Network Security And Its General Challenges Information Technology Essay

Network security is by and large considered as giving protection for the organisation by maintaining far from the hackers. Information security chiefly focuses on protecting the informations resource from malware onslaughts or simple errors which are done by people in administration with aid of DLP techniques. Information security means protecting information from the unauthorized users, the two footings information security and computing machine security and information confidence which are frequently used otherwise. These all Fieldss which are interrelated and portion some common ends of protecting confidentiality, unity and handiness. Governments, corporations, military, infirmaries, fiscal establishments, and some private concerns. Huge sum of confidential information about all their specific employees, merchandises, clients and research. All these information will be collected with processed and shop computing machines and besides can be transmitted across all other web.protecting confidential information is really of import in concern demand and in all instances an ethical and legal demand should be done. The cyberspace adventurer has thrall down to one and many security exposures and some of these exposures like spyware, computing machine viruses and adware are made possible by exploitable mistakes and bugs in the architecture of internet adventurer. The mistakes may be as Spyware which is installed in computing machines in which of import information will be copied without our cognition and this sort of malware is really difficult to observe. Adware as good is one of malwares which is in the signifier of advertizement on computing machine when you are downloading anything on the system.lastly Computer virus is one of the viruses which are created by computing machine itself. Software security is most of import for consumers, sellers because aggressors that create onslaughts even may do reasonably big consecutive effects and when all these onslaughts has been discovered so required package is sold for the consumers depending on the exposures. Decision: As tonss of information available at web services i.e. World Wide Web and these are successful in supplying services to all the user with the aid of web security that provides all the benefits of utilizing a safe web entree and uninterrupted informations transmittal between both the terminal devices. Machine surviving has been changed because of addition of internet population It figures out, all the relevant information sing the user at client side and hints out web sites accessed during the web session.

Computer Generations Essay

The IC (Integrated Circuits) technology was used in third-generation computers. In a small IC chip (5 mm square size) a circuit is designed having large number of electronic components like transistors, capacitors, diodes, resistors etc. Initially, an IC contained only about ten to twenty components. Thus the IC technology was named as Small Scale Integration (SSI). The third-generation was based on IC technology and the computers were designed using this technology. IBM 370, PDP 11 are among examples. Advantages The main advantages of third-generation as compared to previous generations of computers were: Smaller in size Production cost was low Many input/output devices were introduced such as mouse and keyboard etc. Very fast in computational power More reliable Low power consumption Maintenance cost was low because failure rate of hardware was very low. Easily portable Easy to operate Upgraded easily Totally general purpose. Widely used for various commercial applications all over the world Lower heat generated Magnetic disk used for external storage More storage capacity High-level languages were commonly used Disadvantages The main disadvantages of third-generation computers were: Air-conditioning required. Highly sophisticated technology required for the manufacturer chips. 4. Fourth Generation Computers (1971 to Present) Microprocessors The microchip technology was introduced in this generation of computers. With the advancement in IC technology, LSI (Large Scale Integration) chips were developed. It was possible to integrate over 30,000 or more components on to single LSI chip. After LSI, the VLSI (Very Large Scale Integration) was developed and the development of microprocessor possible. It is expected that more than one million components will be integrated on a single chip of VLSI. Using VLSI technology, the entire CPU is designed on a single silicon chip. The use of microprocessor as CPU introduced another class of computers called the microcomputers. Thus fourth-generation may be called Microcomputer generation. The Intel 4004 chip was the first microprocessor. In 1981, IBM introduced the first computer for home use. In 1984, Apple introduced the Macintosh. Advantages The advantages of fourth-generation as compared to previous generation computers are: Smallest in size because of high component density. Production cost is very low Very reliable Hardware failure is negligible and hence minimal maintenance is required. Easily portable because of their small size Totally general purpose Air conditioning is not compulsory Very high processing speed Very large internal and external storage capacity Used advanced input & output devices such as optical readers, laser printers, CD-ROM/DVD-ROM drives etc. Heat generated is negligible Minimal labour and cost involved at assembly stage Disadvantages The main disadvantages of fourth-generation computers are: Highly sophisticated technology required for the manufacturer of microprocessor chips 5. Fifth Generation Computers (In process) Artificial Intelligence The main drawback of first to fourth generation computers is that the computers have not their own thinking power. These are totally depending upon the instructions given by the users. Computer devices with artificial intelligence are still in development, but some of these technologies are beginning to emerge and be used such as voice recognition. AIl is a reality made possible by using parallel processing and superconductors. Leaning to the future, computers will be radically transformed again by quantum computation, molecular and anon technology. Fifth generation computers are supposed to be the ideal computers, but do not exist. The scientists are working to design such computers that will have the following features: Having their own thinking power Making decisions themselves Having capabilities of learning Having capabilities of reasoning Having large capacity of internal storage Having extra high processing speed Having capabilities of parallel processing In these computers following technologies will be used: ULSIC (Ultra Large Scale Integrated Circuits) technology Artificial Intelligence (AI) technology also called the knowledge Processor. The AI means automatic programs that let the machines to think and decide themselves. The programming languages LISP (List Processor) and PROLOG (Programming with Logic) are used for artificial intelligence. The scientists at ICOT in Japan use the PROLOG to develop the Artificial Intelligence software.

Thesis story

Being smart on handling one’s money is one of the fundamental ways how to become rich. The fact that money, no matter how much it is, can flee from our hands even in just mere seconds is a thing to keep in mind. So we should learn how to save and invest our money in a trust-worthy institution with good facility with a service admirable in regards to its quality. Banking is indispensable in the modern world as it connects savers and borrowers. If you are a â€Å"saver†, where would you save your treasures efficiently?Saving it on a chest or a vault is bold stupidity. Banks pay you interest because they loan your money to those who have ideas to use it. This is where â€Å"borrowers† enter. Banks do charge them interest but they will have money for innovative business ideas, providing jobs for people, and stimulating the economy. If you are a consumer, you can use banknotes as a medium of exchange. Remember, without banks, there would be no money for The Bangko Sen tral Ng Pilipinas (BSP) is a bank as well who produces money for the nation.Banks are  financial institution  and a  financial intermediary  that accepts  deposits  and channels those deposits into  lending  activities, either directly by loaning or indirectly through  capital markets. A bank is the connection between customers that have capital deficits and customers with capital surpluses. In other words, it is the middleman to those who are in need and to those who can give. There are two forms of banking institutions. A banking institution can either be a Government or Private banking Institution.The difference between the two is A Government bank is a bank where the Government has a minimum 51% or more stakes in that bank. A Private bank is a bank where the Government does not have any stake. But, both types of banks have to follow the same laws applicable to them. In either way, a bank no matter what form it is, will always make sure that our savings earn int erests and make the money they have in their hands rotate on the economy to provide financial growth. Statement of the Problem This study aims to assess the pproduactivity, profitability, and customer satisfaction of selected banking institution in Metro Manila.Specifically, it answered the following questions: 1. 0 What is the profile of the participants in terms of the following variable; 2. 1 Name of the bank 2. 2 Campaign Advertisement 2. 3 Vision 2. 4 Mission 2. 5 Foundation 2. 6 Number of Branches 2. 7 Subsidiaries and Affiliates 2. 8 Number of Employees 2. 0 What are the things involve in the production of each respondents in terms of: 2. 1 Organizational Chart 2. 2 Management Plans and Principles 2. 3 Product and Services 3. 0 What is the status of the respondents with regards to the profitability of the institution under two conditions: 3. 1 Financial Statement Prior Year . 2 Financial Statement Current Year 4. 0 What is the standing of satisfaction of customers in the resp ondents’ way of production in terms of: 4. 1 Security of the customers’ deposits 4. 2 Interest return offered 4. 3 Effectiveness of respondents’ products and services 4. 4 Service Comfortability 4. 5 Affordability of Interest payable in loans 5. 0 Is there any significant relationship between profitability, pproduactivity, and customer satisfaction when the respondents are group according to their profile? Hypothesis There’s not much of any difference between the operations of a government and a privately owned bank.The factors that affect the iinvestors to choose are the offers, location, and services. Significance of the Study The purpose of this study is to provide information and answer the stated problems to help those who are in need if they will be investing. Through this study the future readers may find out what are the factors to consider when putting their investment in the line. This study conducted can be help in any of the readers: Iinvestor s / Potential Iinvestors – To identify and be aware how to invest their money and feel safe and lessen the risk about the decisions they will make.Job Seekers – be able to know where to file their application and put their talents and skills in full potential. Future Seekers – This study will serve as guide for future researchers who will conduct a study with about this topic. Further research should be made regarding this topic. Scope and Limitation of the Study This study was conducted to know the status of pproduactivity, profitability and customer satisfaction of selected banking institution in Metro Manila. The researchers focused on three banking institution which are MetroBank of Metropolitan Bank, Bank of the Philippine Islands and Landbank of the Philippines.

North Korea Essay Example | Topics and Well Written Essays - 4500 words

North Korea - Essay Example After the collapse of the Goryeo rule in Korea, this led to the rise of the Josen kingdom in honour of the Gojosen one. Towards the end of the sixteenth century, Japanese pirates attempted to attack Korea, however the invasions were repulsed between 1592 and 1598, in the early seventeenth century, Korea became involved in wars with the Manchus kingdom. The rule by Josen closed Korea to trade in the 17th to 19th century with it only being open to China, however at one time an American merchant ship, which was armed, tried to open Korea to external trade in the 19th century was stranded in a river near Pyongyang (Miller, 2004 p102). After the crewmembers were ordered to leave, they killed several Korean nationals that led to the ship being torched by fire ships from Korea but by mid 19th century, Pyongyang had a cautious and a slow approach towards opening its boarders towards the west. Due to the Sino japans war that happened from 1894 to 1895, the treaty of Shimonoseki was signed whi ch led to the end of Josean Empire relying on China. The name Josean Empire was changed to Korean empire, which was highly influenced by Russia, this however ended after the Russo Japan war between 1904 and 1905 when the Korean empire became a protectorate of Japan. When Japan annexed Korea, they imposed a military rule and attempted to stem Korean way of life and traditions, the wealth of the Korean empire was used to profit the people of Japan. This led to formation of pro- rebellion movements from Koreans towards the Japanese rule, in 1919 pro liberations, rallies took place countrywide and about 7000 people were killed. This fuelled more protests against the Japanese that led to the Japanese strengthening their military rule and banning anything related to Korea including forcing the Koreans to change their names to Japanese names, changing the curriculum in schools to reflect that of Japan and the Japanese culture, the Korean language was also banned. With the surrender of the Japanese after the world war ii, the Korean empire was divided into two along the 38th parallel where the soviet union occupied the north and America the south in an agreement that had been signed before, Russia chose Kim II Yung to lead the provisional peoples’ committee for North Korea in 1946. Kim II Yung introduced radical reforms in North Korea that ranged from land reforms to nationalising all key industries in the country. Talks on unifying north and South Korea were held in Moscow and Seoul; however, they did not bear any fruits due to the politics of the cold war that was happening at the same time. Soviet Union military withdrew from North Korea, the American counterparts withdrew from South Korea a year later, this made South Korea weaker and the government of Kim II Yung began exploring the possibilities of invading South Korea. Soviet Union under the leadership of Joseph Stalin rejected the war proposals that North Korea presented to him, however, with the win of Mao Zedong in China and the indication that he was willing to support the invasion, the Soviet Union approved the invasion in 1950. With Joseph Stalin having approved the war, the north that had a stronger army than the south decide to invade the south, there were battles at the 38th parallel that turned bloody in the Ongjin region, however none of the armies closed the line to the rival’

Money as a motivator Essay Example | Topics and Well Written Essays - 1000 words

Money as a motivator - Essay Example That is why the successful organizations specializing in sales especially in direct sales apply maximum efforts to express recognition to the employees for any achievement, big or small. They know that in our overpopulated world the majority of people feel that nobody cares of them, that they are not important. And the recognition is some kind of a confirmation of their importance. Really, those who understand people usually say: "You are an especial person. You are quite another matter". I am sure, that if more companies will pay more attention to expression of gratitude to the employees, and not only to those who are engaged in sales, but also to secretaries and attendants, that will lead to improbable rise of productivity. 2. Feeling of victory. This is one of the best motivators. If you should fell an inclination to something, let will be inclination to victory, to winning. There are millionaires who work for ten - twelve hours a day, making more millions. And this is not because money is necessary for them. They do that for the feeling of pleasure that "victories" brings. Money is not a big stimulus for them: they already have a lot of money. They need that heady feeling which is got with a victory. Jim Rohn writes: "Usually right after my seminar, somebody comes up to me and says: Mr. Rohn, if had one million dollars I would not work even a day in the rest life. That is why God makes so that people, who say such things, never will grow rich. They will pay for that." (Rohn 1996) 3. Family. Some people will make more for their dearest than for themselves. One man set a goal to earn one quarter of a million a year in order to organise a world tour for his family. The people with so deep feeling of love are very happy. 4. Charity. This is the fourth great motivator.When a great steel magnate Andrew Carnegie died the yellow piece of paper was found in his desk On this narrow piece of the paper, of the time of Carnegies' twenties, there was the main goal of his life written by him: " I am going to spend a first half of my life for saving up money. I want to devote the second half of my life to give out all this money". Carnegie was so inspired with this goal that saved up a private means of 450 million dollars (that is equivalent to 4,5 billion dollars now!) and really, in last period of the life he felt pleasure giving out all this money. (Rohn 1996) Speaking about one of the most important elements of working process, employees admit that compensation itself is not a motivator. The quality of work is a motivator that enkindles enthusiasm. In order to obtain the employee's opinion different interrogations are held in different countries of the world. As the results of new interrogation show, the good wages and safety of work is what people pay attention choosing the employer, but if you want to keep the motivation of employees in your case the work will be the key factor holding them in your company. Last interrogation of the international scale carried out by Investors in People (IiP)/NOP in which 1911 respondent from the Great Britain participated, shown that

Security Assessment Report Assignment Example | Topics and Well Written Essays - 750 words

Security Assessment Report - Assignment Example Every one is seen with an access control ID card. Each of it has a unique face and name of the employee, name of the company and the person specific to the job. Any employee or site visitors who pass around in the authorized sections of the building are seen. This is not enough to avoid adjacent occupancies as the company shares a common ground from the neighboring company. Pedestrian traffic pattern is not appreciative though a preventive measure is suggested in the check list. Visitors parking and illumination is a matter of concern which needs proper demarcation and understanding from neighbors. In most of the cases the cases customer equally suffers with the company if any fire accident occurs. The company has faced severe fire hazard in the year 1999. Since then it has installed NICET certified designs of gadgets. Whose works is The company has a limitation to an extent as there aren’t proper policies set, there is no in-house fire brigade and there is no fire notification plan. These are being worked on and have confidence to come up with good solutions. This system usually enables identification of unfamiliar objects such as inventory items, employees, cards or labels that have entered without labels. This system is based on Anti-Collision algorithm which enables to read a large amount of tagged items at a single go. These gadgets are called UHF RFID readers which are compatible to Electronic Product Code open standards. The policies such as ex-employees information should be wiped off from the data base after two years from termination; expired bank loan’s details, partnership details which are no more followed are usually destructed from the data base but stored in a separate secret disk to retrieve if legal problems occur. Security providers like Armour security services are given this job to do the clean up and training if needed. The company is legally strong in its clearance of land issues, its employee rights, and

Talk Talk Plc and its Service Marketing Literature review

Talk Talk Plc and its Service Marketing - Literature review Example ecided on maintaining market transparency and competition rather than resort to prescriptive regulation to protect consumers’ interests (Annual Report 2011, p. 11). 2.1.3 The UK government has made it a priority to support and fund the rollout of superfast broadband networks in rural communities. This should aid in the development of viable markets in places in the UK which were considered economically unfeasible (Annual Report 2011, p. 9). 2.2 Economic 2.2.1 The protracted recovery in the broad economy and the continued economic weakness in the European region will continue to influence the performance of UK business in general, including internet service providers (Annual Report 2011). 2.2.2 Competition is fierce such that if network services proved unreliable compared to the rival firms, this creates customer churn (turnover). The cost of switching among ISP services is low and therefore customers may easily abandon their service in favour of a rival firm (Annual Report 201 1). 2.3 Social 2.3.1 Social networking continues to gain momentum among internet users, aside from the growing dependence on the internet as a source of information for work and school. In addition, the continued popularity of television as a broadcast entertainment medium presents an opportunity for the convergence of television content with ISP services (Annual Report 2011). 2.4 Technological 2.4.1 Data security and integrity is a continuing concern in the digital telecommunications industry. Loss of customer data attributable to data protection breaches may damage the firm’s reputation and cause the imposition of fines (Annual Report 2011). 2.4.2 The development in fibre optic technology has begun to push demand for fibre access, precipitating the need for wholesale product development that... This essay discusses that TalkTalk is presently making a bid to gain higher quality service and thereby improve the profit margins, even at the expense of losing 43,000 or more customers who have chosen the company only on the basis of low prices. By doing so, the firm adopts a bolder strategy that accomplishes the twin purpose of (1) adjusting from weaknesses created by the recent demerger on the one hand, and (2) assuming a better position to address the increasingly competitive environment in the face of a challenging regulatory and economic environment. PESTEL shows that there are challenges as well as opportunities which face the entire industry. SWOT shows that TalkTalk is equipped with strengths in the form of technological innovations and strategic partnerships, and that its weaknesses are being remedied by adopting a revised strategic outlook and resolving its problems with service quality, customer billing problems, and lacklustre performance. TalkTalk is innovating in its service product, has the advantage of place and time, is rethinking its price strategy, and linking promotional efforts in a meaningful way to people’s economic realities. Process, physical evidence and people are seen to support the innovations being adopted in the product strategy. Finally, the firm is adopting more profitable service strategies as defined by Lovelock and Wirtz in building loyal ties based on quality, adopting greater transparency in handling complaints, and providing enhanced service quality and productivity.

Intro to the Humanities Essay Example | Topics and Well Written Essays - 500 words

Intro to the Humanities - Essay Example The music of this era was very expressive, and melody became the central feature. Composers even used melody to display nationalism. This became a motivating force in the late Romantic period, as composers used rudiments of folk music to express their cultural identity. The romantic generation saw Beethoven as their ideal of a heroic artiste, a man who first devoted the Eroica Symphony to Consul Bonaparte as a champion of freedom and then dared Emperor Napoleon by striking him out from the dedication of the Symphony In the Romantic period, the virtuoso performances gained great popularity. Extraordinarily gifted performers - pianists, violinists, and singers all became extremely popular. Franz Liszt personified all of the great ambitions of the Romantic era, and several of its contradictions. In his early career, he was an extravagant virtuoso, an architect of new and adventurous music. Later, he became a priest, wrote sacred music, and championed the music of a new generation. As a virtuoso pianist, he filled his piano music with unbelievable technical demands, and represents the ultimate in nineteenth century virtuosity. George Gordon, Lord Byron was an Anglo-Scottish bard and a leading figure in Romanticism. Among Lord Byrons best-known works are the narrative poems Childe Harolds Pilgrimage and Don Juan. He was considered as one of the greatest European poets and remains widely read even today. Lord Byrons fame was due not only on his works but also on his life, which was marked by extravagant living, plentiful love affairs, debts, separation, and charges of incest and sodomy.The Byronic hero first created in Childe Harolds Pilgrimage is an idealized, but flawed, character exemplified in the life and writings of Lord Byron .Thomas B. Macauley defined the Byronic hero as, â€Å"proud moody, cynical with defiance on his brow, and misery in his heart implacable in revenge yet capable of deep and

Analysis of databases and IT Resources Essay Example | Topics and Well Written Essays - 1750 words

Analysis of databases and IT Resources - Essay Example The organizations use the databases to decide the way forward of the organization. The decision making in the organizations should be derived from the analysis of trends in the database – the Big Data. The databases are reliable if they have been designed properly and the captured and stored information contained in them is accurate without redundancy and anomalies. The databases facilitate the analyst to manage the data in whatever the way the analyst wants but keeping in view the constraints of the design of the database. The document presents the details of the above mentioned my viewpoints on why and how much the decision making of the organizations should be dependent on the results obtained from the databases – the Big Data. Every organization deals with information regarding products, people including employees, customers, prospective benefactor(s), who (might) protract organization’s functions and services. Moreover, each and every decision from solving a particular problem for deciding the future of an organization is based on availability, accuracy and quality of information. â€Å"Information is an organizational asset, and, according to its value and scope, must be organized, inventoried, secured, and made readily available in a usable format for daily operations and analysis by individuals, groups, and processes, both today and in the future† (Neilson, 2007). In computing, the organizational information is neither just bits, bytes saved in a server nor limited to client data, the hardware and the software that store it. A data or information to which an (large) organization deals is too huge to control it manually and a process of gathering, normalizing and sharing that information to all its stakeholders. It might be difficult to manage this imperative huge information manually; moreover, the manual maintenance of information might not be reliable and accurate. Therefore, I believe that the organizations should use data bases for decision making be driven by ‘evidence’ derived from analysis of trends in the huge database. This is the reason that databases are formulated and high in demand. A database facilitates to store, handle and utilize implausible diverse organization’s information easily. A database can be defined as â€Å"collection of information that is organized so that it can easily be accessed, managed, and updated† (Rouse, 2006). Keeping in view the above facts, it can be stated that the crucial information needs to be accurate and stored correctly in reliable storages for its enduring usage. The database is one of the best storage mechanisms that are reliable as compared to the manual management of data. But, the quality and accuracy of data are too critical and fundamental for a database developed/maintained by any organization; either the database is developed for achieving a small goal with limited scope or it is a multi-billion dollar information system. It can be said that the value of data is directly proportional to the quality of data. It is one of many reasons that an inadequately designed database may present incorrect information that may be complicated to utilize, or may even stop working accurately. Therefore, the

Criminal law foundation Essay Example | Topics and Well Written Essays - 1500 words

Criminal law foundation - Essay Example Some of the protected rights include assistance of counsel, protection against self-incrimination, just and speedy trial, right to confront the opposing witness and requirement that all infamous crimes be tried by a Grand jury as provided in 5th Amendment. Introduction The 4th, 5th and 6th Amendments of the US constitution provides for the safeguarded rights of accused persons. A criminal defendant whether an adult or juvenile has certain constitutional rights such as the right to be represented by a counsel, the right speedy trial, the right to a trial by a jury, the protection against self-incrimination and exclusionary right (Hall, 2012). The 4th Amendment protects the accused persons from any unlawful searches and seizures by the government authorities. The Exclusionary Rule provides that any evidence obtained by the law enforcement authorities is inadmissible before the court proceedings since it violates the 4th Amendment safeguarded rights (Hall, 2012). The Fifth Amendment pro tects the defendants from double jeopardy, and self-incrimination. Specifically, the Miranda warnings requires the police officers to warn the juveniles on the right to remain silent and right to give evidence in the company of any attorney since such evidence may be used against them in criminal proceedings (Hall, 2012). The fourth Amendment protects the accused from unreasonable searches and seizures. The exclusionary rule provides that evidence obtained illegally by government authorities is inadmissible in court proceedings since it violates the 4th Amendment (Scheb, 2009). The accused has the right to file a motion of suppress and prevent the prosecution using the illegally obtained evidence. This rule applies in seizures of weapons, stolen property and illegal drugs by the police authorities. In the case of Weeks v.US (1914) 232 U.S 383 , the court ruled that whereby the police authorities exceed their authority in obtaining evidence, such searches are void since they violate the accused rights under the 4th Amendment. However, Jones v, Kmart Corp, (1998) 17 Cal, App, 4th 329, 332, the judge ruled that evidence illegally obtained by individuals acting in a private capacity is not subject to the Exclusionary rule. The Exclusionary rule provides that evidence obtained from illegal searches may not form a basis for subsequent search or probable cause of the crime. The Exclusionary rule applies to all juvenile cases that have been filed according to the Welfare and Institutions Code. Some of the prohibited methods of obtaining evidence from the accused include torture, inhumane treatment, or any court-ordered surgical operation to remove a bullet from the defendant’s body. Some of the factors that courts observe in determining whether the evidence was obtained with the consent of the accused include the intelligence of defendant, the length of detention, the repetitiveness of questioning, and the use of physical punishment and age of the accused (Sama ha, 2012). According to the 5th amendment, citizens can not be charged with an â€Å"infamous† crime unless indicted by a grand jury. The Due process Claus of the Fifth Amendment of the US constitution prohibits the courts from courts from depriving the accused persons the right to liberty or property depending on the seriousness of the crime. The court procedural laws should ensure fairness and guarantee the accused the right to be heard. The 5th Amendment prote

MULTI-sOURCE aCADEMIC wRITING on Peanut allergies Essay

MULTI-sOURCE aCADEMIC wRITING on Peanut allergies - Essay Example This paper will address the major causes of peanut allergy as well as possible solutions to solve the problem. Peanut allergy is type of food allergy which is characterized by a human organism’s hypersensitive reaction to substances found in peanut that cause a specific reaction of the immune system. In particular, the symptoms of peanut allergy are digestive problems, such as nausea, vomiting, diarrhea, skin reactions, including swelling, itching, redness, tightening of the throat, wheezing, and such a life-threatening reaction as anaphylaxis, which can lead to lethal outcome. This is why peanut allergy is among the most severe food allergies; moreover, about ninety percent of American household tend to consume peanut butter (American Academy of Allergy Asthma and Immunology, 2014). In accordance with the study conducted by allergists at Mount Sinai Hospital in New York, the prevalence of peanut allergy among children has increased from 0.4 percent in 1997 to 1.4 percent in 2010 in the United States (Brody, 2014). At this point, exact causes of peanut allergy are not clear. One of the main theories, which explains the rise of this type of food allergy, is known as the Hygiene Theory. In accordance with it, allergy is caused by the changes in the environment. Today, people have access to clean water, antibiotics etc., and, as a result, the human immune system has nothing harmful to attack; so, it mistakes food protein for something unsalutary (Davis, 2013). However, the Hygiene Theory is â€Å"likely a part of the picture, but it’s not entire explanation† (Davis, 2013). At the same time, the rise of peanut allergy can be also caused by the so-called First World Problems. Accordingly to Davis (2013), this food allergy has surfaced because of an â€Å"increasingly wealthy, sophisticated, modern Western society†. Finally, some researchers refer to

How is wells fargo make money Essay Example for Free

How is wells fargo make money Essay Wells Fargo Company is a diversified financial services company providing banking, insurance, investments, mortgage and consumer finance for more than 23 million customers through 6,100 stores, the internet and other distribution channels across North America and elsewhere internationally. Headquartered in San Francisco, but were decentralized so every local Wells Fargo store is a headquarters for satisfying all customers financial needs and helping them succeeds financially. Wells Fargo has $483 billion in assets and 167,000 total team members across 80+ businesses. They are one of the United States top-40 largest private employers; ranked fifth in assets and fourth in market value of stock among their peers as of September 30, 2006 (Wells Fargo’s home page). Wells Fargo’s goal, however, is not to be the biggest, but to be the best. Wells Fargo’s website set forth its vision, which is â€Å"to satisfy all our customers financial needs and help them succeed financially. We want to be recognized as one of Americas great companies and the premier provider of financial services in every one of our markets, number one, second to none. † Loomis (17) states that Wells Fargo’s strategic initiatives include; increase the contribution to banking earnings from investments, trust, brokerage and insurance from 15 percent to 25 percent. Going for â€Å"gr-eight† Increase the number of products their consumer and business customers have with them to eight products per customer. Doing it right for the customer 100% bank-mortgage/home equity cross-sell all mortgage and home equity customers in banking states to bank with Wells Fargo and want all their banking customers who need a mortgage or a home equity loan to get it through Wells Fargo. Wells Fargo cards in every wallet; When, where and how Integrate all delivery channels stores, ATMs, Wells Fargo Phone Banksm, their online banking site, direct mail, interactive video—to match them with when, where and how their customers want to be served. â€Å"Information-based† marketing Use technology to take full advantage; offer the right product to the right customer at the right time at every point of customer contact. Be the customers’ payments processor. Premier customers Attract more and keep all existing premier customers and increase their numbers; and People as a Competitive Advantage- Continue to develop reward and recognize all team members. In 1852 Henry Wells and William Fargo founded Wells, Fargo Co. to serve the West. The new company offered banking (buying gold, and selling paper bank drafts as good as gold) and express (rapid delivery of the gold and anything else valuable). Wells Fargo opened for business in the gold rush port of San Francisco, and soon Wells Fargo’s agents opened offices in the other new cities and mining camps of the West. In the boom and bust economy of the 1850s, According to Hungerford, Wells Fargo earned a reputation of trust by dealing rapidly and responsibly with people’s money. In the 1860s, it earned everlasting fame and its corporate symbol with the grand adventure of the overland stagecoach line (99). Wells Fargo sent its business by the fastest means possible: stagecoach, steamship, railroad, pony rider or telegraph. In 1858, Wells Fargo helped start the Overland Mail Company the famed â€Å"Butterfield Line† to meet the demand for speedy communications across the west. In 1861, Wells Fargo also took over operations of the western leg of the famed, but short-lived, Pony Express (Scheele 250). In 1866, Wells Fargo combined all the major western stage lines. Stagecoaches bearing the name Wells, Fargo Co. rolled over 3,000 miles of territory, from California to Nebraska, and from Colorado into the mining regions of Montana and Idaho. After the completion of the transcontinental railroad in 1869, Wells Fargo increasingly rode the rails. In 1888, after expanding along the new steel network across the Northeast into New York, Wells Fargo became the country’s first nationwide express company. It adopted the motto â€Å"Ocean-to-Ocean† to describe its service that connected over 2,500 communities in 25 states, and â€Å"Over-the-Seas† to highlight its lines linking America’s increasingly global economy. Wells Fargo rushed customers’ business from the urban centers of New York and New Jersey, through the rail hub of Chicago and farming regions of the Midwest, to ranching and mining centers in Texas and Arizona, and to lumber mill towns in the Pacific Northwest. Wells Fargo agents in towns large and small offered basic financial services like money orders, travelers’ checks, and transfer of funds by telegraph. Always, though, wherever there was mining, from Alaska to Arizona, Wells Fargo guarded the gold. By 1910 the Company’s network linked 6,000 locations, including new offices in the Upper Midwest and Great Lakes regions. It was in these towns that the famed â€Å"Wells Fargo Wagon† delivered goods of all sorts, from a grey mackinaw to some grapefruit from Tampa, as the song from the Music Man goes (Hungerford 97). By 1918 Wells Fargo was part of 10,000 communities across the country. That year, however, the federal government took over the nation’s express network as part of its effort in the First World War. Wells Fargo was left with just one bank in San Francisco. Wells Fargo Co’s Bank, San Francisco (as it was called since 1852), formally separated in 1905 from Wells Fargo Co Express. The bank then survived the disaster of the 1906 San Francisco Earthquake and Fire. Bank president I. W. Hellman telegraphed, â€Å"Building Destroyed, Vault Intact, and Credit Unaffected. † From that confident note, Wells Fargo began rebuilding its banking business across the West. In the 1910s and ’20s Wells Fargo served as a commercial bank in San Francisco, supporting the West’s growing business and agriculture, including fledgling auto, aerospace and film industries. The Wells Fargo Stagecoach became a regular actor in Hollywood westerns. Loomis (18) agreed that sound management helped the bank weather the Great Depression, serve the nation during World War II, and positioned the bank to meet new consumer banking needs in the prosperous post-war era. Through the 20th Century Wells Fargo rebuilt from just one office in San Francisco. From 1905 to 1923 it was a premier downtown San Francisco institution. Expanding in 1923 to two marbled banking halls, Wells Fargo was a â€Å"banker’s bank† that served the entire west. In 1960s prosperity, Wells Fargo became a northern California regional bank with branch offices everywhere people lived and played, from the coast to the mountains. In the 1980s Wells Fargo expanded into a state-wide bank and became the seventh largest bank in the nation and launched its online service (Wells Fargo home page). In the 1990s Wells Fargo returned to its historic territory throughout the Western, Midwestern and Eastern states. Today in the 21st Century, with extensive and diversified financial services, the Wells Fargo name once again extends â€Å"Ocean-to-Ocean,† â€Å"Over-the-Seas,† and, of course, On-Line. The famous image of the stagecoach and the reputation of the name saw Wells Fargo well through the mighty events and fantastic growth of the 20th Century. In prosperity, depression and war, even greater post-war prosperity, social changes and ever faster communications technologies, Wells Fargo’s attention to customers’ business has seen it through these great events and brought success. WORK CITED Hungerford, Edward. Wells Fargo: Advancing the American Frontier. New York: Random House, 1949. Loomis, Noel M. Wells Fargo. New York: Clarkson N. Potter, 1968. 17-18. Scheele, Carl H. A Short History of the Mail Service. Washington, DC: Smithsonian Institute Press, 1970. 250. Wells Fargo. Home page. 2006. 23 Nov. 2006 https://www. wellsfargo. com/about/history/adventure/modern_times.

Involved In Knowing A Word

Involved In Knowing A Word Word knowledge plays an important role in language teaching, it provides the basis for learners to grasp four language skills listening, speaking, reading and writing. Without a certain amount of words, learners cannot expect to understand fully the content of listening and reading and express their meaning clearly in the process of speaking and writing. Lexical competence is one of components of communicative competence (Meara 1996).however, knowing a word is complicated and it involves knowing its form, meaning and use (Nation,2001) .e.g. spelling, pronunciation, grammar, denotative and connotative meaning, word associations, frequency, collocation and register. For English Learners in China, due to limited exposure to the target language, they have got difficulties with collocations and collocation errors are often found in their writing and speaking. In order to achieve a high level of competence in English, it is better for students to know more collocations. Nowadays in China, collocation has become one of the most important issues in English language teaching and learning. In this paper, firstly, the author attempts to explain and exemplify the question of what is involved in knowing a word, and some aspects of word knowledge are discussed. Secondly, collocation as one aspect of word knowledge is chosen to discuss in more detail, then some issues with respect to collocation are discussed, including the definition of collocation, the classification of collocations and the significant of collocation,. Finally, it deals with the classroom practice, as an English language teacher, some suggestions are given on the teaching of collocation in the classroom. What is involved in knowing a word? In the L1 acquisition, it is very common that learners may know how to speak one word in mother tongue but they do not know how to spell this word, while in L2 acquisition, learners may know the written form of word, but they do not know how to pronounce it clearly, or learners may know one meaning of a word, however, they do not know other meanings of this word in different contexts. Even learners may know both form and meaning of a word, but they do not know how to use this word appropriately in different contexts. Therefore, knowing a word is quite a complex cognitive process, and knowing a word involves understanding many aspects of word knowledge. Nation (2001:23) points out that words are not isolated units of language. Therefore, the question of what is involved in knowing a word has attracted considerable attention in the field of vocabulary acquisition. Researchers have identified different types of word knowledge. Richards (1976) and Nation (1990, 2001) list different aspec ts of word knowledge which learners needs to know about a word. I will use Nations classification of word knowledge as the basis for my discussion. More information, see the appendix 2. In recent decades, Nation is one of the worlds leading authorities on vocabulary acquisition. Based on the earlier word framework (Nation, 1990), Nation (2001:27) points out that knowing a word involves knowing its form, meaning and use, and each category is broken down into receptive and productive knowledge. Each of these three categories can be found in the discussion brief below. More details please see appendix two. Word form Knowing one word form includes spoken form, written form and word parts (Nation, 2001). Spoke and written form are essential word knowledge which helps learners to move forward to literacy. The knowledge of phonics, word reorganization and spelling provides a basis for learners to decode word meaning and use the word appropriately in different context. Knowing the spoken form means being able to understand the spoken form in hearing this word, this is receptive knowledge, as well as being able to pronounce the word clearly and make other people understood in the conversation, this is productive knowledge. Knowing the written form means being able to recognize the written form when reading, this is receptive knowledge; in the meantime, knowing the written form means being able to spell correctly the written form in writing, this is productive knowledge (Schmitt, 2000).Schmitt points out that the more similar between the second language and first language in spelling and pronunciation, the easier learners to attain these knowledge in second language. For example, it is easier for Spanish to learn the spoken and written form of English than to learn Chinese and Japanese, due to different orthographic and pronunciation systems (ibid). In terms of word parts, it involves knowing the prefix, suffix and stem that make up a word as well as knowing the word family (Nation 2001). It is possible to decode the meaning of unknown word when knowing the prefix, suffix or stem of this word. Take the word unbelievable, for an example. Prefix un means not, opposite, believe means trust something, -able means can be, worthy of, therefore the meaning of unbelievable is Not to be believed. In addition, Nation (2001) point out that knowing a word involves knowing the members of word family that will increase as proficiency develops. For example, knowing the word able, learners may know unable, disable, in the beginning, then they will know enable, ability, abilities, disabled disability. Normally, the knowledge of phonics, word reorganization and spelling are learnt by explicit instruction, such as repeat exercises, drills and rote memorization. Although this explicit instruction helps learners to acquire this knowledge to some extent, however, too much depending on exercises and rote memorization leads to boredom and decrease motivation. The best way to develop the phonics, word reorganization and spelling skill is to provide more opportunities to engage in meaningful reading and writing in the particular context. In addition, Learners can be trained and encouraged to use learning strategies. Such as finding analogies, cover and recall, focusing on difficult parts and setting regular learning goals (Nation: 2001:46). 2.2 Word meaning: Nation (2001) points out that knowing the meaning of a word includes connecting form and meaning, concept and referents, and word associations. Normally the word form and meaning are learned together. it means that when learners hear and see the word form, the meaning of this word will retrieved, in the meantime, when they want to express the meaning of word, the form of this word will retrieved as well. Daulton (1998) points out that the same form in the target language and first language makes learning the word meanings burden light. For example, English has some loan words from Japan; this helps Japanese learn some English words easier. In terms of concepts and referents, each word has got a core concept, while other meanings vary. It means a word has got a lot of meanings depending on the different contexts. Aitcheson (1987) also points out that there is a fuzzy boundary in the meanings of a word. One of the main reasons is that schema is different in the different contexts (Schm itt, 2000). In addition, Richards (1976:81) claims that words do not exist in isolation .Knowing a word involves knowing word association. Word associations are the links that words are related to each other in peoples mind. One word is given to a learner; some other that are similar or opposite, and related words easily come to mind. e.g. Accident-car, blood, hospital. School- chair, table, classroom, students, teachers; Home- kitchen, dish, food. 2.3 Word use Nation (2001) points out that knowing how to use a word involves knowing the word grammatical functions, collocations and being aware of constraints on use due to many factors, such as register, frequency and different cultures. Grammatical function is one of the most important linguistic constraints in choosing a word to use, and grammatical function refers to word classes and what grammatical patterns one word can fit into (ibid).e.g. we can say I know a lot, I eat a lot, I read a lot, however we cannot say I knowledge a lot, I eaten a lot, I reading a lot. Register and frequency are other particular types of word constrains on use. Register is considered as the stylistic constraints that make each word more or less appropriate for certain language situations or language purposes (Schmitt, 2000:31). In terms of word frequency, High frequency words (laugh) are heard and seen and used more frequently than low frequency words (guffaw, giggle, and chuckle). Generally speaking, low frequency words are used in the particular discipline, e.g. medicine, law, engineering, literature and so on). Therefore, High frequency words are more easily recognized and recalled than low frequency words. Therefore, knowing the use of a word should be aware of constrains on use of a word. In this section, word form, word meaning and word use are discussed. Next I will select collocation as one type of word knowledge (collocation) to discuss in more detail.Firstly, I will explore the definition of collocation, the types of collocation, and then I suggest that the knowledge of collocations is essential for learners, lastly, some advice on teaching and learning collocations in the classroom are given. The definition and clarification of collocation Collocation is defined in different way by researchers. collocation refers to items whose meaning is not obvious from their parts (Palm 1933 in Firth 1957, summarised in Nation, 2001:317).e.g., blonde hair, shrug his shoulders, fizzy drink, bite the dust. According to Schmittà ¯Ã‚ ¼Ã‹â€ 2000:76à ¯Ã‚ ¼Ã¢â‚¬ °,collocation is described as the tendency of two or more words to co-occur in discourse. Here co-occurrence is the main characteristic of collocation. Similar to Schmitt, Lewis (2000:132) describes it in another way as collocation is the way in which words co-occur in natural text in statistically significant ways, in this definition, the way words naturally co-occur is emphasized. It implies that people cannot put two or more words together arbitrarily, because words co-occur naturally. In fact, it is very common that some learners in foreign and second language context tend to put two or more words together arbitrarily because of the first language interference. For example, d o a decision instead of make a decision, big rain instead of heavy rain. Nation (2001:371) defines collocation asany generally accepted grouping of words into phrases or clauses. This definition reflects the two criteria of collocation which are frequency occur together and have some degree of semantic unpredictability (ibid). The above definitions indicate that words co-occur naturally, it is not easy for learners to get the meaning of collocation form its components, and as a result, it may cause problems for learners to acquire the knowledge of collocations. The definition of collocation leads to the shift to explore the types of collocation. Collocations are divided into two basic types: grammatical/syntactic collocations and Semantic/lexical collocations (Schmitt.2000). The former refers to one word combines with other words with the grammatical rule. E.g. get used to, be good at .the latter means multi words co-occur to contribute the meaning. E.g. make a mistake, catch a bus. Lewis (2000) lists different types of collocation, such as verb+noun, noun+noun, adjective + noun, verb+adjective, fixed phrase, part of proverb, binomial, trinomial and so on. The significance of learning collocations 4.1 The underlying rule of organization of lexicon Sinclair (1991) advances two principles (the open-choice principle and the idiom principle) to explain the organization of the texts. The open-choice principle suggests that you can put any word in the slot to make texts as long as you follow the grammar rule. It is known as slot-and-filler model. However, this principle cannot explain the collocation constrains. The idiom principle highlights that there are some regularities when two or more words combine together, and Sinclair claims that there are some constrains on the choices words in discourse(ibid), in other words, the way words co-occur are not random. Hill (2000) also agrees with the idea that the lexicon is not arbitrary. E.g. commit. A relatively fixed set of words can co-occur with it. E.g. suicide, crime, murder, sin. But not promise, advice, plan. 4.2 The size of collocation Groups of words or phrases are used very frequently to express meaning in the oral and written texts. Hill (2000) claims that two or more than two words collocations make up a huge percentage in the text. It is estimated that up to 70% of everything we use in oral and written texts are fixed expression. This widely used collocation implies that if non-native learners have got a huge amount of collocation, it will be helpful for them to achieve native-like fluency in the target language. Nation (2001) also points out that knowing the collocation knowledge of a word is one of the most important aspects of knowing a word. 4.3 Native-like fluency Learning collocation helps learners to speak and write English in a more natural and accurate way (Dell and McCarthy, 2008).if learners store a huge number of collocations, this allows them to retrieve ready-made language, think more quickly and produce language efficiently (Hill 2000).in addition, they do not need to make sentences word by word to express themselves, and this assists them in using English not only naturally but accurately. According to my experience of teaching English in China, due to the first language interference, the direct translate are used to produce language, the inaccurate use of collocation is very common in the essay writing, and this is one of the main causes which lead to the emergence of Chinglish, e.g. eat medicine, make exercise, receive the telephone e, open/close the radio, look TV instead of take medicine, do exercise, answer the telephone, turn on/turn off radio, watch TV. 4.4 language acquisition Learning collocation enhances language acquisition (Hill, 2000). Nation (2001) points out that collocation helps learners to store knowledge quickly. If learners have got a huge number of collocations in mind, it is easier for them to retrieve ready-made language from their mental lexicon and think more quickly because they can recognize big chunks of language when reading and listening, and this is very helpful for them to understand the meaning in the speed of speech and the long reading texts. In contrast, if learners decode the meaning of speech and texts word by word, maybe they know the meaning of each word, however, they do not know the meaning of collocation or chunks in the long discourse. It may be difficult for them to get the accurate meaning of the speech and texts. Based on my teaching experiences as a high school English teacher, I found that most of the students in my class have got difficulty understanding the meaning of the entire paragraph due to lack of collocatio n competence. Hill (2000) also agree with this explanation that one of the main reason for having difficulty in reading or listening is due to lack of collocation competence, rather than the load of new words. E.g. as far as I know, the old sheep comes up with the idea that he will give up on his dream to look after little sheep, however, he cannot make this decision due to other people. This makes him keep crying all the time. Even though students know the meaning of each word in the above paragraph, it is still very hard for them to understand the entire paragraph because they are not familiar with some collocations inside. In the above two sections, the definition, types of collocation and the significance of collocation were discussed. In the next section, I would like to give some suggestions on teaching and learning collocations in the classroom. 5. Teaching collocations in the classroom Here are some suggestions and activities for English language teachers that will help students to acquire the knowledge of collocations in the classroom. 5.1 Raising awareness of collocation in classroom Woolard (2000) points out that raising learners awareness of the importance of collocations is a good way to help them notice them. Teachers should explain the rationale for collocation, the significance of learning collocation in language acquisition, and then make learners know that words are not used in isolation, knowing one word also means knowing which word is likely to co-occur with it, Teachers can emphasize in the classroom instruction that knowing collocations not only helps them to receive (reading and listening) and store language quickly but also produce language naturally and accurately. E.g. When teaching reading, it is an effective way to ask learners to identify collocations in the texts and let them make a list of collocations. When teaching speaking, teachers can ask learners to predict the collocations of the word. If teachers encourage learners to notice collocations in input and output teaching activities, this practice will help learners develop an ability to n otice and use collocations. It also helps learners to develop learner autonomy, when they read newspaper, listen to radio, watch TV and talk to other people in English. They will notice the existence of collocations in spoken and written texts. 5.2 Increasing language input and providing output opportunities Using the authentic reading texts is an effective way to teach collocations. In the classroom, Lewis (2000) also suggests that teachers should choose the right kind of texts which includes different types of collocations. These texts can be used in the intensive reading practice. However, this is not enough to acquire the knowledge of collocations. Krashen(1985 )points out that enough comprehensible input is a source of language acquisition. Collocations are used in different types of texts, such as newspaper, magazine, and story books. It is good for learners to do extensive reading to encounter collocations in these authentic texts and remember them in the notebooks. In addition, extensive reading provides learners with context to make the understanding of the meaning of collocation easier and deeper, therefore. Extensive reading not only helps them to know how native speakers use the collocations in the natural way, but also moves learning collocations from short to long-term memo ry. However, Swain (1995) claims that despite the fact that learners are given a rich source of comprehensible input in the French immersion programmes in Canada. It is still hard for learners to produce the native-like language proficiency. Teaching collocations also needs to provide opportunities to learners to practice how to use collocations. These activities can be some communicative activities in terms of writing and speaking. Hill, Lewis and Lewis (2000) suggest that teachers can ask learners to find the collocations in the reading texts, and then use these collocations to reconstruct the content. Some collocation errors can be found. Teachers need to write down these errors in the blackboard and make learners to analyse them. The same activities can be done by listening to tapes or stories and then ask learners to speak out the collocations. Some exercises are used to help learners acquire collocations (Dell and McCarthy, 2008). Such as Fill in blanks, Match games True/False. 5.3 Using resources: Collocation Dictionaries and corpora and concordances It is a good way to get learners use collocation dictionaries to know more about collocations. e.g. Oxford Collocations Dictionary for students of English. In addition, with the development of internet, the innovative corpora and concordances are becoming the effective way for learners to check collocations online. They provide great texts to check collocations and grow dramatically with the update texts. Corpus has brought great insights into linguistics, especially into the study of collocations. A corpus collects the written or spoken texts and stores them in the computer. It is very helpful and efficient way to use the corpus to check how the people use collocations in written or spoken texts .Sinclair (1991:32) defines a concordance is a collection of the occurrences of a word-form, each in its own textual environment. Compared to collocation dictionary, concordance allows us view more collocation lists in the corpus. However, I think it is necessary for teachers to provide learners with some training to help them use it well, this also encourage learner autonomy. 6. Conclusion In this paper, I have explained and exemplified the question what is involved knowing a word. Word form, word meaning and word use were discussed briefly. Such as spelling, pronunciation, word parts, word meanings, word associations, grammatical functions, register, collocations, frequency and so on. In these many aspects of word knowledge, collocation as one type of word knowledge was chosen to explore. First, the definition and classification of collocation were discussed, and then the reason for choosing collocations was explained. Next, this author proceeded to explore how to teach collocations in the classroom. Lastly, this paper offers some suggestions on how to help learners acquire the knowledge of collocations in the classroom. Appendix 1: The meaning of knowing a word(Richards,1976), 1 The native speaker of a language continues to expand his vocabulary in adulthood, whereas there is comparatively little development of syntax in adult life. 2 Knowing a word means knowing the degree of probability of encountering that word in speech or print. For many words we also know the sort of words most likely to be found associated with the word 3 Knowing a word implies knowing the limitations imposed on the use of the word according to variations of function and situation. 4 Knowing a word means knowing the syntactic behavior associated with that word. 5 Knowing a word entails knowledge of the underlying form of a word and the derivations that can be made from it. 6 Knowing a word entails knowledge of the network of associations between that word and other words in language. 7 Knowing a word means knowing the semantic value of a word. 8 Knowing a word means knowing many of the different meanings associated with the word. Appendix 2: What is involved in knowing a word? (Nation, 2001) Form spoken R P What does the word sound like? How is the word pronounced? written R P What does the word look like? How is the word written and spelled? word parts R P What parts are recognizable in this word? What word parts are needed to express the meaning? Meaning Form and meaning R P What meaning does this word form signal? What word form can be used to express this meaning? Concept and referents R P What is included in the concept? What items can the concept refer to? associations R P What other words does this make us think of? What other words could we use instead of this one? Use grammatical functions R P In what patterns does the word occur? In what patterns must we use this word? collocations R P What words or types of words occur with this one? What words or types of words must we use with this one? constraints on use (register, frequency ) R P Where, when, and how often would we expect to meet this word? Where, when, and how often can we use this word?

Ethnomethodology In Sociological Analysis

Ethnomethodology In Sociological Analysis Ethnomethodology is the study of the ways in which ordinary people construct a stable social world through everyday utterances and actions is now a major component of all sociology and linguistics courses. The tag was invented by Harold Garfinkel, the American sociologist, who put down the basics of ethnomethodology as a hypothesis, and as an awkward assessment of all conservative sociology. Elucidating on the genesis of the term, he proposes that ethno appeared to refer, in one way or another, to the accessibility to an associate of reasonable acquaintance of his social order as rational information of the whatever. In this paper, we focus more narrowly on this specific theory of ethnomethodology and how more specifically it is important in the aspects of personal and post-modernist perspective on contemporary sociological analysis. We will determine how and to what extent this theory is really convincing as well as adopt a critical stance towards it. There are two central ideas in ethnomethodology: indexicality and reflexivity. The fundamental initiative of indexicality is that the connotation of an expression or remark is reliant on its framework of how it will be utilized. In other words, the learning of what a statement implies relies on some consideration of the circumstance on which the declaration is used. The particulars of the relations in which the contributors are affianced are brought up in ethnomethodology. On the other hand, reflexivity refers to the actuality that our common sense of regulation is an outcome of speaking procedures: it is formed in conversations. Garfinkel Harold (1917) is the initiator of the ethnomethodology field of research. Ethnomethodology is a hypothesis that illustrates the assortment of procedures that people use to comprehend, and make their way throughout, daily existence. One of the behaviors that individuals make good judgment of their lives and relations to others is in the course of reporting observations. These are the different ways in which individuals substantiate or make good judgment of their measures to themselves and others. Ethnomethodologists dispute that descriptions are spontaneous, which implies that by presenting descriptions of ourselves to others, we as well transform the circumstances and the likelihood for communication in that state of affairs. Ethnomethodologists have furthermore used violation experiments to comprehend the manner that individuals put up social authenticity. In these lessons, ethnomethodologists get involved in actions that infringe the undervalued suppositions of daily life , and observe to notice how other communal actors refurbish or recreate the violation in the societal structure. These lessons demonstrate how people regulate their daily lives and how they deal with confrontations to that daily arrangement. Moreover, Garfinkel has revealed how the apparently ordinary grouping of sex is socially assembled. In his interrogation with Agnes, Garfinkel discovered that sexual category is a societal achievement that entails continuous consideration to the ordinary observations that permit individuals be judged as male or female (Janet, 199, pp.102). An ethnomethodological advance observes and evaluates social relations through endorsed behavior, what individuals do in social accomplishment and dealings. It is related to the perception of figurative interactionism, even though it centers most of its attention on the actions themselves and how they are carried out in specific frameworks, rather than taking into account how community actors create implication and understanding in relations. Authors in the ethnomethodological perception seem to be undisturbed with the philosophic emphasizing of social dealings or in increasing a comprehensive hypothetical composition that can enlighten on all features of social relations and the foundations and configurations that materialize from it. Rather, they evaluate social relations in specific circumstances and frameworks, trying to illustrate and comprehend the techniques, measures, and concerns that community actors apply in implementing social relations. For the ethnomethodologist, societ al connections must not be measured as coherent or ridiculous, or dependent on error, rather societal relations is a pack of reasonable measures people utilize to cope with circumstances and frameworks where there is some suppleness for societal attainment and possibly some ambiguity regarding the behavior and upshot of social achievement (Goffman, 1976). Similar to interactionist viewpoint, ethnomethodologists think of these daily relations, and the actions implicated in them, as containing a reliability or steadiness so they structure what sociologists call foundations and formations. These arrangements and outlines are constantly dynamically created through interface amid public actors, even though not automatically in a cognizant approach or as an outcome of intentionally allowing for implication and elucidation. Rather, communal actors are held responsible for their measures in the encounters that transpire in precise circumstances and framework. This implies that social action in a context is an actively produced accomplishment (Cohen, p. 90). The ethnomethodological point of view put emphasis on a communal interface that has a prudence of its own and the manner is one of achievement making good judgment out of circumstances and retorting in an answerable approach. Specifically, this social demeanor is not only devotion to a pa rticular outline of prudence forced by universal customs, positions, institutions, and arrangements of the social order. Ethnomethodology may perhaps be more a technique responsible for sociological approaches, unlike hypothetical ones. Here, sociologists are to position themselves far from the universal perceptive of community actors, circumstances, and social interactions, and observe the universally acknowledged perceptive that public actors have taken on and, at least absolutely, acknowledged as they keep on social relations and social interactions. It not only asks the sociologist to establish and evaluate what precisely these are and how they have progressed in terms of development, but also raise issues or assess critically these, to increase the likelihood of whether these are publicly appropriate and just, as well as to reflect on substitutes. A feminist approach can be associated to the approach by taking into account the realities of womens nature, needs, role, and place in society and how systems of ideas constructed in past interactions and sustained by present ongoing interactions (Wallac e and Wolf, p. 241). A feminist issues proper feminine positions and errands in stipulations of nurturing, socialization mothering as well as the personal field. These approaches may possibly be helpful to those in other circumstances where they are inferior deprived, tribal/racial factions and homosexual persons. Moreover, they guide the sociologist to doubt the place the persons dwell in and reconsider the undervalued postulations of their state of affairs. In this judgment, it may perhaps be critical, resourceful, and probably liberating. Harold Garfinkel, an American sociologist, largely developed ethnomethodology in the early 1960s. Ethnomethodology refers to the learning of the habits in which persons make good judgment of their communal planet. It is different from additional sociological viewpoints in one exceedingly imperative admiration. Functionalists, Marxists and Symbolic Integrationists are all markedly different from each other, but they nevertheless assume that the social world is basically orderly, i.e. that patterns of behavior and relations in the general public are standard and methodical rather than unsystematic and frenzied. They respectively define these regularities thus: Functionalists consider it as the upshot of assessment agreement in the public, which guarantees that behavior matches with commonly acknowledged standards. Marxists perceive it as a consequence of the inferiority of one rank to another, it is uncertain and open to interruption by insurgency but all the same it is present. Moreov er, interactionists vary from these inclusive-viewpoints in that they perceive order not so much as an attribute of the public structure but as something that is fashioned and reshaped daily in the diversity of interface conditions; it is discussed an outcome of the procedures of description, elucidation and concession which comprises social contact. Organization is nonetheless still supposed to be a purposeful element of community life. Ethnomethodologists, in contrast to this, begin with the assumption that social order is mere illusion. Social life merely appears to be orderly but is, in reality, potentially chaotic. Societal array is created in the mentalities of communal actors as the social order tackles the character as a sequence of intelligence imitations and incidents which one is required to in one way or another categorize into a coherent pattern. Garfinkels concept of indexicality implies that individuals make good judgment of a comment, signal or a specific action by indicating the framework in which it transpires; to be precise they register it to precise conditions. We make sense of a situation according to the context in which we find ourselves, looking for clues as to what the situation is supposed to be. This leads us to accept the situation as authentic. If a fellow student walks into your room in halls wearing a stethoscope and a white coat, you will be aware that he/she is not a doctor but maybe going to a fancy-dress party. However, if someone you do not know approaches you at a hospital in similar garb, you might be very likely to assume that they are a member of the medical profession (Garfinkel, 1967). The technique most favored by ethnomethodologists (particularly Garfinkel) is to momentarily interrupt the planet which its inhabitants undervalue and observe how they respond. The motive of this is to depict background suppositions that have been acknowledged as authenticity in due course. In one of his research tests, Garfinkel requested students to conduct themselves as if they were guests in their individual abodes, and document the bewildered responses of their parents as they put effort to understand the unexpected interference of the usually familiar association with their children. Ethnomethodology leans on disregarding information conveyed through communication, focusing solely on how the communication was executed. This is because the attitude of ethnomethodology advocates that all implications are, and can merely eternally be, one-sided and that the single purposeful common realism is the actuality of universally understood communication techniques. Ethnomethodologys reliance upon a kind of relativism is often used to criticize it. In taking this relativist stance, ethnomethodology leaves itself unable to make moral judgments about meanings and therefore it is largely unable to undertake problems like discrimination and authority. Nevertheless, it can be disputed that ethnomethodology is not purely relativistic because it obviously has to provide at least some rules for itself in order to work. The ethnomethodologist must make, and rely upon the assumption that others will appreciate the significance of his or her effort, in a similar approach that you might read and understand these words on the paper. I am discussing something and trying to be non-judgmental about it, but no doubt it does contain my own values. Ethnomethodologists might argue then, that the only thing which humans are really good at is the production of order out of chaos. All other human capacities, such as moral judgment, would be seen as merely subjective and having no truth. Ethnomethodology is certainly interesting as an analysis of how persons make good judgment of the globe as a social place, and how we construct a reality from the minimal amount of information available to us. It shares its investigative attitude with symbolic interactionism. It was mainly developed by Garfinkel. It has its roots in the phenomenology of Schutz and the writings of Talcott Parsons who was Garfinkels teacher at Harvard University (Farganis, 2000). Development of Ethnomethodology One of the achievements of ethnomethodological effort has been its exhibition of the significant penalties for both community presumption and study that flows from the fundamental spot of indexicality. What ethnomethodology presents is a replica of thoughtfulness which relies on intelligence being recuperated from speech in context via a variety of techniques of logic creation. (Heritage, 1984) Talcott Parsons Parsons had been attempting to link the three separate elements of personality, culture and the social system. Although society is largely systematic, individuals also clearly make choices about particular courses of action. What forces, Parsons asked, actually give a social structure to the choices that people make; when those same structural forces must necessarily be rooted in those actions resulting from those choices? The structural forces must transcend the action; and Parsons called these emergent properties, of which the most important are normative value commitments or the shared commitments that each of us has regarding social propriety in particular contexts. Because we share them, we are motivated to comply with perceived social requirements. And we do so because we are morally motivated to do so. This is Talcott Parsons answer to the question of how order comes about; it involves motivated compliance to the normative order. Parsons helps us to understand how a social system of action is derived from the orderliness of stability, rationality and predictability (James, 1994). Alfred Schutz Garfinkels perspective also derived from the phenomenological thinking of Alfred Schutz, for whom the system was an insufficient answer. He believed that the concept of action must instead be derived from the position of the actor in his/her daily experiences of life. He said that thinking of things from the objective perspective of a systems approach, although apparently highly suited to a scientific sociology, ignores the subjective position of the actor and transforms his/her perspective into that of the sociologist. Rather than analyzing what the actor might understand of a situation, sociologists would transpose these explanations into idealized sociological versions of what had actually happened which fitted and thus maintained the system. If one takes Parsons view, the whole concept of the actors view is lost. For Schutz, the world is an interpretive reality in which any particular action might have more than one meaning for the actor. A meaning is revisable as a perspective in the intersubjective space that exists between actors. In other words, although we experience the world through an individual consciousness, we understand that the experience of it is not entirely personal and unique. It is taken for granted by each of us that others see and mean much the same things as one. Everyday life is thus taken for granted as a largely objective phenomenon; yet we also take for granted the subjective position one has of it from ones own particular and unique perspective. The social world is a given, which existed before one came along. Other than when we are stepping back and taking a philosophical stance towards it, it is impossible to constantly subject its reality to question. Schutz suggests then, that our common sense appreciation of experience is constituted by typifications (rather lik e scripts or schemata in social psychology) which refer to what one finds to be a regularity, or typical event, object or action. These regularities make us accept the everyday world as mundane or everyday! (James, 1990) Language is a kind of iconography or library of such typifications which we have inherited in the process of our socialization. When we explain others actions to ourselves we again typify their reasons and intentions: Well he would behave that way because hes a or she clearly intends to etc. These attributions of cause or intention are quite a routine because we intuitively know the type of person we are seeing/speaking with etc. We hold the world in common with others which stresses for Schutz the importance of the reciprocity of perspectives; even where there is a difference of viewpoint it is socially organized an airline pilot is expected to know more about flying than I do!( James, 1990) In everyday life, one attends to the ongoing, practical process of living as events occur and attending to what is most relevant at this moment according to ones interests and purposes. Indeed, unless one is disturbed by a strong contestation of ones viewpoint, one will simply accept what is happening in the way it happens. Scientists, or more particularly sociologists, Schutz argues, do not do this; they stand back and analyze from an extremely diverse viewpoint from that of the performer. They produce concepts which refer to human actions as if they were fixed quantities (which they arent) and employ second degree constructs from the first degree construct of the actors actual, lived experiences. Thus, for Schutz, sociology had been making sense of events which already had sense for the actors (James, 1990). Our understandings of social situations are constructed from within according to Garfinkel. This means that the core elements of social order its order and intelligibility are products of the activity itself . This situation is particular to this moment, to these participants and is what Garkinkel refers to as locally produced by its participants. This does not however mean that any of us merely does whatever we like; we are bound by rules based on the social reality of the situation a practical reality. But it is very important to understand that Garfinkel stresses this reality being conceived as consisting only in actors understandings i.e. their understanding of social features as fixed, typical, required etc. is the only thing that makes them appear to be objective. We act on the basis of such understandings and thus produce our activities as social ones. They thus fit the context in which we find ourselves. There two suggestions of ethnomethodologists: to treat social settings as practically accomplished and to treat members of the action as practical enquirers. The social setting is thus, not out there, but is an ongoing accomplishment achieved through interaction; a product, a process and a practical accomplishment (Denzin, 1993). We may then perceive the world as a constraint, feel we must do things (like be polite) even though we would sometimes wish not to. It is unimportant here whether an action is morally right; Garfinkel isnt interested in what we construct, but in how we construct it. What actually happens is identical to how it is perceived and recognized by the actor. In the formulations or ways in which we describe an event, we are inseparably connected with that event we are the event! Describing, referring and naming are practical actions within that setting. Every time we speak and act we are engaged in the reciprocal consequences that we elicit from other actors who are also present. There is therefore no distinction here between an event and the description of that event by someone in the setting. One would generally produce actions in the setting which make clear to those present (in the course of the activity) what is going on; not make excuses and repairs after the event. What someone says is what they actually mean. When we give a reason for something, thats actually why we did what we did. The social world is orderly because we constantly make sense of contingencies and particularities as knowable, understandable entities. Ethnomethodologists engage in conversational analysis which demonstrates how conversational organization involves structures which are context sensitive. Through these we engage in conversations which are quite specific to their local context. The machinery is general, but its local uses and particular outcomes are specific. For instance: Whats your name sunshine? Dave You own this place? Yeah Conversation Analysis Appreciative the character of discussion analysis would be made simpler if it is thought as an improvement of ethnomethodology which has tagged along the insights concerning the reflexive and indexical character of achievement and use them particularly to informal relations. The apprehension with indexicality is here apparent in an alarm with how utterances recount to the spoken progressions to which they fit in; and the anxiety with reflexivity materializes in the secure concentration paid to the sort of interactional vocation utterances and entire successions achieve. Schegloff Emanuel, Gail Jefferson and Sacks Harvey, who have been mainly intimately linked to budding conversational study, also assumed the common ethnomethodological proposal that relations is systematically based. Therefore, in researching on conversation they began with the supposition that what is spoken is not the approach it is unintentionally, that structures of words are not uneven and complete make-dos, but are premeditated in their element to be receptive to their chronological framework and to their function in communication (Sacks, 1992; Sacks et al., 1974). A discussion methodical viewpoint on realistic conversation will begin by bearing in mind its part in proceedings which are, consecutively, rooted in series. Hence before we carry on with the subject of particulars we will require something of a parenthesis on the interface successions in which they transpire. The Critics According to ethnomethodologists, conventional sociologists are constructing a sense of social order in the same way as a layperson: namely, meanings are regarded as substantive and unproblematic. Consequently they are taken for granted. By contrast, ethnomethodologists argue that the proper task of sociology is to sort out the interpretive rules by means of which we establish our sense of order, rather than engage in reflexively establishing that sense. In this way, conventional sociology becomes an object of study for ethnomethodology, in the same way as any other human social activity is an object of study. Thus, Garfinkels book contains both an essay on coding answers to sociological interviews and an essay on trans-sexuality, the activities sharing an equal status as ways of producing social reality (Wallace, 1995). A common criticism of ethnomethodology is that it does not tell us anything very important. By definition, the big political and social issues of the day are beyond its scope, since the concern is with how we constitute this world, rather than what we constitute it as being. It is argued that the rules it draws out are also comparatively low level and merely tell us what we already know. It denies the constraints of social life upon the actor. It suggests that sociologists can do little more than report an actors version of a situation. These are based on misunderstandings of ethnomethodology and tend to come from sociologists with a very different perspective. They amount to saying that it doesnt look at things in the right way! It is microscopic and trivial; this also suggests bias. The ethnos clearly do have a defensible justification for their perspective- ethnos study the actors methods of construction, but simultaneously employ those methods of construction. It is itself an organized social activity which is practically accomplished i.e. the problem of radical reflexivity: the study of the study of the study! The answer they give is that this infinite regress is an acceptable critique but it isnt their problem; its a philosophical issue. It does not reflect negatively on their theoretical perspective (Sacks, 1992). Conclusion Ethnomethodology facilitates us to move beyond simple announcements of the appeal of processual anthropology to its concrete practice. Garfinkels methods of ethnomethodological breakdown authorize a spotlight on moments of crisis in conversation. It is such an instant that the negotiation of meaning is clearest and hence conversational analysis can be employed as an influential analytical instrument of processual anthropology. In stipulations of the associations connecting ethnomethodology and other sociological viewpoints, and involving the ethnomethodological design and its subjects of enquiry, this is conceivably an added foundationalist and productive progress than is occasionally accredited (Sacks, 1974). According to Dennis (2004), Lynch argues convincingly for the cross-fertilization of ethnomethodology and the sociology of methodical or rather scientific awareness to elucidate the procedural and epistemological practicalities of the common sciences. Lynch posits an epistemolo gical and practical break, situated about Garfinkels abandonment of Schutzs commencement of systematic processes. However, Garfinkels afterward works are disputed to be advanced to their previous, protoethnomethodological, equivalents to the point that they no longer break on Schutzs inconsistent and scientistic emergence to methodological inflexibility. Although ethnomethodological work continues, it is neither as prominent, nor as controversial as hitherto. On the other hand, a modified version of some of its insights is now almost taken-for-granted: there is, for example, a much wider recognition among sociologists of the problematic nature of meaning and of the way in which our talk does contribute to the creation of our social reality. Meanwhile, ethnomethodology has become a relatively prosperous alternative discipline, with its own conferences, journals, and centers of excellence.

Selfishness Among Characters :: essays research papers

Characters in the stories we have read so far this semester have been faced with a multitude of problems, emotions and impulses to work through. It seems that from three stories the characters carry out very different actions, but they all have an underlying bond, selfishness and the desire to be something there not. It also seems that they are judged in the eyes of the narrator, as either succeeding or failing due to the way they carried themselves throughout the story.   Ã‚  Ã‚  Ã‚  Ã‚  In the short story, 'A Pair of Silk Stockings';, by Kate Chopin, the main character, Mrs. Sommers, after finding fifteen dollars plans do things with it for her kids, and her family. However, this all changed after, buying a pair of expensive silk stockings for herself. She just totally forgets about all the nice things she was going to do with the money for her kids, for instance buy them new cloths for once in their lives. Once she put those silk stockings on, she received a small taste of the good life, and the greed and selfishness set in. She wanted more of it. So, she goes off and treats herself to things of a higher class, deep down knowing that she didn't belong where she was, for example, in the theater or going to a nice restaurant for lunch. At the end it seems that she has no recollection of her life before this day had begun. She was so wrapped up in assuming the identity of a wealthy person under false pretenses. The way that the narrator was telling the story, the main character Mrs. Sommers, both Succeeds and fails at the same time. She succeeds in the sense of fooling people and also herself into believing that she is a member of the upper class, at the same time failing in her responsibilities to her family of being a responsible mother.   Ã‚  Ã‚  Ã‚  Ã‚   In the second story, we read by Kate Chopin, 'Regret';, the main character, Mamzelle Aurelie, has a selfishness to her, that to me was a somewhat a good kind of selfishness, unlike Mrs. Sommers. She was a strong woman who never really had a man in her life, probably because she had her own ways of doing things and didn't want a man telling her how to live her life. I believe that this is the reason she turned down the proposal, of marriage, earlier on in her life.

Dangers of Consuming Too Much Sugar Essay -- Health Obesity Food

Drinking a beverage remains as the perfect way to quench one’s thirst. Each and every drink holds the feature of being refreshing, invigorating, and most importantly, palatable. Thus, countless people take pleasure in consuming drinks. If drinks were not as enjoyable, people would not be able persevere with the rest of their lives. The human body necessitates a drink every day in order to survive. On the other hand, a human can last several days without food. Multitudinous humans, particularly Americans, relish on self indulging themselves with food and beverages. Once a person stops eating or drinking in ideal proportions, it can lead to health issues. With this gluttonous quality, these Americans are on the verge on becoming overweight, or worst, obese. As more and more Americans find it pleasing and gratifying to consume food and drinks, the more the health issue of America is at risk. In addition to that, it is disadvantageous that companies nowadays are going overboard t o satisfy their customers. They attempt to make their company better than the other company, whether by revamping their food or beverages. Therefore, these foods and drinks are no longer as natu ¬ral or healthy than before. The pros of these new formulas include feeding one’s inner soul and being more succulent, piquant, and toothsome; the cons solely consist of significantly affecting one’s health in a negative manner. Considering there is a higher abundance of pros than cons, Americans simply disregard the cons. By ignoring these misfortunes, the statistical rates for American obesity have drastically augmented in the pass years. The sugar concentration found within these foods, and especially within drinks, prevails as the chief factor that leads to health ... ...wells http://www.cdc.gov/mmwr/preview/mmwrhtml/mm59e0803a1.htm?s_cid=mm59e0803a1_e%0D%0A http://men.webmd.com/weight-loss-bmi http://www.motts.com/ApplesAndHealth/Glossary/ http://www.motts.com/ApplesAndHealth/Glossary/ http://www.tropicana.com/#/trop_products/productsLanding.swf?NonRefrigerated/92 http://www.monsterenergy.com/products/monster-energy/ http://www.redbull.com/cs/Satellite/en_INT/Products/Red%20Bull%20Energy%20Drink%20--%20Red%20Bull.com%20Products%20--%20Red%20Bull-021242751115866#/product-Benefits http://productnutrition.thecoca-colacompany.com/products/coca-cola http://www.pepsiproductfacts.com/infobyproduct.php?brand_fam_id=1049&brand_id=1000&product=Mountain%20Dew&or=md http://www.sunsweet.com/nutrition/nutrients.asp http://www.nlm.nih.gov/medlineplus/ency/article/002403.htm http://www.nlm.nih.gov/medlineplus/druginfo/natural/853.html

Admission essay for Christian school

I was born and raised in a Christian family.   I used to go to the Presbyterian Church but early in my life I was really not that interested in knowing God.   I was a so-called Sunday Christian, who merely went through the routines and never really believed.   My belief was different because I believed that I can do everything through my own efforts without God’s help because I was not a real Christian.I had too much confidence and pride.   Pride motivated me to do things that I know are not very Christ-like: the same way that it influenced Adam and Eve to try to become like God (Gen. 3:5).   This made it very difficult for me and presented itself to be my undoing at certain times.   When I prayed to God, crying, I was able to feel God’s love and I believed that tears are symbol of His love at that time.   After that, I heard that God’s voice.He asked me â€Å"why are you weeping† just like John 20:13.   Finally, I realized that I need to r econcile my broken relationship with God, and now I am proud to say that God loves me still.   I began to understand from this experience that God dwells in the heart of me and I am a very humble man in the world.   Only humility can please God and place my life in a position where God will listen to me.My basis for my assurance of salvation and eternal life is John 17:25-26.   It appeals to me because it is about our motivation of love.   The heavenly Father loved His son with an eternal love.   Everything in the heart and life of the Father was released to His son.   No human love could keep Him perfectly obedient to His Father throughout His life.   Only His Father’s love was powerful enough to compel Him to commit His life to the saving purpose of His Father.  It is true that it is impossible for a Christian to be filled with this measure of love and not to be on mission with God.   I will be incapable of ministering unless I have His love.   I have be en changed completely through this verse.   I am pretty much sure that Jesus was crucified on a cross because He loves us.People who received Christ will get eternal life through him who sent by God to save us as Savior.   Like Jesus Christ loved each of us, I should love others.   This is only way that I could appreciate Jesus and my ultimate reason that I become a Christian to reward God’s infinite love.I have been in the United States for around three years.   When I was in Korea, God gave me an assurance of His leading so that I came to the United States without any doubt.   I feel that this is similar to the way that the people God used mightily in scripture were all ordinary people to whom He gave divine assignments that they never could have initiated (Genesis 12:1).  As God sent Abraham to out of his country to fulfill His purpose, I came to the United States to accomplish His purpose.I had been taught discipleship and spiritual growth as well as English i n Intercultural & Missions Institute for two years.   When I was in ESL course in Concordia University, I had a Bible study course with a teacher who belonged to IMI (Intercultural &Missions Institute).   I read the Bible at least two page everyday and shared the verse with my teachers.   Additionally, we chose Christian books to learn about who God is exactly and I had a Bible lecture.I am confident to state that God has been building my character to match His assignment for me.   It was difficult at the start because I was impatient to begin my work and I still was not sensitive to sin.   Sometimes, it was really hard to keep my relationship with God strong.   Whenever I felt those emotions, I would pray to God, and He would tell me, â€Å"Deny yourself.†Ã‚  I seriously thought that if I can’t overcome sin, I may choose a standard other than God’s law on which to base my life and it devastates everything nearby me.   I am sure, however, that God will refine my character if I keep trying not to commit sin.The other thing that I realized is that God’s Word is plumb line and it is a dangerous thing to live my life without spiritual â€Å"plumb line†, or standard, by which I determine right from wrong.   After I had become a real Christian, I always called sin a â€Å"mistake,† a â€Å"bad habit,† or a â€Å"weakness.†   So I couldn’t escape its grasp so far.   That is why I always felt sin has robbed my joy and guilty.Sometimes, the image of God was not love but fear.   However, I realized that I should not allow pride to convince me that it is too humiliating to admit the sin in my lives.   That can blind me to its presence.   As a Christian, I know that it is hard to live just like Jesus.   I will never give my Christian life up. W hen He tells me what His plans are, I will trust Him and walk closely with Him just like I did so far.My ultimate goal is to be able to lead a life in the manner that Jesus taught us.   I am still looking for God’s purpose to begin His assignment.   The reason that I chose Biola University is that it is only this school that can help me to grow spiritually and decide my major.   Moreover, I heard that I have to take biblical classes to graduate from Biola University.   I really like that curriculum of Biola University.  I am not majoring in Theology, but I officially would like to learn Theology if I will be able to study in Biola University.   Whatever God wants me to be, I am always ready follow him.   I am sure that my spiritual growth will be better as long as I am attending Biola University.   So I can contribute to let people know God as I studied in this school.   I want to lead a life worth living to help other people as a Christian.My main philosophy in life is to lead by setting an example. I cannot expect others to do what I myself would be willing to do but that does not mean that I cannot hope that others will see the example that I have shown them.This philosophy is one of the many forces that drive me to pursue my dream of pursuing my career and of becoming so much more in life.   The chance to help those who are less fortunate in life, the chance to help those in need, the opportunity to be of service to humanity; these are the reasons why I have selected this as the profession that I will pursue; for, as Eleanor Roosevelt once said, â€Å"The future belongs to those who believe in the beauty of their dreams†¦Ã¢â‚¬ 