooting, and maintaining databases. They will most often spend the bulk of their time clarifying- either the position of the company or the parameters of the problem the customer is experiencing. Sometimes they will have an opportunity to put sales skills in action- upselling accounts, or adding features to maximize the customer’s experience. And they are responsible for representing the company and bolstering its reputation among its customers and in the world- primarily by providing excellent, detailed, and attentive customer service.Now, how to become one! Here are the top skills you’ll need to market yourself successfully for a call center representative position.1. RetentionYou may have the ability to look stuff up. But for this job, you’ll need to have the abilit y to retain what you read and learn and hear. You’ll need to memorize a vast amount of information about your company, as well as typical solutions and how to implement them. And you’ll want to be able to hear the customer’s situation once without getting confused. The goal is never having to be corrected when talking a customer through a problem because you didn’t remember the details of their predicament. You also need to know when you can’t resolve an issue on your own- and who to refer your customer to instead.2. Attention to DetailYou need this in almost every job, but it’s particularly important at a call center. You’ll be fielding a lot of the same questions every day, so you’ll want to keep an ear out for nuance and make sure you’re still giving each situation unique attention. Make sure to tick all of the possible boxes so your customer feels you truly listened to the question and solved whatever needed to be so lved.3. Flexibility/FriendlinessYou’ll have to interact with a lot of different people. Some of them will be unbearably challenging. You need to be able to be effective and considerate even when the person you are speaking with is not returning the favor. Try to treat each new customer with a new and friendly stance. And try not to let the erratic (and often long) hours make you too frustrated to perform.4. Grace Under FireA good call center rep is never flustered, even when fielding a number of irate calls and having to balance a billion little tasks. Keep your cool with the chatty person who won’t get off the phone, as well as with the terse and grumpy one. Just do your job and try to score a positive outcome and you’ll do fine.5. SpeedNeither you nor the customer has enough time to waste on this call. Make sure you know what you’re doing well enough to be efficient, even fast. Both you and your customers will thank you.6. CreativityRemember, each custo mer and situation are different. Finding a workable solution can be tough- especially if your hands are tied with company policy. Being able and willing to think on your feet to treat each customer with the respect they deserve might just mean you keep customers coming back- and that makes you look extra good during reviews.

Tourism, Leisure and Society Essay Example | Topics and Well Written Essays - 1750 words

Tourism, Leisure and Society - Essay Example In order to find better understand in the potential contribution of the definitions of leisure and tourism, it would be necessary to present the key approaches, that were used for defining the above two concepts. This essay uses the critical comparison of these definitions, that would reveal whether there is such relationship or not and which are its key characteristics. In this essay different approaches are identified by the researcher, regarding the definition of leisure. It seems that the criteria used by theorists and presented in the essay in order to decide on the elements and the scope of leisure are differentiated are being influenced by a series of factors – referring to both the personal perceptions of the researchers and the trends or ethics of the social environment in which each of these definitions has been developed. At this point, author divides the approaches used into four major categories. First one is related to a time period, second one is related to a particular activity, third one is related to the state of mind and the last one is related to a particular mode of action. To conclude this essay, the researcher sums up definitions of tourism and leisure and reveal the points at which these two concepts interact. At the same time, these definitions reveal the following fact: the understanding of the relationship between tourism and leisure requires the reference to the characteristics of each of these concepts and these characteristics, as explained in this essay, can vary.

The Trial Process Essay Example | Topics and Well Written Essays - 750 words

The Trial Process - Essay Example The statements made during the opening statement are not to be considered as part of the evidence. Rather, they serve to build a connection between the two sides to the case and set straight the plot that the case is going to take, while trying to influence the juries with the arguments and the evidence available. Even though there is no argument of the case at this phase, the stage, as one of the component of the trial process serves to set the stage for the actual process of case trial (Wayne, 2003). The next component in the trial procedure is the prosecution’s case presentation, where the prosecutor presents the evidence and all the information necessary to the case, in an attempt to prove that the defendant is guilty before the court (Sadakat, 2005). The prosecutor has to prove beyond a reasonable doubt that the defendant is guilty of all the charges aligned with him. If he fails to do this amicably, then the defense can request that the case be dismissed at this stage, w ithout the need to proceed to offer the case defense. If the prosecutor provides sufficient evidence to prove that the defendant is guilty, then the next stage follows. The next component of the case is the direct and the cross examination of witnesses. Under this component, the witnesses are sworn under oath to give true and only facts regarding the case. Each side to the case will then examine the witnesses through a question and answer session, where the counsels of both sides asks the witnesses questions to unearth some facts and prove the allegations already given (Zuckerman, 2012). During the cross examination, all attempts are made to indicate the inconsistencies and the loopholes that are left unsealed by the witness testimonies. The need for this component as part of the trial process is to have each side to the argument discredit the other, based on the testimonies given (Wayne, 2003). The next component that follows is the defense’s case, where the counsel represen ting the defendant will present their case, indicating how the case presented by the prosecutor does not qualify to make the defendant guilty before the court (Zuckerman, 2012). The defense can also seek to show the court that the prosecutor lacks sufficient evidence to prove the case against the defendants. In doing this, the defense counsel may cite the weaknesses made by the witnesses during the testimony session. The need for this component of the trial process is to indicate how the prosecution’s evidence fails to meet the threshold of conviction that the defendant is guilty. At this stage, the defense calls their witnesses who also give the testimony, opposing the guilt of the defendant. After the defense makes their case, the prosecution can react to this, though only in relation to new suggestions that defense has noted which were not addressed by the prosecution (Sadakat, 2005). The next component of the trial process that follows is the closing argument. Here, the p rosecution presents their final arguments, addressing any relevant details to the case that they could have forgotten, in a summary manner. This is followed by the closing arguments given by the defense, summarizing their main points and giving any relevant information they could have skipped during the preceding stages (Wayne, 2003). Of importance is